APPLIED BUSINESS ACADEMY

Diploma in Education and Training (DET)

Assignment Front Sheet
Qualification Unit number and title

Level 5 Diploma in Education and Unit 417: Inclusive Practice

Training.
Unit code:L/503/5384

Level: 4

Credit value: 15 credits

Guided Learning Hours: 50

Designer Name: Mr. Sadeque Shaikh IQA Name: Ms. Tabassum Ferdous
Date: 14/04/2019 Date: 24/04/2019

Student Name: Aleem Ul Altaf Assessor Name: Asma Salim

Date issued
Completion date

Sept. 2020 Cohorts 11/01/2021 04//03/2021

Assignment title Inclusive Practice

Learner declaration of validity

Learner’s Name: Aleem Ul Altaf ID Number: 20067

I declare that the work submitted for this assignment is my own work. I have
acknowledged all sources used in this assignment and have referenced according
to the Harvard referencing system. I have read and understand the plagiarism
segment stated with the assignment brief and understood the significance.

Student signature: Aleem Ul Altaf Date: 04/03/2021

1
Table of Contents

Introduction...................................................................................................................................................................... 4
Task 1: Report................................................................................................................................................................. 5
1.1 Review the impact of personal, social, and cultural factors on learning...............................................................6
What is Inclusive practice?.................................................................................................................................... 6
Valuing Diversity is an inclusive practice...............................................................................................................6
Impact of personal, social and cultural factors on learning....................................................................................7
1.2 Review the impact of different cognitive, physical, and sensory abilities on learning...........................................9
The impact of different abilities on learning...........................................................................................................9
What is the Physical and sensory ability challenge?...........................................................................................10
Task 2: Report............................................................................................................................................................... 11
2.1 Summaries policy and regulatory frameworks relating to inclusive practice..................................................12
The law supporting inclusive education in the UK...............................................................................................12
2.2 Explain how policy and regulatory frameworks influence organizational policies relating to inclusive practice
............................................................................................................................................................................. 14
2.3 Explain how policy and regulatory frameworks influence your inclusive practice..........................................15
Task 3: Report............................................................................................................................................................... 16
3.1 Summarize your role and responsibilities relating to inclusive practice..............................................................16
3.2 Explain the relationship between your role and the roles of other professionals involved in inclusive practice. 19
3.3 Identify points of referral available to meet the individual learning need............................................................20
Task 4: Report............................................................................................................................................................... 21
4.1 Review the key features and benefits of an inclusive learning environment......................................................21
4.2 Analyze ways to promote equality and value diversity.......................................................................................23
4.3 Analyze ways to promote inclusion.....................................................................................................................24
4.4 Review strategies for effective liaison between professionals involved in inclusive practice.............................25
Task 5: Report............................................................................................................................................................... 26
5.1 Review the effectiveness of own inclusive practice............................................................................................26
5.2 Identify own strengths and areas for improvement concerning the inclusive practice........................................28
5.3 Plan and opportunities to improve skills in inclusive practice.............................................................................29
Conclusion..................................................................................................................................................................... 30
Reference...................................................................................................................................................................... 31

2
Introduction
DET referral to Diploma in Education and Training. This degree program is highly
appreciated and well known for its success rate. This type of program is beneficial in
educating people for disabled and exceptional students. Because special students
need a particular kind of education, their instructor needs to be skilled and trained for
teaching special students differently. There are different types of disabled students. The
instructors need to be proficient in teaching deaf, mute, and blind students (Ashcroft,
2017). Besides, physical and mentally disabled students are taught differently. There
are inclusive rules, regulations, and learning processes for students as well as teachers.
This will be discussed in five different levels of tasks illustrating other goals and
outcomes for the chosen organisation Bradford College. Besides, Imperial College and
the University of Kent will be mentioned for comparing the discussion.

3
Task 1: Report
The impact of personal, social, and cultural factors on learning and the result of different
cognitive, physical, and sensory abilities on learning requires analysis of two recent
articles. Those are described respectively below:

Barmes and Ashtiani (2019) showed that personal, social, cultural, and language factors
in learning grow massively. These types of things are not very well known to ordinary
people because these are only used and talked about in research and extensive
studying. However, this article showed that even without knowing the impact of these
factors, people of a community share common traits more than differences. This is the
sole reason society can live in unity. Otherwise, there would not have a peaceful
environment in the world. Personal, social, cultural, and. Language factors on learning
and education help to understand an individual’s behavioural trait. For example, when
an individual commits a crime, that person is judged based on the crime’s classification.
Now, criminologists work to find out the reason why an individual commits a crime. So,
when they evaluate that individual’s personal, social, cultural, and language factors,
they will see which one of them lacked to commit a crime. So, this how they will be able
to reform that person through teaching the standard behavioural code of society. This is
one of the positive effects of personal, social, and cultural factors on learning and
education.

Colley (2016) shows that education is for every gender, race, colour, caste, age, able-
disable, and handicapped. Everybody deserves to be respected and receive education
merely because they are human. This is the bare minimum a human can expect from a
community. Even many Constitutions of several countries have stated “Education” as a
constitutional right of the citizens. This is why people are becoming more and more
conscious about their rights and trying to get the best out of them. This is why the
disabled and special education is not a luxury accessory for the community anymore.
People have started to see its importance. The family, parents of the disabled, also want
their children to be treated as a member of the society, which is made easier through
teaching them with the necessary education.

4
5
1.1 Review the impact of personal, social, and cultural factors on
learning
A brief analysis of the impact of personal, social, and cultural factors on learning and
education are illustrated therefore

What is Inclusive practice?

Paton and Sagala (2017) mentioned inclusive practice includes educational capabilities
for standard and disabled students with proper and needed resources. The main target
of this inclusive practice is to ensure classes for unique, challenged students by
encouraging them to bring out inner creativeness (Cheong, 2017). An inclusive
approach ensures that there are different methods for ordinary and impaired students.
Challenged and disabled students require special treatment and intense care that will
encourage disabled students to gain knowledge not only on academics but also on
extracurricular activities and practical experiences.

Valuing Diversity is an inclusive practice

Diversity means recognising the creativeness of every individual. This enables a
community to stand out by valuing every individual to its peaks by allowing them to act
on their will. This creates new opportunities and facilities for all of them (Conley, 2017).
The primary purpose of diversity in inclusive practice is to acknowledge and accept
every individual’s creativeness and hard work.

6
Impact of personal, social, and cultural factors on learning
Some areas of research have come up with communities based on personal, social,
and cultural factors on learning and education that are illustrated below,

Age: Age does not define one’s worth in learning something new. However, age is a
factor in learning something that requires sharpness of memory because young people
can grasp more information than older people (Davies, 2018). Still, when it comes to
learning something that requires practical knowledge, older people are preferred due to
their experience. This was shown in a survey of Bradford College.

Gender: Educational institutions should not have a preference in gender regarding

education. Yet, a study has shown that women pay more attention to academics than
men (Florian, 2019)

Confidence: Confidence is a significant factor in the process of learning. It builds

ideology, principles, and motivation for the students (Rose, 2019).

Peer Pressure: Peer pressure can be harmful as well as positive (Elmer, 2018).
Positive peer pressure has always been proven to be helpful and motivational for the
students. They learn and motivate each other from friends’ success and aspire to apply
it in their lives.

Cultural believes: Cultural belief is an essential factor in education. This forms a

mutual understanding between the students from different cultural backgrounds (Haely,
2017). This helps them to build a community when each of them can be benefitted from
each other by learning new things.

Religious Attitudes: Religious attitudes refer to respecting another life, what is morally
right as wrong (Oikelome, 2017). Religious perspectives help students in expecting
each other regardless of their gender, race, status.

Educational Backgrounds: Inclusive practices can be challenging for those who have
no prior degree or course of a primary or college degree (Bianchini, 2018). College
degrees are essential for achieving a primary degree.

7
Financial Situation: Financial situation in inclusive practices is used in teaching the
students for budgeting, saving, borrowing, and investing (Konrad, 2016). Some
institutions allow their students to earn their expenses throughout several campus
programs to teach them how budgeting, saving, borrowing, investing work in practical
life. Besides, the teachers need to keep in mind that there are students from different
financial backgrounds. They may not be used to the functions and programs held in the
institution. They are taught different values and norms according to their background,
which impacts them. Students from high social classes get quality education and more
opportunities, which affect their academic achievements.

8
1.2 Review the impact of different cognitive, physical, and sensory
abilities on learning
The impact of different abilities on learning
The figure below has shade light on some particular aspects that are widely seen in an
inclusive culture. Some of them are described below

Figure 1: Different abilities to learning

Source: (Leathers et al., 2019)

Cognitive abilities: The learning ability of a particular student is not as same as the
typical student, so more often, they need physical acts to enhance their memory
(Monks, 2017). An instructor evaluates that through this cognitive ability.

Physical abilities: This indicates the power of the rate of a special student’s physical
work done (Oswick, 2016). To improve their knowledge, sometimes the instructors
arrange sports, games, competitions.

Sensory abilities: This indicates the power of special students’ brain activity.
Sometimes instructors give the students some tasks that involve critical thinking,
brainstorming to figure out their ability (Palmer, 2016).

What are Cognitive ability challenges?

Instructors usually evaluate the special students’ ability to learn through cognitive ability
(Okada, 2017). So, there are some positive sides to this ability, but some challenges
have also been surfaced. Those are illustrated below

9
Memorising: Most often, it is seen that special students do not have a strong memory.
As a result, they can not remember the lessons taught in class (Sagala, 2017). This is
one of the significant challenges that the instructors face.

Concentrating: Students face problems while concentrating on given topics (Paton,

2017). It becomes severe when they are given multiple lessons to complete.

Attention: Students can not hold their attention to a specific topic for a long time. They
happen to lose their interest and start doing something else (Peters, 2019).

Dyslexia/ ADHD/ Autism: Students who can not understand and comprehend the
alphabet are marked as dyslexic students (Smith, 2019). They need a particular type of
lesson, and it can be cured through special teaching.

What is the Physical and sensory ability challenge?

Obstacles that are faced while supervising Physical and sensory abilities are its
challenges. These are illustrated below,

Sight impairment: The students who cannot see special need classes. The Braille
system was specially invented for blind students as this is very effective for them
(Shevlin, 2019).

Hearing impairment: Some students can not attend, and these types of students need
to be treated specially. Often they are taught sign language (Hong, 2019). This is very
common nowadays.

Mobility impairment: Students who can not move on their own and need help from the
stretcher, wheelchair need to be treated specially (Spencer, 2019). They need a special
classroom to attend classes.

10
Task 2: Report
Three articles have been mentioned to review these questions to recheck the workplace
policies and their influence on the work environment.

From the article of Tilstone (2017), it is seen that specific rules are only applicable to
inclusive practices in an educational institution. Those rules were made to make the
inclusive approach more productive and practical. This is becoming more and more
known to the familiar people (Ocholla, 2017). Besides, this is gaining popularity in other
countries. Because this allows unique and challenged students to do something on their
own, this gives them an identity just like the other typical students. Inclusive practices
have regular curricular activities based on the policies and frameworks supporting UK
laws.

11
2.1 Summaries policy and regulatory frameworks relating to inclusive practice
The policies and rules relating to inclusive practices are a form of law that improves
special students' situations.

The law supporting inclusive education in the UK

This report is based on the statistical data of the UK. A government review shows that
the UK's Constitution does not support and encourage discrimination in the workplace
and education (Ashtiani, 2019). International human rights demand an obligatory
positive response from the UK to act according to the laws.

Figure 2: Equality Act, 2020

Source: (Conley et al., 2017)

 Equality Act, 2010: The UK parliament was sworn to supply the and type of
service and education to the people of the UK regardless of their race, gender,
identity, orientation. This law is made to protect the citizens from any
discrimination, harassment, or being a victim of any crime, and so on (Bianchini,
2018). The rules are made for the people categorised in a different sector based
on their age, disability, gender, marriage, pregnancy, race, sexual orientation,
religion, etc. In this regard, Bradford college follows the “Equality Act, 2010”.
 Deaf awareness, welfare policy: The law was made to help deaf people and to
ensure that they do not face any discrimination in the workplace and educational
institutions. This is why some organisations take an active part in making rules
that influence inclusive practices. It is seen that deaf people face discrimination
12
 where no necessary law for them was made. So, those people need to be held
accountable for their actions, which will decrease the challenges and
discrimination deaf people face in the workplace and educational institutions
(Cheong, 2017). So, the next step should be to ensure the imposing of these
laws in schools; schools mould their mind in treating the deaf as normal human
beings so that the journey becomes more accessible when they are in broad
places like university or workplace.
 Visual awareness, admission policy: There are laws to help blind people. The
UK government has taken measures to raise awareness in several blind people
(Colley, 2016). They need to be treated as usually as possible because any
mismanagement on their end can ruin the hard work of exceptional students.
This will also hamper the development of the community. Some results are
divided among educational institutions.
 The figure charted below indicates the departments covered under the 9 -
Protected characteristic in the Equality Act 2010.

Figure 3: 9 - Protected characteristic in the Equality Act 2010

Source: (Oswick and Noon, 2016)

2.2 Explain how policy and regulatory frameworks influence organisational

policies relating to inclusive practice
There are some specific ways to strengthen the influences on organisation policies
relating to inclusive practices. These are illustrated below,

13
Criminal record bureau procedures

Every organisation has its rules and laws for employees and associated organisations
to follow. Those who violate the regulations will be taken action against them and
banned from the organisation regarding any future facilities.

Nominated roles and responsibilities

All roles, purposes, and responsibilities are well distributed in an organisation for the
employees to follow (Davies, 2018). It is clear that the highly maintained and equipped
organisations more jobs than the small organisation with limited resources. For
example, in Imperial College London, the roles and responsibilities imposed on the
students are essential, and they grow and learn through carrying out jobs.

Quality assurance procedures

Inclusive practice is an integral part of learning and education for exceptional students
and which is why it needs different and distinct strategies to complete the tasks.

Complaint procedures

Every organisation should have the option of filing complaints or feedback to learn and
improve its service.

Marketing and promotion of courses

Organisations should pay some degree of attention to the marketing and promotion of
courses. Besides, they also need to take all the feedback into account in order to
improve their services. Again, the normal and the exceptional students should receive
the same treatment from employees and the students (Elmer, 2018). For example,
Bradford College arranges different kinds of programs for the exceptional students,
recorded and broadcasted for the other students to watch.

As an institutional organisation of the UK, Bradford has to follow the policy and
regulatory frameworks imposed by the UK government. It influences the organisation to
become more lenient and flexible toward the special students.

14
2.3 Explain how policy and regulatory frameworks influence your inclusive
practice
Bradford College is used in this report for the FE on the encounter in Bradford College.

Working with others to promote inclusive practice,

Bradford College offers their students to pursue their dreams and go to the colleges
they want to apply to. Bradford College also takes it into their account to promote their
inclusive practices to the community who are not directly involved with the college
(Winter, 2019). For example, Bradford College is very concerned about personal, social,
and cultural factors on learning different cognitive, physical, and sensory abilities to
promote learning.

Confronting issues,

Bradford college emphasis helping each other and have a friendly mindset. The
students and instructors are guided to help each other to learn from it (Florian, 2019).
The students are taught to keep an open mindset towards the physically, mentally, or
any challenged students on the campus or in the classroom. The authority should take
legal actions against those who are involved in the bullying and discriminatory acts.

This policy and regulatory framework are well applied in Bradford College. So, the
teachers and other professionals are expected to follow those rules. I always make sure
that I am going by the book to ensure fair and equal acts.

15
Task 3: Report

3.1 Summarize your role and responsibilities relating to inclusive

practice
It was mentioned in the introduction that this report is done from the perspective of a
teacher working as a mentor for Bradford College. So the teacher also happens to be
me. Now, my manager learned about Diploma in education and training for the first time
recently, and he is very keen to lead the profits and benefits of inclusive practices.
Besides, he is ready for the responsibilities and roles that come with the inclusive
approach and others. To learn more about this, my manager asked m to join as a
reviewer for the inclusive practices in a course on which I am acting as a mentor. So,
this is my responsibility to prepare a comprehensive report as present it to the staff at
Bradford College.

Now that I am acting as teacher/mentor, my role as a teacher/mentor is gun below,

Working with organisation policies

I must obey the rule of Bradford college. Bradford College staff needs to follow these
rules and regulations (Flynn, 2019). They are straightforward, so it is easy to follow
them. Besides, Bradford has some unique laws and regulations for exceptional
students, so I must be cautious about those rules.

Promoting inclusive practice

Organisations should pay some degree of attention to the promotion of its conducting
courses. Besides, the normal and the exceptional students should receive the same
treatment from employees and students (Leathers, 2018). I must ensure that all the
conducted programs for the outstanding students are going well.

Promoting student inclusion

16
Regular curriculum and unique curriculum are two different programs. Hence, there are
so many works to be done (Stuart, 2016). My role is to promote student inclusion and
establish a connection between that two curricula.

Challenging inappropriate behaviour

Bradford College varies in students and their backgrounds. This makes it difficult to
control and manage their behaviour because of belonging to different locations
(Spencer, 2019). This also includes misbehaving with the international students who are
slightly different from the local students. Sometimes, being different from a crowd
attracts others' attention, which happens with international students.

Holding students accountable for their actions

As a teacher at Bradford College, I want my students to take responsibility for their

actions (Gregg, 2017). Besides, by taking responsibility, they will learn new things and
experience new duties.

Celebrating successes

It is essential to make the students a part of their teacher’s life. It will make them feel
special. This can be done by including them in the most miniature celebration possible.

Encouraging self-and peer assessment

As a teacher, I know how important it is for students to get involved in group work. It will
build up their self-esteem and peer bond.

Recognising the need for boundary

Bradford College has strict laws and orders that indicate respecting others' personal
space and boundaries, and these apply to both teachers, staff, and fellow students.

Recognise discriminatory practice

Inappropriate jokes and misbehaviour need to be eradicated from the campus, and as a
teacher, it is my duty and responsibility to look out for them.

17
Provide an inclusive practice that actively welcomes and Inclusive environment

Bradford College's education institution has a neat image for exercising inclusive
practice. And as a teacher of this institution, it is my role to supply study materials,
workshops, etc., for all students.

To be a role model in promoting equality, diversity, and inclusion

I want to establish myself as a role model for promoting equality, diversity, and inclusion
in Bradford College. Besides, I want to contribute to minimising all sorts of
discrimination.

Figure 4: Role and responsibilities relating to inclusive practice

Source: (Healy and Oikelome, 2017)

As a teacher of Bradford, I had many roles and responsibilities to fulfil. I managed to

work with different organisations while maintaining their rules and policies. While
dealing with those responsibilities, I had to face many challenges. However, I worked
hard to overcome those limitations and build up the self-esteem of my students.

18
3.2 Explain the relationship between your role and the roles of other
professionals involved in inclusive practice
Some points have established a connection between my role and other authorities' roles
involved in inclusive practice. Those are illustrated below,

Acknowledging own limitations

Handling inclusive practices alone is quite a challenge. One has to look out for the
budget, performing classes, and so on, which is humanly not possible. That is why other
authorities need to come together and work it out.

Liaising in-house Support

Some unique, challenged, and disabled students need special care and treatment at
home, indicating the Liaising-in-house support. So, this can be assisted by
professionals for better results and judgment.

Alternative agencies to support students

Running an inclusive practice is a handful of work. So, it will be a wise decision to call
for support from alternative agencies. That alternative agencies can share
responsibilities and tasks to make the job easier.

Negotiating on behalf of students

To communicate and exchange opinions with other agencies is another crucial role that
needs to be taken seriously.

Working with learning support for specific learning needs (SEN)

Sometimes, I look for alternative agency workshops to gain experience from them,
which will help me support the disabled students later.

19
Seeking guidance from advanced practitioners and others

To learn more about inclusive practices, I usually explore practitioners that are good at it
regarding direction and others for good recommendations and advice.

To ensure that I am playing my roles and responsibilities perfectly, I had to seek help
from my colleagues and specialists. This helped me establish a relationship between
my role and the roles of other professionals involved in inclusive practice. Their
assistance was directly involved in my teaching.

3.3 Identify points of referral available to meet the individual learning

need
The following are the points of referral available to meet individual learning needs;

Organisation resources and policies for support and referral process

Organisations applying for inclusive practices need to justify the reason and cross-
check the resources used for the exceptional students.

‘traffic-light’ system

The college students made a gadget for blind and deaf students. This gadget helps
disabled students to cross the roads. Besides, it has features that help students in
guiding routes.

Referring students for functional (essential/keys skills)

Every student has different talents and abilities that can be used as a strength for the
college. Such as some students are good at English, some are very skilled at maths.
Then again, some students are very good at handling ICT-related stuff. Hence, every
student's talents should be used as primary vital skills and projected in front of others.

Tutorial or mentor support

Every student needs good tutoring or mentoring support for doing well in the exam and
practical life. This facility gives the students to have an insight into learning various
complicated topics. Then students can apply those learnings in their later life.

20
The referrals and resources mentioned above are available for making individual
learning easier. These resources are used in helping the students to gain deep insight
into the taught lessons. Besides, it helps in meeting the particular learning need.

21
Task 4: Report

4.1 Review the key features and benefits of an inclusive learning

environment
Promoting an inclusive approach to teaching and learning

The term inclusive approach indicates an environment that considers talented people in
particular careers (Silverman, 2019). The promotion of inclusive practices in learning
and education shows that every institution should treasure it and the educational
institution under the FE sector.

Motivating own students

Inclusive learning encourages motivating the students. In case a particular student

wants to apply for their choice of tho own college now, it is the teacher's job to motivate
the student and help them solve the difficulties they face while using and going through
the procedure (Peters, 2019). In this way, the teacher can motivate other students to go
for their dream college.

Celebrating achievements

It is essential to make the students a part of their teacher’s life. It will make them feel
special, and it can be done by including them in the most miniature celebration possible.
This creates an opportunity for the students to celebrate something (Hong, 2019).
Besides, it also becomes a way of recreation for them.

Respect for others

Inclusive practices also benefit the student in teaching mutual understanding and
respect. This program creates an environment that calls for respecting others.
Otherwise, they would be held accountable for their actions (Morgan, 2016). This
practice will help them in later life; even it will help them in practical life. They can apply
this learning in their last workplace to respect others and build a bond among
themselves.

22
Showing love and care

Inclusive practice teaches the students to love and care for each other. This is a specific
trait that humans bear since their creation (Rose, 2017). Nowadays, most of the
students have a best friend or particular person in the class who they treasure and care
for. This also teaches them a valuable lesson of love and care.

Creating a positive attitude

Inclusive practices on-campus help create a positive attitude among students and
classmates, staff, and faculty members.

Creating a culture of tolerance

Bradford College does not take any violence among the students lightly. It has a zero-
tolerance policy for bullying and harassment.

Empowering students

Bradford College organises various extracurricular activities that are helpful for the
students, and it also contributes to choosing a suitable career path (Cavazos, 2018).
After learning from the activities, they get engaged in more tough jobs to support
themselves.

Shared responsibilities

Students are expected to take their responsibilities seriously and prepare themselves
for all those responsibilities. Hence, they are given several tasks to carry out (Colgan,
2017) to learn from those tasks and use them in their later life.

23
4.2 Analyze ways to promote equality and value diversity
The methods of promoting equality and value diversity are discussed below,

Creating opportunities for sharing and celebrating diversity

Inclusive practices support equal opportunities for everyone regardless of their gender,
identity, race, caste. So, it is essential to create enough opportunities for everyone to
take part in.

Positive attitude towards individuals

Everybody deserves to be respected because they are human or alive. So, it is
essential to keep an open mind towards everyone's actions (Creegan, 2017). So, this
positive mindset promotes equality and diversity on earth.

Engaging students

All the students must engage in several extracurricular activities apart from academic
studies. This will help them to have a good understanding of work, job experience.

Working with community or specialist groups

Working with the community or special groups promotes equality and diversity. This will
teach them different and unique traits and traditions (Barmes, 2019). Besides, this will
also help them in experiencing responsibility.

24
4.3 Analyze ways to promote inclusion
Some of the ways to promote inclusion are,

Confronting issues of bullying

Bradford College does not take any violence among the students lightly. It has a zero-
tolerance policy for bullying and harassment.

Encouraging best practice

Inclusion practices can be performed by any organization, school, and university, and so
on. This is why encouraging the staff and the faculties will be an efficient way to notch
up the work (Barbosa, 2017). This will also improve their work and environment.

Rewarding successes

Rewarding Success is one of the efficient ways to promote inclusion. This indicates
offering rewards, unique gifts to those who follow the rules and laws correctly.

25
4.4 Review strategies for effective liaison between professionals
involved in inclusive practice
Strategies for assembling an effective liaison between professionals involved in the
inclusive practice is illustrated below,

Following organization policies and procedures

It is essential to follow the policies and procedures of an organization perfectly.

Following organization policies and procedures will increase mutual respect and
understanding among the staff and employees as well.

Personal approach to teaching

There are always some teachers who have different methods of teaching. They are
pretty different from the traditional ways of education, so they need to be cooperative
with other teachers (Maurer, 2016). This is also applicable to the teachers who follow
the traditional ways of teaching.

Strategies for effective liaison between professionals involved in inclusive practice need
several policies and procedures. Those policies are applied in organizations to get
effective results. In this case, these procedures bring mutual respect and build an
understanding among the employees.

26
Task 5: Report
5.1 Review the effectiveness of own inclusive practice
I am currently working as a (lecturer/mentor) at Bradford College. This report will reflect
on the efficacy of inclusive learning strategies in Bradford College. Besides, this will as
illuminate the condition of the classroom and its learning opportunities.

Use of SWOT analysis

Formal and informal evaluation for students

Formal and informal evaluation for the students is a must to determine if they are
prepared to evaluate inclusive learning methods. Bradford College also offers this
program to the students I am currently working in; Bradford also provides an opportunity
to use the classroom and its learning alternatives (Monks, 2017). Here, formal
evaluation contains twats, Cuba, simple interview, and critical thinking skills. The
informal evaluation has extra curriculum activities that require brainstorming and other
necessary skills. This formal and informal evaluation system gave me ideas to use
these strategies in my teaching method. Formal evaluation like study programs and
different proper evaluation strategies like critical thinking is my personal favorite to apply
in my lessons.

27
28
Use of peer evaluation

Peer evaluation is a process where the students evaluate each other by their way of
doing a job and achieving a good result. I support peer evaluation because it builds a
bond among the students and can learn quickly from them as they learn from their
friends (Lido, 2016). So, sometimes I ask them to create a group of 4 to 5 people to
discuss a topic in class and present the findings on it. In this process, the student
usually chooses their close mates to form groups that help them understand issues
more effectively.

SAR (self-assessment review)

SAR indicates a self-assessment review, which reviews an assignment by a scholar or

an instructor. Bradford College uses SAR because they believe it is essential and
helpful for the development of the students. At first, the students are given an
assignment on a particular topic, and when they are finished, they give it back to the
instructor, and the instructor evaluates it briefly to find out what needs fixing. In my
opinion, this is quite helpful for the students. This is why I decided to apply this method
in my teaching style. I often give my students group and individual assignments, which I
evaluate later.

29
5.2 Identify own strengths and areas for improvement concerning the
inclusive practice
The identification of my strengths and improvements that I intend to follow,

1. Self-awareness: I often guide my students to become more confident and own

their responsibility.
2. Open to improving skills and understanding: I always look forward to finding
out my lacking and improving them to be better.
3. Recognizing the impact of discriminatory practice: I have always taken my
stance on not tolerating discriminatory practices. So, I always try to take my view
against it.
4. Valuing contributions of others: Individuals and organizations need constant
improvement. This is why I always encourage valuing contribution.
5. Responsiveness: One of my strengths is responsiveness. I have always been
very responsive toward my responsibilities.
6. Ability to be proactive: My power strength is to be proactive. So whenever I
take classes, I try my best to be cheerful and active.

30
5.3 Plan and opportunities to improve skills in inclusive practice

Activity Action Timeframe

Teamwork I need to work on group Five months
projects to improve my
team working ability.
Working with the
community or special
groups promotes equality
and accepting diversity.
This also improves one’s
skills and experience.

Working alongside a To improve my inclusive Three months

specialist practice skills, I can take
help from an experienced
specialist. They can help
me in training and
instructing for the
betterment.

Training There is no other way of Two months

developing than training
and practicing. This is why
Bradford College offers
training facilities to become
more skilled in their jobs.

31
Conclusion
This report summarizes that this report talks about some serious topics that have been
gone unnoticed for so long. This report has discussed inclusive practices in learning and
education and their importance in legislation, roles, and responsibilities relating to
inclusive practices. To discuss these topics more elaborately, Bradford College was
chosen. This report has discussed five given tasks with the example of Bradford
College.

32
Reference
 Ashcroft, L., Ocholla, D., and Bothma, T., 2017. Trends, challenges, and
opportunities for LIS education and training in Eastern and Southern Africa. New
library world.
 Barbosa, I. and Cabral-Cardoso, C., 2017. Equality and diversity rhetoric: one
size fits all? Globalization and the Portuguese context.
 Barmes, L., and Ashtiani, W.S., 2019. The diversity approach to achieving
equality: Potential and pitfalls. Industrial Law Journal, 32(4), pp.274-296.
 Bianchini, J.A., Cavazos, L.M., and Helms, J.V., 2018. From professional lives to
inclusive practice: Science teachers and scientists' views of gender and ethnicity
in science education. Journal of Research in Science Teaching: The Official
Journal of the National Association for Research in Science Teaching, 37(6),
pp.511-547.
 Cheong, C.Y., 2017. Cultural factors in educational effectiveness: A framework for
comparative research. School leadership & management, 20(2), pp.207-225.
 Colley, H., 2016. Learning to labor with feeling: Class, gender, and emotion in
childcare education and training. Contemporary Issues in Early Childhood, 7(1),
pp.15-29.
 Conley, H., Colgan, F., Creegan, C., McKearney, A., and Wright, T., 2017.
Equality and diversity policies and practices at work: lesbian, gay, and bisexual
workers. Equal Opportunities International.
 Davies, T., and Elmer, R., 2018. Learning in design and technology: The impact
of social and cultural influences on modeling. International Journal of Technology
and Design Education, 11(2), pp.163-180.
 Florian, L., and Rose, M., 2019. The inclusive practice project in Scotland:
Teacher education for inclusive education. Teaching and teacher
education, 25(4), pp.594-601.
 Healy, G., and Oikelome, F., 2017. Equality and diversity actors: a challenge to
traditional industrial relations?. Equal Opportunities International.

33
 Konrad, A.M., Yang, Y. and Maurer, C.C., 2016. Antecedents and outcomes of
diversity and equality management systems: An integrated institutional agency
and strategic human resource management approach. Human Resource
Management, 55(1), pp.83-107.
 Leathers, S.J., 2018. Parental visiting and family reunification: Could inclusive
practice make a difference?. Child welfare, 81(4).
 Monks, K., 2017. The Business Impact of Equality & Diversity: international
evidence. National Centre for Partnership & Performance.
 Oswick, C., and Noon, M., 2016. Discourses of diversity, equality, and inclusion:
trenchant formulations or transient fashions?. British Journal of
Management, 25(1), pp.23-39.
 Palmer, S.E., 2016. Placement stability and inclusive practice in foster care: An
empirical study. Children and Youth Services Review, 18(7), pp.589-601.
 Paton, D., Sagala, S., Okada, N., Jang, L.J., Bürgelt, P.T., and Gregg, C.E.,
2017. Making sense of natural hazard mitigation: Personal, social, and cultural
influences. Environmental Hazards, 9(2), pp.183-196.
 Peters, V., and Smith, J.A., 2019. Working and training: First results of the 2019
Adult Education and Training Survey. Ottawa: Statistics Canada.
 Shevlin, M., Winter, E., and Flynn, P., 2019. Developing inclusive practice:
teacher perceptions of opportunities and constraints in the Republic of
Ireland. International Journal of Inclusive Education, 17(10), pp.1119-1133.
 Silverman, K., Hong, S., and Trepanier-Street, M., 2019. A collaboration of
teacher education and child disability health care: Transdisciplinary approach to
inclusive practice for early childhood pre-service teachers. Early Childhood
Education Journal, 37(6), pp.461-468.
 Spencer, M.B., 2019. Social and cultural influences on school adjustment: The
application of identity-focused. Educational psychologist, 34(1), pp.43-57.
 Stuart, M., Lido, C., and Morgan, J., 2016. Personal stories: How students’ social
and cultural life histories interact with the field of higher education. International
Journal of Lifelong Education, 30(4), pp.489-508.

34
 Tilstone, C. and Rose, R. eds., 2017. Strategies to promote inclusive practice.
Psychology Press.

35