Creating an Inclusive Learning Space

Teaching, learning and assessment in education and training

8. Evaluating your own practice in planning, delivering and assessing inclusive teaching and learning

8.1 Reviewing effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning

Inclusive learning and teaching refers to the student’s entitlement to a learning experience that respects diversity, enables participations, barriers and anticipates and considers a variety of learning needs and preferences in the classroom (Alquraini and Rao, 2020). For inclusive learning and teaching, it is mandatory to develop good inclusive learning environment, where the students can feel free to participate and perform better through continuous skill enhancement and knowledge gain (Lapitan Jr et al., 2021; Lombardi, McGuire and Tarconish, 2018). This aspect is crucial in the context of education dissertation help, where understanding diverse learning needs plays a significant role I try to utilise my knowledge and capabilities to create inclusive environment. As per my capabilities, I try to follow the educational policies and ethical practice of managing equality and diversity in the classroom by implementing Equality Act 2010 and non-discrimination practices, so that I can treat each child fairly and provide them equal opportunities to participate in the classroom for better performance. As per the feedback of the parents, I am good in managing diversity and inclusion of the students equally where I try to follow school guidelines and respect each child with their special needs in the classroom. For arranging the learning resources, I also try to acknowledge the preferences of the students in the classroom and develop diverse learning resources so that they can improve their knowledge and skill set. For example, I try to arrange the word documents and power point presentation slides for developing inclusive learning sessions where in the rennet digitalisation era, the online learning and utilising computerised system are helpful for the students to gain in depth knowledge easily and also they are encouraged to participate actively.

Additionally, as per the teachers review, I am capable of developing good curriculum planning for the students which are effective for inclusive learning practice where the children can get overview about the learning courses and also they are motivated to participate efficiently for gaining in depth knowledge and skill set. I focus on managing the child with cooperation and partnership working practice, where I always try to involve the other teaching professionals and staff members in the schools and also engage the parents with the learning activities, so that each child can feel valued and they can express their understanding through team collaboration. Partnership working practice and collaboration among the stakeholders are hereby beneficial to develop includes learning environment and provide adequate learning resources to the students for better knowledge gain and understanding. I also try to utilise my knowledge and managerial skill set for developing the curriculum planning and design good courses for the students. In this context, for inclusive learning, I develop group discussion session and seminars for engaging the students and sharing knowledge and skill set among them through informative classroom sessions. Moreover, the power point slides and word documents are effective to share the images and diagrams for inclusive learning and teaching practices. I also try to utilise the school infrastructure and computerised system for supporting the children and help them to explore new things for better skill enhancement. Hereby, own skill set and managerial practices are helpful for me to design and asses the inclusive learning practice in the classroom for supporting the children and gaining in-depth knowledge and understanding.

8.2 Identifying areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning

It is important to ensure quality improvement and continuous skill development in planning, delivering and assessing inclusive teaching and learning, so that the teaching professional can help the students to gain in depth knowledge and ensure brain development (Awang-Hashim, Kaur and Valdez, 2019). I try to design interactive learning sessions and utilise computers for sharing digital information with the students which further helps me to create inclusive learning environment. In this regard, I would like to improve my communication skill in order to interact with each child effectively with eye contact and positive body language. Through improving communication skill, I would also be able to interact with the parents and other teaching staff in the educational institution for working cooperatively and helping the children to gain in depth knowledge through inclusive learning practices. Additionally, it would be advantageous for me to gain in doeth knowledge on legislative structure and also professionalism in education in order to enhance my abilities to manage the children positively in the schools. Through gaining the ethical practices and improving leadership style, I can encourage the children and create good interactive learning session in the schools. I try to utilise the school infrastructure and also access the social networking activities for improving my leadership practices, where I aim to continuously guide and support the students for better learning and skill enhancement activities. Additionally, I would like to improve my problem solving and decision making skill, which are crucial in designing and planning good inclusive learning and teaching courses. In this regard, through identifying the cause of the existing critical situation in the schools, acknowledging the students personal needs and preferences as well as other difficulties, it is possible for me to analyse the issues and develop alternative solutions in achieving better in near future. Hence, through problem solving and decision making skill improvement, I would be able to develop good strategic planning to maintain educational standard and create good inclusive learning session for the students with special needs.

Reference List

Alquraini, T.A. and Rao, S.M., 2020. Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), pp.103-114.

Lapitan Jr, L.D., Tiangco, C.E., Sumalinog, D.A.G., Sabarillo, N.S. and Diaz, J.M., 2021. An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, pp.116-131

Lombardi, A., McGuire, J.M. and Tarconish, E., 2018. Promoting Inclusive Teaching among College Faculty: A Framework for Disability Service Providers (Practice Brief). Journal of postsecondary education and disability, 31(4), pp.397-413.

Understand the aims and philosophy of education and training in a specialist area

1.1 Explaining the key aims of education and training in your own specialist area

The major purpose of education and training is to maximise the quality of education and support the children with good curriculum design and adequate learning resources (Casserly and Padden, 2018). As a SENCO (special educational needs coordinator), it is my main aim to support the students with special needs, so that they can get suitable learning environment in the classroom. Providing them continuous guidance and extra learning materials are also my responsibility in order to guide the students with special needs. in this context, I try to support the students with special needs and as a coordinator in SEN practice, I aim to provide continuous support and guidance to all the children so that they can get assistance of the curriculum planning as well as access the educational resources for learning and skill development. On the other hand, other aims of education and training as a SENCO are such as oversee the day to day operations in the school, coordinate the provisions for the children with SEND (Special Education Needs and Disabilities), advise the other teachers and manage the teaching assistants in the educational institutions in order to develop strong team work to support the children with special needs and personal preferences.

I also focus on involving the parents in the educational activities in order to increase the quality of education and improve the participation of the students. I always try to engage the parents and develop good team by involving the teaching professionals in the schools, in order to enhance partnership working practice so that it would be possible to design good curriculum planning for the students with special needs, enhance the inclusive learning practices and provide them adequate learning resources for knowledge gathering and skill enhancement. Moreover, there are other aims as a SENCO in the educational institution which are to provide advice to the parents for treating their children, arrange training in the classroom, create group discussion session for involving the students and improving their confidence to talk with others and express their perceptions. These are effective for me to arrange good resources and learning programs for the students with special needs, so that the aim of the education and training can be met efficiently. In this context, I focus on continuous motivation of each child, as well as developing partnership working practices, utilising the classroom resources and latest technology to create good curriculum planning through VARK (Visual, Auditory, Reading/Writing and Kinaesthetic) framework in order to guide the students with special needs and improve their abilities to perform better.

1.2 Analysing philosophical issues relating to education and training in your own specialist area

The major issues in my own specialist area are lack of coordination and diversity. As a SENCO, I face the issue of lack of coordination in the classroom, where students are not involved effectively that leads to failure of the education and training program. As a coordinator in the SEN, it is my responsibility to engage the students and also involve the other teaching professionals and parents with the educational programs, so that partnership working practices can be developed. However, due to lack of communication and poor management style, the issue of lack of coordination has been raised in SEN practices that deteriorate the quality of education (Kang and Martin, 2018). I face the issue of lack of engagement with the parents, where the parents are not able to understand the training and skill enhancement practices for their children with special needs which lead to poor bonding and trust between the parents and students. Additionally, due to poor internal communication and non-cooperation, the other teaching professionals are not engaged with the training and educational programs with SEN, where it becomes difficult for the teachers to acknowledge the personal needs and preferences of the students. The problem of misunderstanding, lack of trust and bonding between the students with special needs and teaching professional are rising over the time that deteriorates the quality of education and training in SEN.

Another issue relating to education and training in SEN is diversity, which raise the issue of student management. As a SENCO, I face the issue of diversity in the classroom where the students are not treated equally due to diverse characteristics including language gap, different disabilities, hearing or visual impairment etc. where it becomes difficult for the teachers to develop inclusive learning environment for the students. Moreover, cultural diversity is another issue which needs to be supervised and mitigated in the classroom of SEN so that the teaching professionals can enhance fairness and equality in managing the students with special needs. I as SENCO focus on supervising the whole classroom activities and ensure equality and inclusion in the classroom of SEN so that each child can get equal scope of participating for their knowledge improvement and skill development. It is important for me to ensure quality of education and training to mitigate the existing issues and follow the educational policy and regulatory framework in order to guide and support the children with special educational needs.

Reference List

Casserly, A.M. and Padden, A., 2018. Teachers’ views of co-teaching approaches in addressing pupils with special educational needs (SEN) in multi-grade classrooms. European Journal of Special Needs Education, 33(4), pp.555-571.

Kang, D.Y. and Martin, S.N., 2018. Improving learning opportunities for special education needs (SEN) students by engaging pre-service science teachers in an informal experiential learning course. ASIA pacific Journal of education, 38(3), pp.319-347.

Understanding factors which influence learning

1.1 Reviewing the impact of personal, social and cultural factors on learning

There are some personal factors that affect the learning activities among the students and the major personal factors are such as own perception, family background, attention and intelligence, motivation, own interest, teaching methods, parental habits and involvement and peer relationship. In this regard parenting is considered as a major factor that affect child learning and thus aren’t relationship and their involvement in the learning activities are mandatory for child learning. Additionally, the peer relationship and classroom environment are also important to enhance student learning, where good relationship with peers, improved bonding and trust and continuous motivation further encourage the students to participate and explore new information for better learning activities (Awang-Hashim, Kaur and Valdez, 2019). The major social actors are such as relationship with the parents and peers in the classroom, family, attitudes of the parents and others surrounding the child, community and persons role in the society.

In this regard, the income status of the parents is also an important factor influencing child learning. The cultural factors are language, law, religion, personal values and attitude, social organisation and community involvement. These are the major factors that affect student learning. In the recent era of globalisation, there is critical issue related to cultural diversity on the classroom due to language gap and participation of the students from diverse demographic background with different values and beliefs (Awang-Hashim, Kaur and Valdez, 2019). The socio-cultural factors are also crucial that affect the child learning and inclusive practices. In the recent years, there is high participation of the BAME community in learning and training courses where cultural diversity and inclusion are managed well by the teaching professionals and educational authority. The personal factors such as personal requirement, learning needs, teacher’s personality and relationship with the peers as well as income status are important to be considered that affects the learning and skill developmental activities of the children (Alquraini and Rao, 2020).

1.2 Reviewing the impact of different cognitive, physical and sensory abilities on learning

Learning depends on different abilities including the cognitive, physical and sensory abilities. The factors such as reading ability, analytical skill, skill developmental activities, learning disabilities, physical disabilities, visual awareness, hearing impairments and nature versus nurture have high impacts on student learning and education. Physical health is important for improving student ability in order to perform better and good health is associated with good brain development where the child is able to perform better by grabbing new information and exploring further new things. On the other hand, bad health, lack of nutrition leads to lack of brain development hampering the education and learning. On the other hand, the physical disabilities such as hearing sights, visual and speech disabilities affect the learning and educational activities negatively and it further deteriorates the ability of the student to participate actively in the learning courses (Alquraini and Rao, 2020). Learners with hearing, visual and other physical disabilities have significant difficulties in reading and spelling.

It becomes disadvantageous for the children to learn and improve their skill set easily like others and for this; there are several educational courses that support the children with special needs so that their abilities can be improved through continuous inclusive learning and training. Specific learning disabilities or intellectual disabilities such as autism and dyslexia also have significant adverse impacts on education and for this; there are SEN and EAL programs that support the children with the intellectual disabilities so that they can get continuous support for improving their learning abilities (Awang-Hashim, Kaur and Valdez, 2019). On the other hand, there are certain factors that affect the learning activities negatively which are lack of mastery, poor curriculum planning, lack of acknowledgement of the students special needs and their preferences as well as wrong methods of studying and poor experiential background that affect the learning process of the students perform better and develop strong team work for knowledge sharing and information gathering (Lombardi, McGuire and Tarconish, 2018). In the recent years, to increase the abilities of the students, VARK framework is being adopted which refers to Visual, Auditory, Reading/Writing and Kinaesthetic methods that enhance inclusive learning practices and skill developmental activities among the students with special needs.

2. Understanding the impact of policy and regulatory frameworks on inclusive practice

2.1 Summarising policy and regulatory frameworks relating to inclusive practice

Policy and regulatory frameworks relating to inclusive practice are necessary to be followed in order to create good inclusive learning environment for the benefits of the students. The Health and Safety at Workplace Act 1974 is mandatory to be implemented in the classroom, where it ensures that each child is safe under supervision and control of the educational institution. On the other hand, Equality Act 2010 is also important to enhance equality and diversity in the classroom, so that the children from diverse cultural background and different language group can participate equally and they can get equal opportunity to participate in the inclusive learning and training programs (Muñoz Martínez and Porter, 2020). The Children and Young Persons Act 2008 and other safeguarding policies in the society are effective to guide the children and increase child enrolment in the schools for better learning and skill enhancement activities.

The Mental Capacity Act 2005 is also implemented for managing the brain developmental activities of the children and also takes care of the students efficiently in the schools. The Human Rights Act 1998 is also important to create values for the children and guide them with adequate learning resources and classroom session. On the other hand, Data Protection Act 1998 protects the personal data and information of the students and it further increases confidentiality in student management. Hereby, the policies are important to be followed for inclusive learning practice, where the teaching professionals can guide the students by developing ethical practices in the schools. Every child matters in the classroom where the teachers try to provide them equal scope to perform by ensuring diversity and inclusion (Timothy and Agbenyega, 2018). Moreover, the student’s health condition and safety are also managed well through quality supervisions and control. Education Act 2002 is also followed for mandatory education for the children in the UK which also enhances the inclusive learning practice sin the educational institutions.

2.2 Explaining policy and regulatory frameworks influencing organisational policies relating to inclusive practice

The educational policies and regulatory frameworks influence the organisational policies relating to inclusive practice, where the teaching professionals try to follow the guidelines in order to maintain ethical code of conduct in providing educational courses and inclusive learning programs to the students (Timothy and Agbenyega, 2018). The Education Act 2002 is effective where the school authorities and management team follow the ethical practices and ensure the enrolment activities efficiently, so that each child can get the opportunity to access the inclusive educational courses. The Mental Capacity Act 2005 and the Children and Young Persons Act 2008 are also beneficial in creating good organisational policies where the schools try to maintain mental and physical health of the students and also take care of the social communities through inclusive learning practices. The organisational teaching professionals in this regard try to develop partnership working practices in order to engage the parents in the inclusive learning courses to support their children continuously.

On the other hand, Data Protection Act 1998 is implemented in the schools that further influence the organisational policies of maintaining student confidentiality. The personal data and information of child is kept securely through digital database management system so that the students and parents can feel safe to share their information with the school authority. Moreover, in the rennet era of globalisation, cultural diversity is one of the major issues, however, the Equality Act 2010 and non-discrimination practices influence the teaching professionals to handle equality and diversity (Lapitan Jr et al., 2021). The practices further enhance fairness and managing transparency in the schools, where the teachers try to encourage all the students to share their perception with each other and enhance communication irrespective of cultural diversity and language gap. Moreover, Health and Safety at Workplace Act 1974 further influence the organisation to maintain emergency exit, implement CCTV cameras at different place of the schools as well as utilise fire extinguisher for maintaining child safety and security in the institution.

2.3 Explaining policy and regulatory frameworks influencing your own inclusive practice

The educational policy and regulatory frameworks also influence my own inclusive practice which further enhances my knowledge and skill set to design and plan good inclusive learning courses for the students. I try to follow the policies and legislative framework in designing the inclusive learning practice in the classroom, where I try to develop internal communication with all the students and their parents irrespective of their cultural diversity and language gap. It further helps me to develop strong bonding and trust among the students and parents where I try to cooperate and acknowledge their personal needs and preferences so that it would be possible for me to arrange adequate inclusive learning resources for them. Additionally, I try to enhance fairness and providing equal scope to all the students in the classroom for performing better and it further enhance their confidence and improve their communication skill as well.

On the other hand, for ensuring physical and brain development of the students, I try to create inclusive learning environment with diverse class room activities such as reading books, wiring and storey telling, role play in the classroom, sorting activities and musical activities. These further encourage the students to participate and gain in depth understanding and knowledge. The policy of mental capacity and human rights are also maximised by managing equal scope for all the children where the child can feel free and confident to participate in the classroom. The policies and regulatory framework are hereby beneficial for me to design and plan good inclusive learning environment with communication and collaboration, where I try to focus on partnership working practice so that each child can participate and express their feelings. Moreover, managing student confidentiality and creative learning activities further motivate the child to

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Reference List

Lombardi, A., McGuire, J.M. and Tarconish, E., 2018. Promoting Inclusive Teaching among College Faculty: A Framework for Disability Service Providers (Practice Brief). Journal of postsecondary education and disability, 31(4), pp.397-413.

Awang-Hashim, R., Kaur, A. and Valdez, N.P., 2019. Strategizing inclusivity in teaching diverse learners in higher education. Malaysian Journal of Learning and Instruction, 16(1), pp.105-128.

Alquraini, T.A. and Rao, S.M., 2020. Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), pp.103-114.

Lapitan Jr, L.D., Tiangco, C.E., Sumalinog, D.A.G., Sabarillo, N.S. and Diaz, J.M., 2021. An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, pp.116-131.

Timothy, S. and Agbenyega, J.S., 2018. Inclusive School Leaders' Perceptions on the Implementation of Individual Education Plans. International Journal of Whole Schooling, 14(1), pp.1-30.

Muñoz Martínez, Y. and Porter, G.L., 2020. Planning for all students: promoting inclusive instruction. International Journal of Inclusive Education, 24(14), pp.1552-1567.