Inclusive learning practice

Introduction

Inclusive learning is one of the best teaching practice in order to create good learning environment and teach the student with special needs, where the children are included in the system, engaged and continuously supported by the educational resources and teaching practices. The study provides a scope to analyse the inclusive learning practice for the children with special needs, incorporating education dissertation help. There are different disabilities among the children, which would be discussed further for identify the need of inclusive learning practice in the care home and the educational institution. Through this paper, it is also possible to evaluate the existing policy and practice that are designed to ensure inclusive practice in the educational settings, where the students require additional care and being engaged with the activities for learning and skill development. After discussing the policy and activities related to inclusive learning, it is possible to identify effectiveness in promoting inclusive practice in the educational settings.

Describing disabilities and ways of educating pupils in inclusive settings

Inclusive education is the new approach towards educating the children with disability and learning difficulties with that of the normal ones within the same roof. It brings all the students together in one classroom and community regardless of their strengths or weaknesses in any area. Through the inclusive learning practice, it is possible to include all the students irrespective of their barriers likeability, physical disability, language, culture, family background, and age. Every country in the recent era of globalisation starts developing inclusive learning framework in the educational settings, in order to consider the children with lower class, working children, children founded on the streets, children of the migrant workers and the HIV infected and other physically and mentally disabled children in the society (Knowles, 2017). Hence, the primary education must be accessible for everyone in the society under the Right to Education (Amendment) Act, 2019. The objective of developing inclusive education is to maximise child learning and development in the society by providing the scope to participate in the classroom session by engagement and cooperation. Inclusive learning is beneficial for the students with are physically challenged, mentally retarded, socially disputed and educationally challenged in the society. Inclusive education system provides an opportunity for children in which disabled children get opportunity to progress mentally along with normal children. Educational integration can be possible through effective framework of teaching and learning.

Different disorders are such as Dyslexia, dyscalculia, dyspraxia as well as conduct disorders, ADHD and ASC, where the children needs inclusive learning practice in order to get suitable atmosphere for learning and skill enhancement. The term 'Special Educational Needs' is used to describe learning difficulties or disabilities that make the education harder for the children to learn the activities and improve own skill. SEN supports the students to understand the activities, identify he objects and improve their mental abilities for reasoning and analysis. SEN educational approach can be developed through communication and interaction with the children as well as cognition and learning to meet the sensory and physical needs of the students (Brewster and Thompson, 2020). The children with disabilities are facing difficulties in writing, learning and reading, and through SEN approach, the teaching professionals try to develop good atmosphere, provide learning resources and support the children for physical and mental development. Education integrating can be possible through such inclusive learning practice where the disabled child can feel free to share their activities and communicate openly for meeting their special needs. The children are provided natural environment with continuous support and cooperation where they feel sense of unity, brotherhood and equality in the classroom. Emotion of the children is also being developed through such activities along with this; it leads them to normal living by providing joyful learning.

Evaluating policy and practice designed to ensure inclusive practice

The policies and practice of designing inclusive education are effective for providing good environment and learning resources to the students, so that they can increase their participation and enhance physical and mental development.

Policy related to inclusive learning

Equality Act 2010 is important in the inclusive learning environment in promoting equal opportunities for every one and value diversity in children, parents, carers, staff and visitors. Hence, the major stakeholders engaged with the inclusive learning practice are the staff members, teaching professionals, children, parents, carers, and institutional head, and through implementing the equality act, it is possible to provide equal opportunities to all the stakeholders in the care settings. Through such practice, the children can develop self-confidence and high esteem whilst recognising and valuing differences between themselves and others (Brownlee-Chapman et al., 2018). Quality and diversity is also necessary to be managed in the classroom, in order to provide equal scope to all the children for participating in the learning and teaching activities irrespective the diversity in terms of cultural background income class and disabilities. Special Education Needs and Disabilities Code of practice 2015 is also implemented in the classroom in order to follow the code of practice and retain the children through continuous engagement and communication. Through this act, the staff members and teaching professionals try to provide suitable environment where the children can feel free to communicate openly and perform efficiently irrespective of any doubts, fear and non-cooperation. The children are engaged with all the activities of inclusive learning and they are supported to play and learn the activities smoothly.

Children and families Act 2014 is playing a crucial role in order to engage the children and their family in the learning and developmental activities. Through this act, the family members can participate in the organisation and be engaged with all the activities of inclusive learning practice (Jahnke, 2017). There is open communication and cooperation between the teaching staff and the family members of the children, so that the staff members can understand the student behaviour and their special needs in the classroom. Continuous communication and cooperation with the family members can create good bonding with the children and provide them friendly atmosphere so that they can feel free and enjoy the learning and playing activities (Bosse and Pola, 2017). Additionally, Childcare Act 2006 provides a scope to the local authorities to improve the outcomes for all young children, by reducing inequalities and ensuring that there is sufficient high quality integrated early year’s provision and childcare for parents locally. The parents can access all the child care and social services for taking care of the children and provide them continuous support for physical and brain development. Children Act 2004 makes the country safer place for the children, where the children can get suitable environment to stay safely and access educational activities.

The Health and Safety Act is also implemented in order to protect the children and manage health and wellbeing of the children (Worsley et al., 2018). The care service providers are efficient to protect the children from any hazardous situation at the care home, as well as there is continuous monitoring practice in the classroom, so that the children can learn under safe environment. Care Standard Act 2002 is also important policy framework for the children, where the staff members are trying to provide clean and safe circumstances for the children and they are also concerned about the personal needs and preferences. The duty of care must be met by the staff members where the children are provided good classroom, adequate learning resources, different playing objects and playing field in the premises where they can play and learn more under continuous monitoring and supervision (Brooks, Kizilcec and Dowell, 2020). The SEN education is one type of inclusive learning practice, where these legislative structure and ethical code of conduct reshape the learning activities leally and the staff members also ensure that all the children should be treated equally under friendly circumstances.

Inclusive learning practice

There is code of practices for inclusive learning, so that the personal needs and preferences of the children can be fulfilled. The nursery admission must be fair for all the children and the local authority ensured that they follow the comprehensive and inclusive learning policy and practice. The diversity management under equality act is also effective for mitigating the issue of discrimination in the society. It further helps to develop equal opportunities for all the family members to enrol their children in the primary schools to get the best quality learning activities and inclusive educational practice (Efthymiou and Kington, 2017). The staff members are also trained well to promote equality and diversity so that each child can get equal scope to participate irrespective of their disabilities to learn, write and read. The teaching staffs encourage the children to develop positive attitude and emphasize on reading and learning activities through playing. Working with families is effective for gathering individual information as well as understand the family customs and beliefs, home, language, dietary requirements (Atchison, Marshall and Collins, 2019). There are multi learning activities through reading, storey telling, wiring, drawing and playing by using dolls, puppets and books which help the children to ask questions, share their feelings and communicate with others. It further provides a scope to improve communication and social skill of the children.

There are diverse range of equipment that are provided to the children such as dual language books, home corner equipment which reflects a range of home culture, stories which reflects the diversity of our society, small world equipment etc. Developing diverse cultural programs, participating drawing competition, laying and arts and crafts activities are also there to support the children for developing their mental capabilities to learn more and enhance their critical thinking (Burgstahler, 2020). Information sharing and storey telling activities also improves the child’s communication skill and other social skill including empathy, trust, respect for others, relationship building. Using technology such as interactive whiteboards is related to high student engagement and apart from this, flexible groupings are also effective where the teachers and students are cooperating with each other and develop strong team to read and write. Peer-supported learning system can be developed though such inclusive learning practices where the teaching professionals follow the legislative structure and also develop good inclusive learning practice by providing the educational resources to the children (Hewett et al., 2020). The form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations are hereby good practices for ensuring inclusive learning in the classroom.

Effectiveness and value in promoting inclusive practice

The inclusive learning practice is effective to identify and determine the special needs of various children irrespective of their cultural background and diverse disabilities. In order to mitigate the learning difficulties among the children, the teaching professionals support and guide the children for reading, writing and playing by providing different educational resources such as playing objects, playing field, books and others (Breyer, Lederer and Gasteiger-Klicpera, 2021). The students are continuously encouraged to play and communicate with others for physical and mental development. The inclusive learning practices are hereby beneficial for improving the mental capabilities of the children by developing their reading and wiring skill, critical thinking skill, communication skill and social skill. The children start understanding the value of others and cooperating with friends and family members for improving learning activities (Bruce, 2020). It hereby respects diversity, enables student participation, removes the barriers and anticipates and considers a variety of learning needs and preferences among the children.

Conclusion

It can be concluded that, the teaching professionals of disabled children try to develop inclusive learning practice in order to provide the best quality educational activities to all the students. The policies and practice of inclusive learning are beneficial to design the learning activities in the classroom, by ensuring equality and diversity management, providing equal opportunity to all the children, good environment in the classroom, continuous monitoring and supervisions, open communication and cooperation with all the participants. These practices and policies are advantageous to create values for the children and meet their needs and preferences in the classroom. In this regard, the teaching staffs also tries to involve the parents in the system in order to develop inclusive learning practice by engaging the peers, student, parents and school authority to support the child with special needs.

Continue your exploration of Inclusive Education: Fostering Diversity and Participation in Learning with our related content.

Reference List

Atchison, C.L., Marshall, A.M. and Collins, T.D., 2019. A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities. Journal of Geoscience Education, 67(4), pp.472-486.

Bosse, I.K. and Pola, A., 2017. Applying movie and multimedia to the inclusive learning and teaching in Germany: Problems and solutions. In International Conference on Universal Access in Human-Computer Interaction (pp. 129-142). Springer, Cham.

Brewster, S. and Thompson, D., 2020. Disability, diversity and inclusive placement learning. In Understanding Contemporary Issues in Higher Education (pp. 132-144). Routledge.

Breyer, C., Lederer, J. and Gasteiger-Klicpera, B., 2021. Learning and support assistants in inclusive education: A transnational analysis of assistance services in Europe. European Journal of Special Needs Education, 36(3), pp.344-357.

Brooks, C., Kizilcec, R.F. and Dowell, N., 2020. Designing inclusive learning environments. In Proceedings of the Seventh ACM Conference on Learning@ Scale (pp. 225-228).

Brownlee-Chapman, C., Chapman, R., Eardley, C., Forster, S., Green, V., Graham, H., Harkness, E., Headon, K., Humphreys, P., Ingham, N. and Ledger, S., 2018. Between speaking out in public and being person-centred: collaboratively designing an inclusive archive of learning disability history. International Journal of Heritage Studies, 24(8), pp.889-903.

Bruce, A., 2020. Shaping Innovative and Inclusive Learning Communities: Lessons from the European Experience. In Innovating Education in Technology-Supported Environments (pp. 359-372). Springer, Singapore.

Burgstahler, S.E., 2020. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.

Efthymiou, E. and Kington, A., 2017. The development of inclusive learning relationships in mainstream settings: A multimodal perspective. Cogent Education, 4(1), p.1304015.

Hewett, R., Douglas, G., McLinden, M. and Keil, S., 2020. Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom. International Journal of Inclusive Education, 24(7), pp.754-770.

Jahnke, M., 2017. Assessing the influence of legislation and human values on inclusive organization practices among eleven European countries between 2002 and 2014 (Bachelor's thesis, University of Twente).

Knowles, G., 2017. What do we mean by inclusive practice? (pp. 7-21). London: Routledge.

Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., Roelofs, F. and Van Dam, L., 2017. Moving towards inclusive learning and teaching: A synthesis of recent literature. Teaching & learning inquiry, 5(1), pp.9-21.

Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., Roelofs, F. and Van Dam, L., 2017.

Worsley, M., Barel, D., Davison, L., Large, T. and Mwiti, T., 2018. Multimodal interfaces for inclusive learning. In International Conference on Artificial Intelligence in Education (pp. 389-393). Springer, Cham.