Advancing Inclusive Education

Introduction

Being a teacher, while delivering inclusive practice sessions, one must keep analysing the growth of performance for planning the future improvements considering all the strengths and weaknesses in relation to the inclusive practices. This report is constructed keeping in mind to have an explanation of all the regulatory frameworks and policies regarding the inclusive practice sessions. This assessment will give an analysis on how these inclusive practice sessions can be promoted by identifying all the areas of improvement and strengths of the inclusive practices. The assessment will promote equality and value diversity while delivering inclusive practice sessions. Further this report will be going to highlight all the opportunities that can be used to improve the inclusive practice skills and reviewing the successful effectiveness of the delivered sessions of inclusive practices being a teacher. There is a SWOT analysis stated with certain components of the inclusive practices like improving skills being a teacher, self-awareness, responsiveness, ability to be proactive, amending changes, recognising discriminatory practice impacts and others.

The regulatory frameworks and policies put high influences on different areas of the inclusive practice sessions such as –

The regulatory frameworks and policies facilitates the aware of the current legislations of the inclusive practice delivering and provides easy access to information on updated legislations like the Equality Act, 2010 says to harmonise all former equality legislations.

The frameworks on understanding the roles and responsibilities of all stakeholders including students and teachers on inclusive practice policies which guides on creating and maintaining a safe, conducive environment where everyone can interact together (Pit-ten Cate et al. 2018).

All learners get opportunities to provide feedback the teaching practices and approaches for improvement helping to learn better with reviewing continuous improvement creating an environment for learners with equal opportunities, values and esteemed confidence.

It helps in collaborating with other professionals to ensure that everyone plays their roles while delivering the sessions promoting working with others as teams.

The legislations and policies not only create opportunities to more of the professionals join inclusive practices but also promote the teaching and learning approaches involved in the inclusive practicing technique with appropriate resources, different approaches and learning styles (Bachtler et al. 2019).

Analysing the ways to promote equality and value diversity in a delivered inclusive practice session

Different ways which can promote equality and value diversity among the learners while delivering the inclusive practice sessions can be noted as:

It creates an environment for the learners to experience equal opportunities, a sense of belonging, increased self-esteem and shared values which embraces the combination of learner and teacher centred approaches, subject based knowledge, group discussions and demonstrations giving active engagement.

As stated by Bunbury (2020) an inclusive practice session environment inspires all the learners to engage themselves more making them enable to take the responsibility in their own learning process by active participations in team work and contributing towards making the inclusive practice learning a successful method.

While delivering practice sessions, it is not mandatory that learners and other professional will be from same background so the inclusive practise while delivered encourages individual empowerment and promotes to celebrate diversity among them.

As per Florian (2019) among some of the strengths of inclusive practice, one is that it gives positive attitudes to individuals encouraging them to welcome individuals with disabilities also into regular classrooms, without any negative attitudes and poor acceptance with individuals with disabilities in the settings.

Inclusive practise has the power to bring more individuals join and engage in the sessions to have an overall growth of personality both in personal and professional front.

Analysing the ways to promote inclusion in an inclusive practice session

While promoting inclusion, the strategies enable participation of the learners having disabilities on the same experience as for the learners without disabilities eliminating all kinds of discrimination on both teachers and learners side. Some of the ways which can promote inclusion more in inclusive practice sessions can be gathered as:

Inclusion in inclusive practice creates a sense of togetherness and belonging among the learners increasing their engagement in the practice sessions.

It raises the awareness of the value of indulgence of diverse backgrounds and perspectives, the inclusive practice motivate learners and teachers making them aware of some of their own unintentional and unconscious biases (Macdonald et al. 2019).

Issues of bullying recently came up widely as recognised issue among many young people where the anti-bullying policies of inclusion confronts the bullies and stops them or asks the victims to report if they face any bullying during their inclusive practices (Makopoulou et al. 2019).

Since there are diverse background learners with different capabilities to learn and adapt things in the inclusive practice sessions, the teachers also have to opt for various approaches changing them regularly to make every learn able to get what is taught to them.

Reviewing the effectiveness of a delivered inclusive practice session

When delivering the inclusive practice sessions, along with promoting inclusion, providing all the required facilities, keeping regular checking and tracking of the effectiveness of inclusive practice is also essential. Inclusive practice sessions requires teachers to understand and give importance the acceptance of their responsibility towards creating the session setting environment such where all learners can learn and feel that they too belong from that place without biasness (Pit-ten Cate et al. 2018). The effectiveness can be measured and put to review:

With the help of a SWOT analysis of the inclusive practice session since the SWOT analysis reveals the strengths or strong pints of the technique which can be used for utilising the opportunities of this method and the weaknesses that are revealed might bring the threats come true but with proper strategies they can be managed.

Not only the SWOT analysis but also the formal and informal evaluation is also required to be collected from the learners. The formal evaluation of the inclusive practice session method uses a specific grading system to score the learners’ level of acquired knowledge. And the informal evaluation of the effectiveness measures the learner' overall progress and performance with no such standard grading system criteria like the formal evaluation (Lacerenza et al. 2017).

Identifying the strengths and areas for improvement in relation to inclusive practice

Not only the strengths but also the weaknesses, threats and opportunities needs to be addressed, analysed and evaluated when planning for the improvement in all areas regarding the inclusive practice session when delivered in classroom settings. All the four components can be explained properly with the SWOT analysis.

Planning opportunities to improve the skills in inclusive practice

There is a need of certain new strategies and policies so that there could be build new opportunities to improve the current state of the inclusive practice sessions that are delivered in different setting by the teachers. The most significant strategies that could plan more advanced opportunities to improve the inclusive practice are:

As stated by Altemueller and Lindquist (2017) each and every teacher giving sessions of inclusion must keep a continuous development of their own practice which in term is known as Continuous Professional Development (CPD) so that their knowledge can be increased and they will be able to pass them on to the learners also because learning is a vast area where there is no limit of improvement.

Not only the teachers but the learners also must focus on their regular developments too for having an updated and improved learning of the inclusive practice session by sharing feedbacks and queries with the teachers, their classmates and other professional helps.

Krulatz and Iversen (2020) suggested that in order to have an implementation of the learned lessons from the inclusive practice, it is necessary to have deep observations by working along with a specialists and visiting various organisations to have an understanding of how the learning can be implemented in real life scenarios to handle all situations.

Conclusion

The report above highlighted all the important aspects of the inclusive practice sessions that are delivered by the professional teachers in various types of educational setting for facilitating all the needs of the learners with some disabilities in them. The inclusive practice sessions helps in collaborating with other professionals to ensure that everyone plays their roles while delivering the sessions promoting working with others as teams. Not only the teachers but the learners also must focus on their regular developments too for having an updated and improved learning of the inclusive practice session by sharing feedbacks and queries with the teachers, their classmates and other professional helps. It can be summarised that inclusive practice sessions requires teachers to understand and give importance the acceptance of their responsibility towards creating the session setting environment such where all learners can learn and feel that they too belong from that place without biasness.

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References

Altemueller, L. and Lindquist, C., 2017. Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), pp.341-358.

Bachtler, J., Martins, J.O., Wostner, P. and Zuber, P., 2019. Towards Cohesion Policy 4.0: Structural transformation and inclusive growth. Routledge.

Bunbury, S., 2020. Disability in higher education–do reasonable adjustments contribute to an inclusive curriculum?. International Journal of Inclusive Education, 24(9), pp.964-979.

Florian, L., 2019. On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), pp.691-704.

Kostetska, K., Khumarova, N., Umanska, Y., Shmygol, N. and Koval, V., 2020. Institutional qualities of inclusive environmental management in sustainable economic development. Management Systems in Production Engineering.

Krulatz, A. and Iversen, J., 2020. Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research, 64(3), pp.372-388.

Lacerenza, C.N., Reyes, D.L., Marlow, S.L., Joseph, D.L. and Salas, E., 2017. Leadership training design, delivery, and implementation: A meta-analysis. Journal of Applied Psychology, 102(12), p.1686.

Macdonald, R.H., Beane, R.J., Baer, E.M., Eddy, P.L., Emerson, N.R., Hodder, J., Iverson, E.R., McDaris, J.R., O’Connell, K. and Ormand, C.J., 2019. Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices. Journal of Geoscience Education, 67(4), pp.330-339.

Makopoulou, K., Penney, D., Neville, R. and Thomas, G., 2019. What sort of ‘inclusion’is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education. International journal of inclusive education, pp.1-18.

Nilholm, C., 2021. Research about inclusive education in 2020–How can we improve our theories in order to change practice?. European Journal of Special Needs Education, 36(3), pp.358-370.

Pit-ten Cate, I.M., Markova, M., Krischler, M. and Krolak-Schwerdt, S., 2018. Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learning Disabilities, 15(1), pp.49-63.