Inclusive Practice

While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”

Inclusive practice simply means that we as care workers, are managing diversity, including all of our clients and over coming barriers. It is important that we get to know our clients and their strengths and weaknesses and make activities and learning inclusive for every one. We must respond to certain clients and ensure that we apply unconditional positive regard to all. It is important to understand that certain clients can do some tasks better then others for example some clients may be able to assist with some of their personal care and choose what they would like to wear where other clients may need to rely solely on my assistance to wash and choose their clothes and accepting that I must manage this accordingly and with compassion.

Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect. I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour. I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners.

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

A few ways you can interact with an individual in an inclusive way could be allowing them to be fully involved in their daily life, allowing them to make their own decisions about their own care needs. You should take a genuine interest in the individual and be respectful towards them. You should try be open to a person’s needs, beliefs, wishes, culture and views, don’t be judgmental and assume you know the individual.

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation.

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

An inclusive environment is a condition where everyone has an opportunity to fully participate. In education, this means everyone has the same opportunity, there should be no borders such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group be in a safe and positive environment.

In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach.

First of all is important to define what is meant by inclusion and inclusive practice. Inclusive practice is a process of identifying, understanding and breaking down barriers that compromise the children participation in their educational process, in their feeling of belonging and in their wellbeing in the

Working towards inclusion means identifying barriers (real or perceived) to all children and families accessing and benefiting from what a setting has to offer on an equal footing. By breaking down those barriers we are taking steps to open up equality of opportunity and promote positive attitudes to diversity. This may mean things like having forms and notices available in different languages or formats, taking into account the needs of the families which use the setting to enable a diverse range of children and families to participate fully.

The provision of equality, diversity and inclusive practice can be ensured in relation to change and transition in many ways. During the process of a transition, if the child has additional needs, such as behavioural problems, then the practitioner is going to need to create an individual plan for the child and their family. This plan could ensure that the parents stay longer on the child first visit. Home visits can be helpful too. This individual plan will benefit the child, their parents and also the practitioners. If the family didn’t speak English then this might cause concerns for the child and also the setting. The setting could overcome this by supporting the child by bringing an interpreter into the school. The parents can have support from the setting by the school providing leaflets about the school with lots of pictures, some videos, or a translated letter. The birth order of the individual child needs to be considered because that can have an effect on them. I have noticed in my setting that the younger child of the family is the most excited to start school because they want to be like their big brothers or sisters. Other studies show that birth order can also have an effect on the child’s grades and personalities. “Birth order within families has long sparked sibling rivalry, but it might also impact the child 's personality and intelligence, a new study suggests. First-borns are typically smarter, while younger siblings get better grades and are more

Inclusive practice is about the ways in which Early Years Provisions design and develop the learning