Task 1: Understand factors which influence learning.Review the impact of personal, social and cultural factors on learning.Learning is influenced by many factors which can be grouped as personal, social and cultural factors. Personal factors influencing learning include sensation and perception which are physiological in nature and peculiar to individual learners. Sensation includes the use of five sensory organs which are skin, ears, tongue, eyes and nose which acts as the pathway to knowledge and is vital to the perception of environmental stimuli.Learning is generally believed to be dependent on age and maturation even though some students learn at an earlier age while some spend more time in learning the same content. Learning is influenced by the age of learners as the younger the child, the lower their knowledge and teaching of a reception class will demand lots of practicing of basic skills and learning by playing. An older child attains a higher level of knowledge and skills which can be extended and be coped with, while the younger child can only withstand short intensive learning before getting tired, bored and loosing concentration. Fatigue and boredom impact negatively on learning by decreasing the efficiency and competency of learners to concentrate and work in class. Younger students tend to learn faster and find memorisation easier than older students even though they do not have the experience and education required to incorporate learning to life situations while older ones tend to learn slower and find memorization more difficult but find it easy to apply learning to life situations.Skuse (1997) notes that gender differences are more genetically than culturally determined. The attitudes of teachers and families to gender influence the manner female and males learn. Research reveals that teachers set different expectations for males and females; give more attention to males; and males have more access to equipment such as computers and other specialist equipment and females are under-represented in maths, physical sciences and technology in post-16 and out-performing males in GCSE (Petty, 2009). Educational psychologists discover that girls are more committed to satisfying adults (e.g. Parents and teachers) than males while most males are less motivated to study if the materials are uninteresting to them. Both genders should be motivated equally to learn by not grouping careers/subjects along gender and by ensuring inclusivity in teaching and learning irrespective of gender.Culture plays an important role in a learners cognitive development by guiding and directing his/her learning behaviour. Cultures have varieties of values for individual learners and view intelligence differently with some cultures focusing on the concept of IQ and others on abilities to exhibit relevant skills for family life and development. This implies that childrens cultural experiences influence how they learn and respond to work. Early life experiences and individuals cultural values influence the learning expectations and process of learning and the interrelationship amongst cultural values, learning expectations and experiences in the classroom which has direct relevance to the academic achievement of the child. Characteristics like morality, dedication, or interpersonal skills tend to be more highly valued than cognitive abilities in certain cultures. The stage of social and emotional developments is a major determinant factor in how a child learn which involves gaining skills which enables them to understand and manage emotions; and expressions constructively which promote socio interaction. This promotes positive behaviour and learning environment, and interrelationships within the peers and staff and facilitates student centred learning through active participation during group work.Review the impact of different cognitive, physical and sensory abilities on learning.Learning depends on the different abilities of learners which can be broadly classified as cognitive, physical and sensory abilities. These abilities include nature-versus-nature, reading ability, analytical skills, skills development, specific learning disabilities, physical disabilities, visual awareness and hearing impairment amongst others. Physical factors which influence learning include health, physical development, nutrition, visual and physical defects and glandular abnormality (thyroid and pituitary) which influence behaviour. Bad health generally slows down physical and motor development while malnutrition such as kwashiorkor or lack of vitamins/minerals affects learning, concentration and physical growth. Learners with hearing, visual and other physical defects have significant difficulties in reading and spelling. Efforts should be made to ensure these issues are addressed through liaison with appropriate organisations and designated officers where the issues are beyond the professional boundary of the teacher. Children from disadvantage families may be facing emotional, sexual or physical abuse should be safeguarded through liaison with appropriate bodies. Factors militating against learning include dosing/sleeping in class, poor dressing and absences which should be monitored, reported and addressed accordingly.Physical disabilities (e.g. hearing sight, visual, speech disabilities) have negative impact on learning which necessitates the putting in place of measures to meet these needs in ways that they are not at a disadvantage of reaching their potentials. Such measures involve the provision of specialist resources (equipment and facilities) that is appropriate to their nature and levels of needs. Visual impairment learners are made to sit in front, use braille, speech and language therapy.Specific learning disabilities are intellectual disabilities (e.g. autism, dyslexia) which have significant impact on learning. Those that have English as a Second Language and/or are struggling with the language even though are not SEN should be provided with EAL support in the form of visual aids and one to one support/extra sessions and the language of instructions should be broken down to simple and easy to understand English language to improve their vocabulary, phonics and mastery of the language to ensure inclusivity and to ensure learners benefit from learning.The aptitude of students affects their ability to learn, for instance students with relevant aptitude for a specific subject/skill learn better and retain knowledge for a longer time while longer time will be required to achieve the same level or show mastery in subjects where natural aptitude is lacking. Intelligence which is represented by an I.Q score has positive impact on learning thus enabling students with high I.Q to learn faster even though higher I.Q does not guarantee fast learning. Learners with low I.Q. usually have major problems in mastering work and sometimes students have problems with learning due to special intellectual disabilities. The knowledge of the nature of students intellect plays a significant part in the guidance and diagnosis of disability and the unique capacity of individual learner is of great significance is measuring the effectiveness of the learning process.Attitudes which includes interest, cheerfulness, affection and open mindedness are vital to the development of personality and facilitates rate of learning/teaching and progress of learners. Attitudes are mental factors consisting of organic and kinaesthetic components and play a major part in the mental organisation and individual behaviour (Mondal, 2016). Learning is influenced by the attitude of the learner as individual learners that are attentive and interested in the subject/material tends to show a positive attitude towards it which will enable him to show enthusiasm, participate and learn effectively.Factors due to lack of mastery, wrong methods of study/work and poor experiential background have the tendency of affecting the learning process of learners. I constantly check the students levels of mastery before moving on to other areas/topics to ascertain their learning and understanding. For example, the knowledge of basic addition aids the understanding of multiplication before moving on to fractions.The preferred learning styles of students which is based on VARK affect the way they learn. They may have a preferred learning style such as Visual, Auditory, Reading/Writing and Kinaesthetic which offer opportunities to utilise these styles to certain extents thereby giving students the liberty to use their preferred approach to learn which increase their motivation to be actively involved.Task 2: Understand the impact of policy and regulatory frameworks relating to inclusive practice.2.1 Summarise policy and regulatory frameworks relating to inclusive practice.The Equality Act 2010 which protects human rights (EHRC, 2015) and replaces all former equality legislation like Special Educational Needs and Disability Act 2001 (SENDA) and Discrimination Act (2005) provides guidance on preventing discrimination against disabled students in gaining access to education, training and other services that are available to other students. It establishes the legal rights for disabled students in pre- and post-16 education as it is illegal to treat a disabled student less favourably than others. It clarifies ways to unlawfully treat somebody which is categorised into types of discrimination (Protected Characteristics). The protected characteristics which are unlawful to discriminate against include age, sex (e.g. transgender, male or female), marital status, pregnancy, disability, race (color, nationality, ethnicity) and religion.This Act includes creating deaf and visual awareness in the organisations, teaching and education sector and the community on how to accommodate and support these categories of learners without any discrimination, to ensure equal opportunities and easy access. Special Education needs learners should be provided with appropriate levels of required support such as lifts, parking space for learner with physical/mobility impairment as specified by SENDA 2001.The organisation is required to take reasonable measures to prevent any substantial disadvantage arising from how the organisation provides services to disabled students in relation to all students. This demands an improved, transparent and accountable system of support for them that entails taking effective steps. These steps may involve changes to course requirements or work placement, physical features of building, policies and practices. These may also include the provision of materials in different formats (braille, font sizes), different ways of course delivery and provision of interpreters or support depending on the nature and level of disability.Equal opportunities and inclusivity is ensured through variety of activities and support to meet the identified needs of learners. This act which provides protection at work against dismissal, redundancy, training (CPD), salary and promotion is studied and used as guide when interacting with staff, employers, employees and relevant stakeholders. The act creates awareness on and provides me with guidelines on steps to take if one is unfairly discriminated against which involves making direct complaint to the designated person/organisation, seeking help from mediation or alternative dispute resolution and going to court/tribunal where one can make a claim or seek advice and help from Equality Advisory Support Services.Tomlinson Report (1996) centers on the role of inclusive learning in post-compulsory sectors widening participation agenda specifically for learners with disabilities/learning difficulties while Kennedy Report (1997) addresses the improvement of learning opportunities for all. Tomlinson report discovers that students with special education needs are underperforming in post-compulsory sector, excluded from accessing the wider curriculum and lack confidence possibly due to their prior school experience of education and learning. The report notes that the exclusion from mainstream opportunities in post-secondary sector affects the culture of learning providers like further education colleges. Tomlinson recommends that the educational institution should be made responsible for empathizing and responding to the individuals, and addressing their needs. The report demands that institutions should publish own disability statements, information on entry and openness of access irrespective of age, gender, ethnicity or disability. The recommendation on inclusive learning is aimed at improving the quality of learning experience of these learners and impact positively on the culture of educational establishments by focusing on planning with individual learners and meeting their needs2.2: Explain how policy and regulatory frameworks influence organisational policies relating to inclusive practice.Policy and regulatory frameworks influence organisation policies by ensuring that the relevant organisation policies are well documented and made accessible to all stakeholders including learners, teachers and other staff. It serves as a reference compendium of standardised up to date information that practices and compliance can be measured against. This involves the advertisement and promotion of the organisation courses on own website through a fair and transparent approach where everyone who meets the qualification criteria for admission can apply without any discrimination.The frameworks provide information on the responsibilities of stakeholders including students and teachers on policies that provide guidance and expectations on creating and maintaining a safe and conducive environment where everyone is comfortable to stay and mutually interact together. This makes everyone to imbibe positive behaviours and put in their best to fulfil their roles and responsibility which need to be accounted for and reflected in evaluation/performance appraisal of staff. Staff can access information on the plans and guidelines which the organisation has in place to support their continuous professional development for continuous quality improvement and quality assurance of the organisation.Policy and regulatory frameworks serve as documentary information that helps the organisation to perform well and maintain high standards of performance. The organisation has high expectations from staff and ensures that staff are adequately aware of these expectations, their roles and responsibilities, their rights and the responsibilities of the organisation to ensure the rights of staff are known and protected. Employers have a duty to ensure that the working environments is safe for them to stay through putting in place adequate risk assessment and measures to minimise these risks. Employers must be able to access these policies and follow the procedures by reading these and following the procedures. In own organisation, many procedures and framework are in place which includes complaint procedures, roles and responsibilities to avoid mistakes or poor practices.It ensures that the rights of everyone is protected and fair hearing is given to people through the availability of complaint procedures to follow thereby ensuring due diligence and fairness. Policy and regulatory frameworks influence organisational policies by providing documentary guidelines on regulating practices to ensure organised structure is followed for compliance to inclusivity.Policy and regulatory frameworks are helpful in the formation of organogram where the hierarchical responsibility is documented and people can be made accountable for their actions. These provide information on staff requirements and enable them to learn if here are shortages of qualified staff and to ascertain the competencies of staff in relation to their qualifications which contribute to quality assurance system of an organisation.The Criminal Records Bureau (CRB) checks form an important part of the recruitment process and has been replaced with the Disclosure and Barring Service (DBS). This enables organisations to vet the past records of potential employees for past criminal records in line with safeguarding legislation (DBS, 2014) and to prevent those disqualified from working with certain categories of people such as adults, vulnerable adults and children (DBS, 2014). 2.3: Explain how policy and regulatory frameworks influence own inclusive practice.Policy and regulatory frameworks influence own inclusive practice by providing easily accessible information on up to date legislation such as the harmonizing of all former equality legislations into the Equality Act, 2010. The frameworks enable me to study the documents and get an understanding of its implementation in own organization. The frameworks help me to get a clearer understanding of own roles and responsibilities as stated in the policy document and this propels me to put in efforts to ensure the expected outcomes are achieved and all learners succeed.The frameworks provide opportunities for me to reflect on and review own approaches within the guidelines of the curriculum on how to ensure inclusivity of all students in deriving maximum achievement by ensuring the relevant levels of support are provided. Equality and diversity is reflected on the lesson plan through the development of the identified levels of support into Individual learning plans where their learning needs are addressed through different teaching styles such as VARK. Different teaching methods which include group dynamics for group work, peer work/assessments, assignments and quizzes are used to foster social interaction amongst different categories of learners. All learners are given enough time to respond to questions which could be open or close depending on their abilities and given their fair share of time when engaged in one to one discussion, prompt and constructive feedback. All learners are provided with opportunities to provide feedback on the impact of my teaching approaches and practices on their learning and make suggestions on areas of improvement that can help them learn better which is analyzed, evaluated and reviewed for continuous improvement.Adequate organization and planning are made with relevant stakeholders such as professionals and specialist staff to ensure relevant resources (e.g. Braille, note takers), differentiated activities, ease of accessibility, flexible learning options and adaptations/adjustments are made to ensure that SEN learners are not at a disadvantage of learning compared to other learners in the same environment. The approaches are reviewed periodically to assess the impact of the support on their learning and achievement and the informed modifications to be made if the expected progress is not achieved.Protection from discrimination which entails being associated with somebody with protected characteristics like a friend is ensured through challenging and redressing the situation and acting voluntarily (positive action) which is legal when learners are disadvantaged, have special needs and are under-performing in activities in class. I ensure inappropriate behavior such as bullying and stereotyping is checked using ground rules and the college behavioral policy to address the situation and institute an emotionally stable and safe environment for learners to achieve Task 3: Understand roles and responsibilities relating to inclusive practice.3.1 Summarise own role and responsibilities relating to inclusive practice.My role and responsibilities involve teaching, imparting my knowledge and skills to all learners and preparing them for assessment using a variety of approaches to meet their identified needs to derive maximum achievement. This involves planning, delivering, assessing, evaluating and managing classroom activities as captured on my lessons and ensuring that appropriate resources (human and material) are in place to support them accordingly.Assessments such as Initial, diagnostic, formative and summative assessment are used to identify the nature and required levels support required by individual students and to provide these according where it falls within own jurisdiction. If otherwise, referral is made to the relevant professionals or agencies in line with the organisational policies and procedures thereby promoting equality and inclusivity.I am duty bound to inspire students to adapt and progress their personal, social and professional skills to the highest abilities to enable them to gain the understanding of taking responsibilities for their developments through their participation, positive response to feedback, and engagement with peers, teachers (ILP) and relevant stake holders.I ensure inclusivity amongst all learners by promoting appropriate behaviour and respect through the application of own organisation policies and guidelines on behavioural management, establishment of ground rules with student, taking appropriate actions and measures to check, challenge and address negative behaviour and reward positive behaviours.I promote equality and diversity by having adequate knowledge of and complying with the organisational policies on safeguarding, equal opportunities, curriculum, learning resources and PREVENT duty appropriately.3.2 Explain the relationship between own role and the roles of other professionals involved in inclusive practice.Teachers have limitations on meeting the needs of learners which necessitates taking steps to liaise with and refer learners to other professionals, internal and external bodies to adequately address these needs depending on their natures, types and levels. I contact pastoral services, senior colleagues, own line manager, and mentor to seek advice, guidance and gain experience on the appropriate actions to take in the hard face of emotional problems/persistent challenging behaviours which is difficult to manage. The team meetings and discussions with line manager and colleagues provide good forum to discuss and gather ideas for improved continuous practices on lesson plans, action researches, lesson study, teaching and implementation strategies for effective teaching and learning.I work in collaboration with other professionals such as the school principal and relevant stakeholders to ensure everyone plays his/her own role in ensuring the availability of learning resource/facilities including those of Special Education Needs learners. The team meetings and discussions with line manager and colleagues provide good avenue to discuss and gather ideas for improved continuous practices on lesson plans, action researches, lesson study, teaching and implementation strategies for effective teaching and learning.Negotiations are made on behalf of learners with relevant agencies before learners are referred to specialist professionals such as dietician, psychologist and language therapists in line with the policies of own organisation. Specialist training are scheduled on how to offer basic support and handle special education needs learners such as knowledge/understanding of sign language for greeting/praising and setting of adjustable chairs when wheel chair users are not comfortable with the fixing when the need arises. Contact is made with external agencies/bodies including Citizens Advice Bureau, police and social services on advisory, social and criminal issues while financial issues are handled by banks, building societies and Student Loans Company.Learning Support Assistant are important in supporting learners with extra help through coaching, note taking and learners with visual impairment are made to have access to skills for life specialist resources (e.g. Braille, hearing loops) and those with English as Additional language are recommended for one to one support, and core skills learning support. Advice is sought and put into practice by following the doctors recommendation on management of the health of learners with medical problems and how to handle emergencies or accident (e.g. fainting, bleeding) while such learners are at school.3.3 Identify points of referral available to meet individual learning needs.One of the major responsibilities of the teacher is to identify the varying needs of the learners, the nature and level of needs and take appropriate steps to adequately address these needs. The teacher addresses those needs within his/her professional boundaries while those that are outside are referred to relevant professionals, internal and external bodies. The teacher uses organisational resources and policies as guidelines to follow in the referral process.This involves ensuring learners having access to variety of teaching and learning resources/equipment that accommodate all learning styles, Special Education Needs Learners, and EAL (English as an Additional Language).Learning Support Department is responsible for providing specialist resources for disabled learners such as braille for those with visual impairments, hearing aids such as loops for those with hearing impairments; Skills for life specialist and learning support are provided through individual/group support to enable those with poor functional skills (ICT, Maths, and English) to succeed. Learners may be given in house support by one to one support, additional tutoring, referred to language specialist and/or referred to training providers where they can be registered on part time/online for courses to boost their knowledge in the core skills and enable them to progress. Advise/Support on teaching strategies and resources to aid learners with sensory and physical impairments are available from voluntary and charitable organisation.Learners with emotional needs are given pastoral support, those with advisory, social and criminal attention are referred to external bodies/organisations such as Citizen Advice Bureau, police and social services appropriately. Others include parents, charities, student union and chaplaincy.Task 4 Understand how to create and maintain an inclusive learning environment.4.1 Review key features and benefits of an inclusive learning environment.The key features and benefits of inclusive learning environment are many and notably amongst these are the prospects of promotion of inclusive teaching/learning approaches, motivation of students, celebration of achievements, respect for others, creation of positive attitude and culture of tolerance, empowering students and collaborative working.Inclusive learning environment enables the effective use of varieties of teaching and learning approaches that meet the identified needs of the learners to be provided. The teaching and learning approaches involve the use of appropriate resources, learning styles (VARK), differentiated lesson plans, teaching methods and strategies to ensure all learners are supported to achieve maximum potentials. For instance, differentiated tasks/activities are structured to challenge the more able and support the less able ones while different pedagogical and learning theories are applied to accommodate their teaching and learning needs such that all learners achieve their targets. This creates an enabling environment for learners to have a sense of belonging, equal opportunities, esteem and value. The strategies embrace a combination of learner/teacher centred approach, active engagement, subject knowledge, group/individual work, discussions, demonstrations and ICT.An inclusive learning environment inspires learners to engage and enable them to take responsibility in their learning through active participation and contribution to the success of their learning. This enables them to play their role in complimenting the opportunities offered by the teacher in ensuring the learning environment is safe, conducive and supportive to maximum achievement of all learners. The variety of teaching approaches, resources and differentiation tactics coupled with the specialist knowledge and pedagogical skills of the teachers in delivering stimulating lessons enables learners to show enthusiasm and respond promptly to teachers constructive feedback.It enables the teacher to show respect to all learners and others through the promotion of positive behaviour, use of appropriate language, showing courtesy and complying with the school policies on appropriate behaviour/inclusivity while learners are made to model the positive behaviour of the teacher by respecting themselves and others. Rewards and praise are used to acknowledge good behaviour which in turn challenges bad behaviours. Madsen et al (1968) note that learners start to behave well 90% of the time when appropriate behaviour is rewarded and inappropriate behaviour is ignored. This will depend on the nature and level of inappropriate behaviour as serious negative behaviours such as bullying and fighting should be addressed immediately. Learners are made to understand that they are unique individuals of different backgrounds, learning needs and nature and as such should learn to accommodate and respect people for what they are.Inclusion involves an educational approach enabling students with disabilities to learn with normal learners as opposed to separating students based on physical abilities and disabilities. The teachers have a duty of ensuring that all learners from both groups derive maximum advantage from the implementation of a challenging, and relevant curriculum even though inclusion places emphasis on disabled learners. It should be tailored to embrace varieties of strengths, experiences and issues confronting all learners. However, most parents, administrators and teachers doubt the possible academic impact resulting from placing other students with special education needs students in same classroom. Caralee Adam (2006) notes that most teachers and experts support the objectives of inclusion and suggests that responsible inclusion should be adopted by modifying the inclusions models which allows violent or aggressive kids to be handled effectively. Disabled and non-disabled learners benefit mutually from one another when learning together. Disabled learners establish friendships and social relations, have greater access to curriculum and greater opportunities for interaction while non-disabled learners benefit by establishing meaningful friendships, respecting everyone, having more understanding on the uniqueness of individuals, and become tolerant of others thereby embracing diversity.4.2 Analyse ways to promote equality and diversity.There are different ways of ensuring equality and diversity notably amongst which are celebration of diversity, sharing opportunities, positive attitudes, team work empowering and engaging learners.Equality and diversity (multiculturalism) are interrelated and entail the promotion and acceptance of differences in people. Equality is according individuals fair and equal treatment without any discrimination on grounds of race, age, gender, disability, religion or sexual orientation while Diversity is acknowledging and respecting differences in people to institute an inclusive environment. Such an environment enables every student to work together and comprehend that individual characteristics account for uniqueness in people rather than negativity in people.Equality and diversity are promoted by incorporating equality analysis/impact assessment processes in own course development as a way of ensuring inclusivity and accessibility. Learners are encouraged to collaborate in diverse groups during projects, quizzes and peer/group work/assessments and to actively engage in activities that enables them to share their diverse experiences together thereby adding value to the learning experience for everyone. Diversity is reflected in own teaching methods through VARK teaching styles, and adapting activities to promote equality and diversity. Different activities such as jig saws are designed for learners to work in groups and match different foods/currencies with relevant countries.Equality and diversity can be promoted by using multicultural (Asian, African, Europeans, Americans) resources to depict the different background of all learners as educational posters mounted on class wall and as theme week on notice boards. Multicultural celebrations are
