Report On Diploma In Education And Training Assignment Sample

Report On Diploma In Education And Training

Introduction: Report On Diploma In Education And Training

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Digital skills are one of the increasing FE sectors in the UK, digital skills are efficiently required for digital teaching and learning competence. Inclusive learning refers to the aims set by educators for providing instruction to students in the least restrictive environment. The report will shed light on the "FE sectors in the UK" along with an introductory part that will cover several factors such as "cultural, social, physical, cognitive and rest" that will be inclusive learning based. The reports will also focus on the key features of an inclusive learning environment. The study is on policy and regulatory framework that will include several factors. The study will briefly focus on inclusive learning practices for enhancing relationships along with the strengths and weaknesses of inclusive learning practices.

Task 1: Introduction, equality, inclusion, value diversity and strategies for effective liaison

1. Report Introduction 

1.1 Cultural, personal and social aspects of learning

Learning and gaining knowledge enables an educator to develop in several aspects that include mental, personal, social, cultural, and several other aspects related to learning. Learning is the keystone of creating a productive and dynamic society that helps to offer fairness and opportunities to everyone (Adeyemi and Adeyemi, 2014). Culture plays a vital role in learning that is especially dedicated to the transformation of learning, the transformation includes ideational knowledge into applications that are practically based. there are multiple personal factors that impact learning processes. The impacts include maturation, self-motivation, requirements, and needs, attention, interest persecution and sensation, emotional conditions, and many more. The social aspect can be considered one of the key aspects of learning. As per the study learning of a person is effective while he learns from or with others, this is beneficial for creating each other's understanding and experiences (Itcilo.org, 2022). This helps to create shared meaning, it also enhances their behavioral learning along with multiple skills by observing others. Social learning also includes a person's engagement with the practices and activities of the communities that have a major role in influencing their identities. As per several types of research, it can be stated that people learn collaboratively when they are a part of small groups, which enhances their learning along with also helps them to remember information longer and in a better way (Crlt.umich.edu, 2022). Being a part of social gatherings is a phrase that encompasses several teaching and learning strategies. 

1.2 Several Physical, sensory, and cognitive learning abilities

As per the study of (Bores-García et al. 2021), there are several developed frameworks based on an expansion of physical education to the implementation of several educational settings along with teaching physical learning importance for the understanding or to enhance sports learning that can be an effective deal for the research that is scientific along with several context and contents. Additionally, cooperative learning appeared later in the physical education paranormal. Sensory learning abilities include the procedure of receiving data or information with the help of human senses then it is organized in the human mind and lastly, is utilized in everyday practical life (Pathways.org, 2022). As per the studies of (Smalle et al. 2021), cognitive abilities in a human being interfere with the implicit mechanism of learning that is appropriate to language acquisition.  The cognitive control ability is developing lately, particularly attention control, constitute is an important aspect of behavior related to implicit learning and that is appropriate to language acquisition. 

1.3 Benefits and key features of an inclusive learning environment 

Inclusive learning seeks to value the diversity that is a part of common humanity and it also includes accommodating differentiation among learning with regular organisations. it can be considered a keystone of several educational types of research along with practises and policies globally. There are several major momenta for the agenda of inclusive learning. It also promotes several ideas related to the best effective way of addressing the underlying inequalities in society. However, in the year of 2006, UNCRPD introduced an effective commitment to inclusive learning (UN, 2006). It has been reported that by the year 2021, around about 164 countries have successfully signed the convention policy and around 182 countries have rectified it. There is a high requirement of understanding the basic aspect of inclusive education. The idea of inclusive education differs from the idea of 'special learning', it tends to marginalise specific learner groups by emphasising potential activities (Knight et al. 2021).  There are several concerns that are related to the issues of the right to inclusive education along with the underlying responsibilities of recognition for all of the learners within the organisational community (Nilholm, 2021). However, inclusive learning is put forward in society as a system of education in social context and conceptualisation that is beneficial in several aspects that include providing to the society as well as to an individual as a whole. There are several underlying key features of inclusive learning (Understood.org, 2022). That includes building high expectations for everyone, providing support to pupils, learners tailor teaching and building and maintaining friendships.  

1.4 Effective liaison strategy between professional inclusive practises 

Regular programs and training on inclusive practice can be beneficial for ensuring potential liaison among professionals.  The liaison that is involved in effective inclusive practises can be done by much more effective communication practices with efficient channels. Multiple ways of communication can be utilised that includes emailing, teleconferences, telephonic calls and more. These communitive practices utilisation can be beneficial by maintaining liaison between professionally involved inclusive practices.  Meeting pupils professionally can also be done by offering motivational talks on effective inclusive practises. Constantly sharing data and information along with updates will result to be helpful in corporate development among professionals involved in the practice of inclusivity. Staying updated with regulations and policies will result in the beneficial development of professional inclusive practices. Such kind of consultations could provide the reflection of lesson plans with added efficiencies of the current trends. However, an example, in this case, is whenever a new legislature was enacted thereafter a training is conducted for a brief description, it helps to analyse this to tackle the lesson plan, and it will help to teach the learners about the new legislative rules and regulations. Effective cooperation can be resulted from activities with proper coordination and by keeping other professionals informed about the improvement. Regular programs and training on inclusive practices are helpful for making sure about the efficiency of liaison among the professionals. A positive relationship is effective for facilitating potential liaison among professionals. 

1.5 Promotion of equality and inclusion along with the value of diversity 

There are multiple approaches to advancing equity and guaranteeing an incentive for variety in learning establishments precisely and in the general public overall. To guarantee equity there is a requirement to advance the nature of learning presented in all learning establishments (Thompson, 2016). At the point when students approach a similar nature of content, it lessens learning holes and this advances equity. Having an incentive for variety and teaching the qualities to students helps advance variety in learning establishments and the general public. Therefore, Connecting with the students and enabling people is likewise a decent approach to advancing uniformity and showing an incentive for miscellany. At the point when students are locked in, the holes are distinguished and a vital move is made to close the holes an action that advances balance for every one of the students. The strengthening of people empowers them to execute errands freely and draw in others with the least troublesome.

1.6 Strategic planning for effective liaison between professionally involved inclusive practises

Students with exceptional or special needs are placed under the guidance of an inclusive learning environment much more actively compared to the earlier engagement. However, for general educators that belong from a background of limited special education access, it sometimes results to be stress and anxiety-provoking. The tutor is required to provide education and the best instruction to the students. Strategies that are required to implement for an effective liaison that is professionally involved in inclusive practises are:

• Implementation of "Universal Design for Learning": UDL is one of the current fast-growing approaches to curriculum and mapping in the educational world. The approach states that curriculum planning and mapping that is beneficial in enhancing learning engagement along with a wide range of accessibility for learners with different needs and strengths. UDL is created on "Howard Gardner's theories of multiple intelligences". It is beneficial for teaching and the utilisation of multiple modalities and for the pupils to respond to the learning with the help of several assessment tools. The students that address the efficiency of UDL realise that everyone learns and expresses themselves in several ways for the accessibility of required skills for the allowance of utilised strengths, during the time of practising the required areas in that specific time. 
• Support of essential life skills: The task that is completed by severely disabled pupils among those several does not belong environment of general education. Most specific education mainstream scholars do not function in the provided undertaking: 

Addressing time from an analogue clock

Simple letter writing 

In cursive writing, they are not even able to write their own name in cursive style

Studying skills along with note-taking 

• Engagement in collaborating teaching and planning: Collaborative teaching refers to opening up the service providers, special education teachers, paraprofessionals, and parents achieving valuable advantages for participation. This type of teaching is different compared to general school students. Teachers have professional development times along with common planning time that is set aside for the tutor to plan together. However, it often spans subject areas along with grade level. 
• A potential behaviour management plan implementation: An effective inclusive learning plan is essential for clarity in communication goals and expectations that must be accessible to all learners. It is required to maintain the classroom environment that must be tailored for the betterment of the diverse needs of the students. There are some behavioural management strategies that will be beneficial in potential instruction. Those included behaviours are: Updating the daily schedule, Displaying classroom expectations and rules, Encouraging P2P leadership and instruction, utilising signals to start work, quitting down, and putting materials away, and providing students labels, and folders along with containers for supply organisation. Several other effective instructions include monitoring students while they work, proactive utilisation as per requirements, communicating with the students as per the requirements and specific employment along with positive targetted reinforcement when a student meets an academic or behavioural goal. 
• Getting to know about students' IEPs: It refers to receiving notice of a student with a particular plan in entering the class, in such cases, it is required to connect with the case manager of the student. The student with a 504 plan, generally the school counsellor plays that role. A student with an IEP is either a Resource Specialist or a teacher of special education. Receiving a brief synopsis of the IEP that is also referred to as the “IEP at a Glance” form. It will be beneficial to provide the details of the particular services along with the minutes each learner receives. It also includes modifications and accommodations that are available for them. The most common accommodation for the learners that are included with the special requirements is preferential seating. However, there are several instances in such regard of the seating arrangement of the students. 

Task 2: Policy, regulatory framework and their influence on inclusive practice 

2.1 Policy and regulatory framework 

There is a wide range of regulatory frameworks present for ensuring effective inclusive practices in learning and teaching. Among the effective rules is "The equality act, of 2010". the act protects people from discrimination legally in their academic organisation or workplace. However, at the national level, the regulation is for academic students. The policy states non-discrimination operations among the organisations based on gender, age, disability and rest. As per the rule, it is required that all human beings should be treated equally. Additionally, there are several rules and regulations based on international and domestic factors. The international factor includes the procedures for formulating, repairing along with monitoring a treaty that will on the international stage contribute to the reforms that are at the national level along with positive results for marginalizing groups. It also includes the "Elimination of all reforms of discrimination against women" (CEDAW) regulation rectified can enhance women's access to non-discrimination in employment and education along with access to reproductory health. Domestic rules and regulations include the responsibility of a state of security for women. However, along with the organisations undergoing financial squeeze that is linked with the government’s spending and cutting off allowance of disability to things like note takers payment for blind people, this has eventually phased out, this simply indicates that the organisation needs to be creative and innovative in their teaching styles and approaches along with t

2.2 Organisational influence in policies for inclusive practices 

There are several organisational influences in the policies for inclusive practises that include the introduction of innovative operations along with entrenched reconsidering thinking ways along with enhanced financial performance. The organisation can gain benefits from diverse perspectives. The four major principles of inclusion include the "right to access and participate in education.", “ability to learn and the right to exercise their voice, choice and control in managing their own educational experiences","the right to develop to their fullest potential and to be active, valued citizens in the community." and  "the right to an appropriate and adequate allocation of resources to enable their right to access and participate meaningfully in education". The principles also include the conditions that the students experiencing disability, their guidance, care centre along with school communities are required to have: the right to be safe that includes emotional, physical, social and cultural, and they are required to be treated well. Another principle includes the operational responsibilities with the provided framework of the government.  National regulatory and policy framework mainly contains several aspects that include organisational influential policies. The organisational observation of the inclusive guidance and principle contains some set of thresholds and standards for serving inclusivity to the lowest targets. There are some active laws for ensuring organisational compliance along with the criminalization of inclusive guidelines. 

2.3 Influence of these frameworks in own inclusive practises

Policies and regulatory frameworks demonstrate the main guidelines for the conduction of individual and organisation-inclusive practices. However, the existing policies and regulations enable a person to practise inclusively in their academic organisation or workplace. As per the laws, it is required that the individual with the potential of decision-making in the organisation witness the impacts of inclusivity. The pupil who goes against the rules and regulation are particularly responsible for their own actions. The organisation that I am engaged with ensures that none of the pupils in the organisation breaks the existing policies of inclusivity. The organisation offers opportunities for the members for effective training sessions on inclusive practises of the existing rules and regulations. The Inclusive practise framework includes the observation that is beneficial in acknowledging the effectiveness of the work and efforts provided in the inclusive practise campaign. 

Task 3: Own roles and responsibilities and referral to meet individual learning needs

3.1 Roles and responsibilities related to inclusive practice

My role in the college is to maintain the best possible teaching practices. I will build a routine and lesson plans, and examine the lesson plan that how they deliver knowledge to students. There has been a drastic change in enrollment by students since 2013 in "HEIs (Higher education institutions)". This is because there is a change in social educational and economical inequalities worldwide. There is a change in the education sector, especially in higher education and this made a massive change by making higher education easy and understandable. This influenced the students to enroll in higher education institutes. To maintain the teaching quality of the faculty members that examine that individual student has gained the access to learning spaces as well as curriculum (Bracken and Novak, 2019). I need to check the learning experience of each particular learner and retention in academics. This will give an output and I have to acknowledge the resultant output for better practice of inclusive implementation. I also need to examine the second major change criterion which is the seismic epistemological movement of the institutes it gives a clear image of knowledge being shared and generated among individuals by academic communities and their local environment. According to recent studies, students have greater knowledge of their surroundings and these ideas can be presented in a creative manner which can help in developing good skills. "Universal design of learning" in education is founded on the study of learning science and it promotes implementing the inclusive system in education as it challenges and accommodates all student as well as foster in development of innovative technologies and built next-generation skills. I will focus on an inclusive educational system to develop next-generation skills in every learner. I will examine the teaching criteria of my own generated lesson plan and whether they are engaging with the learners so as to understand the psychology of students and provide the best possible knowledge. I have to examine the means of engagement for sufficient motivation to learn. The engagement of faculty members will foster attention as well as commitment. I have to check the means of representation of my teaching topics as it is an effective manner of providing visual knowledge to learners. Multi-format learning should be implemented by every faculty member. I have to check my way of providing multi means of expression and action. These methods are my responsibility as they are the pillars of effective education and need to be followed by every faculty member for the sustainable development of individuals. These techniques in the different institutes have made a massive change in learning acknowledging the process and developing creative minds in the different educational fields. Digital skills will also be benefited from these effective ways of learning                   

3.2 Relationship of my role with other professionals' roles 

Relation of my role to that of other professionals is to have sufficient collaboration so that learners can align with the learning of different faculty members. For inclusive practice, the faculty’s members need to develop a good bonding among them as every subject of digital skill is interlinked with each other so the teachings should also refer to each other. I need to develop self-awareness and perform self-evaluation. To develop the increased quality of self-evaluation and generate awareness among other faculty members as well as self will not only develop a good teaching methodology but also develop skills regarding teaching quality. Self-evaluation helps in developing a new and better way of learning and also generates innovative teaching quality. Self-evaluation helps in building good relation with students and provide reasonably practices for understanding the child's psychology. This quality improves the relationship among faculty members as they experience different teaching and engaging properties. Professional freedom will be developed within self that provides a better experience in engaging with students. I need to make aware of this teaching quality as this is not that freedom which deals with performing their own way of teaching but it provides a different interaction process.(Nagoba and Mantri, 2015). Lateral thinking is also a different way of thinking and it should be practiced by every faculty member. To generate awareness among the faculty members I need to have good leadership quality, competency and working motivation to perform better in the education of digital skills and any other education sector (Rahardja, Moein and Lutfiani, 2018.). My role in the institution is to use the elective resource and provide the best teaching experience to the learners. I also need to design a curriculum that must have a good effect on the learners. I need to align the curriculum in such a way that it doesn't make a mess among other faculty members and the learners get gradual or step-by-step learning from every faculty member. The lesson plan of every faculty in the institution must be arranged in such a way that doesn't create a learning gap among the academic subjects.  

3.3 Referral points for individual learning needs 

A new approach to revitalize teaching effectiveness consists of pedagogy and paying great concentration to the learning needs of learners. Faculty members must have a strong knowledge of technology as technology has taken over the educational sector by using different technologies. Faculty members must have a self-development area for that I need to attend seminars, lectures workshops, and conferences and conduct research for the betterment of my skills. Institutional development is also necessary which arrives with numerous challenges which increase the pressure on technological innovation which boosts the social demand for education. Which needs financial resources to manage sustained growth? The benefit of recognizing faculty training needs is creating training plans for the development of learning methods. . Identifying self-performance and problems regarding my performance by generating feedback from the learners will give proper.  I also need to involve in community service for gaining the psychology of different students. Adequate planning of teaching program activities should be built into a getting effective lesson plan. Consent in a quality management system should also be learned for better management of the learners. Acquiring institute human resources as well as updating curricula is also a motive to maintain the daily routine. I should focus on personalized learning and Open teaching along with students and ICT by students' “choice & voice". Usage of ICT during class correlation creates positively conveyed related beliefs and digital skills. However choice and voice don't have any effect on related beliefs and digital skills.(Schmid and Petko,  2019). Due to personal factors, there is also a learning gap I need to understand the language, and physiology of every learner for providing a better learning experience. Different humans have different learning capabilities and it also depends on different age groups. According to biological studies, males have a good ability to adopt technical knowledge whereas women have a better concentration power. This study gives detail of human behaviour according to gender abilities. Here I need to pay attention according to their capabilities. I need to develop service roles which include functioning on advisory boards and internal committees, advising and mentoring students. I must have knowledge of various fields to provide a wide range of carrier goals to the learners regarding their further studies.

Task 4: Effectiveness of inclusive practice and action plan

4.1 Strength of inclusive practice 

Faculty members engage motley of teaching methods founded on their institutions. Inclusive practice gives a better understanding to the learners. This gives better outcomes of the learning acknowledged by the learners. The latest practices give a good understanding of human or student behaviour and it also generates skill within us for managing the learners and providing better education. This presents facts direct by providing logic in various methods. This gives a better experience of teaching and inspires the learners for getting educated with the help of teacher experience. it also provides innovative ideas to the learners and inspires the learners to develop creative ideas. Inclusive practice gives openness to the learners to ask their relative doubts and provides a wide range of knowledge. Inclusive practice can be implemented in every group of students whether it is a large group or it is a small group of learners. It will not only give a question-answer round to the learners for knowing the queries related to their academics but also gives faculty members a lagging part on their lecture content. Many digital learning platforms have also been examined in the recent pandemic situation. The inclusive practice has also a good impact on the digital platform they try to convey practical knowledge to the learners by showing videos and attending live sessions in different formats such as problem-solving sessions and lecture sessions. The most suitable use platform was "Panopto" and "zoom" where 50% of universities used panoptic and thirty-six per cent of universities used the zoom video conferencing app. To better practice, inclusive practices of learning in pandemic practical sessions were replaced by virtual learning environment which includes different resources (Longhurst et al. 2020). Different institutions used different methods of practical visualisation process. Such as "digital cadaveric resources" which gave a better experience to the learners. However, some institutions used a 3D visualization process which consists of 7% of the total institution. 43% of institutions use both cadaveric and 3D visualisation processes ((Longhurst et al. 2020)). These 3D visualisation processes give the best perspective to learners for better engagement with the overall view. Inclusive practice gives good engagement with the learners and gives proper guidance to the learners for their present academic learning as well as further higher studies. It teaches the faculty members to cover the class and grab the attention of every learner by providing effective learning experiences. 

4.2 Weakness of inclusive practice

The inclusive practice has some challenges that have a bad impact on faculty members as well as learners. Some of the major challenges faced by inclusive practice are the deficiency of resources in the institution. Resource deficiency causes a break in the teaching process. it also changes the routine and flow of the faculty members. All faculty members don't have expertise in expressing but they have good knowledge in particular fields. This is the major issue faced by the faculty members as have the knowledge and is experts in their field but their way of connecting with the students is not appropriate. The next problem is if the students are not passive listeners then faculty members as well as other learners will also face problems. The next problem is the student must respond to professionals so that faculty members have better communication between the learners and the professionals. This gives an overall idea of understanding the concepts taught. There are no such parameters that give a measured capacity for human understanding so learners must respond to the faculty members. I need to understand the learner's understanding capacity in different situations. I also need to understand different cultural activities so that I can practice inclusive practice in different society learners. Visiting different organizations helps to learn various aspects of inclusive practice. I need to work with experts to gain knowledge in different aspects of inclusive learning. I need to develop a development plan for scheduling my routine for upcoming months this will give me the best practice for the development of skills. Some challenges regarding teaching flow that is, deep diving, into the topic details which is a major problem as these don't give logic to the academics it relies on learners' interest. One of the major issues is few children are with different disability need special attention and to be handled with ordinary learners (Anshory, 2018). Various learners have a weak approach towards assistance in various terms of curriculum media, lesson plans and assessment they need to be given special attention as it is difficult to provide assistance to both learners. These are the major problems faced by the learners as they can focus on only one particular part. These types of learners must have different sections so that they can be given specific learning.

4.3 Five-point action plan

For providing a better learning experience I need to develop an action plan regarding my regular activities in the institution. The action plan must have a schedule of my daily routine so that I can manage my daily routine. During my first period in the institution, I need to have student acknowledgement for checking the presence of the learners. I need to recap the previous studies so that they give to get a recap and can proceed further without any queries. I need to provide visuals to the learners so that not any single learner gets distracted and recap in the best possible manner. I need to be familiar with the learners to acknowledge their problematic sectors. I have to provide ample time for the learners to have a question-answer round. In the next hours, I need to give a summative of the learning by proper mapping and measuring outcomes of individuals. I need to demonstrate the lecture with the help of visuals wising different means of software such as PPT, Assessment brief, VLE, and whiteboard. Then I need to conduct questions as we round for the present lecture. Working on designing a plan and delivering sessions will give an impressive result. The demonstration of the lectures should be in any environment whether it is an online or offline mode of transferring the lectures.  Learners should take part in every activity should be ensured so that they perform well in learning checks. For viewing learning checks we can develop methods such as ICT skills, numeracy and literacy. Digital literacy is also a major part of checking the learner's knowledge. I need to provide a break after conducting a long period of lectures and learning checks. These breaks will refresh the minds of learners. After a break of 15 minutes, I will allow the learners to conduct a group discussion as it is an effective way of sharing knowledge. For group discussion I need to set topics and learn questions by supporting learners with effective responses. I need to notice that every learner must take part in the group discussion. For conducting group discussion only lecture materials and academic learning must be taken and the use of l virtual learning environment must be practiced. After conducting of group discussion, I need to take feedback using different technologies.

Conclusion

I need to encourage the weak learners to practice effective learning by discussing every small topic faced by the learners. For a better learning experience, I need to suggest learning platforms for effective learning. After performing the group discussion learners need to have a lunch break of 1 hour. As the lunch is over I need to provide live lectures to the learners for giving better information on the topic-based knowledge. by using different methods of technologies. After that, I need to form a group that demonstrates the learning by using "moodle Progress Observation"

References

Books  

Bracken, S. and Novak, K. eds., 2019. Transforming higher education through universal design for learning: An international perspective. Routledge. Doi: https://books.google.co.in/books?hl=en&lr=&id=eOOLDwAAQBAJ&oi=fnd&pg=PP1&dq=inclusive+practice+in+diploma+in+education+and+training+in+colledges+in+uk&ots=X7JYFP9dAs&sig=imvJlTPYz6pNaz6dc-mWYvf97Rw&redir_esc=y#v=onepage&q&f=false

Journals

Adeyemi, A.M. and Adeyemi, S.B., 2014. Personal factors as predictors of students academic achievement in colleges of education in South Western Nigeria. DOI: https://academicjournals.org/journal/ERR/article-full-text-pdf/2C5397946955

Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F.J., González-Calvo, G. and Barba-Martín, R., 2021. Research on cooperative learning in physical education: Systematic review of the last five years. Research quarterly for exercise and sport, 92(1), pp.146-155. DOI: https://www.researchgate.net/profile/Daniel-Bores-Garcia/publication/339055389_Research_on_Cooperative_Learning_in_Physical_Education_Systematic_Review_of_the_Last_Five_Years/links/60a7869c299bf1031fba3383/Research-on-Cooperative-Learning-in-Physical-Education-Systematic-Review-of-the-Last-Five-Years.pdf

Knight, C., Clegg, Z., Conn, C., Hutt, M. and Crick, T., 2022. Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales. British Journal of Special Education, 49(1), pp.6-23. DOI: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1467-8578.12394

Longhurst, G.J., Stone, D.M., Dulohery, K., Scully, D., Campbell, T. and Smith, C.F., 2020. Strength, weakness, opportunity, threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and Republic of Ireland in response to the Covid?19 pandemic. Anatomical sciences education, 13(3), pp.301-311. Doi: https://doi.org/10.1002/ase.1967

Nagoba, B.S. and Mantri, S.B., 2015. Role of teachers in quality enhancement in higher education. Doi: https://www.researchgate.net/publication/282928863_Role_of_Teachers_in_Quality_Enhancement_in_Higher_Education

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, DOI: 36 (3), 358–370.

Rahardja, U., Moein, A. and Lutfiani, N., 2018. Leadership, competency, working motivation and performance of high private education lecturer with institution accreditation B: Area kopertis IV Banten province. Man India, 97(24), pp.179-192. Doi: https://www.researchgate.net/profile/Untung-Rahardja/publication/322300010_Leadership_Competency_Working_Motivation_And_Performance_Of_High_Private_Education_Lecturer_With_Institution_Accreditation_B_Area_Kopertis_Iv_Banten_Province/Links/5b8001b64585151fd12f4171/Leadership-Competency-Working-Motivation-And-Performance-Of-High-Private-Education-Lecturer-With-Institution-Accreditation-B-Area-Kopertis-Iv-Banten-Province.pdf

Schmid, R. and Petko, D., 2019. Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students?. Computers & education, 136, pp.75-86. Doi: https://doi.org/10.1016/j.compedu.2019.03.006

Smalle, E. H. M., Muylle, M., Duyck, W., and Szmalec, A. 2021. Less is more: Depleting cognitive resources enhances language learning abilities in adults. Journal of Experimental Psychology: General, 150(12), DOI: 2423–2434. https://doi.org/10.1037/xge0001058

Thompson, N., 2016. Anti-discriminatory practice: Equality, diversity and social justice. Palgrave Macmillan.

Anshory, I., 2018, July. SWOT Analysis on Inclusive Education in Indonesia. In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018) (pp. 255-258). Atlantis Press. Doi: https://doi.org/10.2991/amca-18.2018.70

Websites

Prospects.ac.uk, 2022. Overview of the UK's further education sector  Available at: https://www.prospects.ac.uk/further-education/overview-of-the-uks-further-education-sector [Accessed on: 19/10/2022]

Itcilo.org, 2022. The social aspect of learning Available at: https://www.itcilo.org/social-aspect-learning#:~:text=People%20learn%20from%20and%20with,practice%20that%20influence%20their%20identities. [Accessed on: 19/10/2022]

Understood.org, 2022. 4 benefits of inclusive classrooms Available at: https://www.understood.org/en/articles/4-benefits-of-inclusive-classrooms [Accessed on: 19/10/2022]

Crlt.umich.edu, 2022. Teaching Strategies: Introduction to Groups and Teams Available at: https://crlt.umich.edu/teaching-strategies-introduction-groups-and-teams [Accessed on: 19/10/2022]

Pathways.org, 2022. Sensory Available at: https://pathways.org/topics-of-development/sensory/ [Accessed on: 19/10/2022]