This study uses structured interviews to explore the implementation of Equality and SEND policies in a nursery setting. It highlights practical practices, staff training, and parental involvement in supporting inclusive education.
Interview Summary
During the interview, I used a type of qualitative research method known as a structured interview in a bid to uncover how Equality and SEND policies are being implemented in the nursery. This enabled a deeper analysis of the attitudes and practices, which is in congruence with a call for an exploratory qualitative approach to theory development (Mcgrath and Coles, 2013). I followed the ethical standards in this study as provided by the BERA guidelines, which included informed consent, anonymity of the participants, and their right to withdraw from the study (BERA, 2018). The discussion further showed that besides being implemented as working models, staff training and parental involvement are used to assess the extent of the comprehensive policies (Cole, 2022). The nursery manager provided ample evidence of actualisations of equality and diversity, as she described general practices like altering a classroom and providing extra attention to children with special needs. This approach brought a practical and contextual understanding of the issues of the implementation of inclusive policies that supplemented the theoretical perspectives drawn from our readings.
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Reflection
In a study on inclusive measures within the workplace, the next proceeding steps would be to extend the interviews to other people in that particular work setting. To the staff members, I would interview the head teacher, the coordinators of special needs children, and the parents. This would encompass more views on how people feel that policies of inclusion are being implemented at various levels. To enrich the findings of the interviews, policy documents and focus group discussions, I would make observations in the classroom settings and compare the findings (Bell and Waters, 2018). Besides, conducting surveys to collect quantitative information on the satisfaction with these policies and the perceived effectiveness of such policies would enhance credibility. To enhance the variability of the findings, secondary data could be collected from articles, journals, books, and reports related to inclusive education and policy documents of the government of the UK. In this process, BERA codes of ethical practice would be adhered to to ensure transparency in data collection, to seek participants’ informed consent, and to respect the participants’ rights to anonymity and right to withdraw (BERA, 2024). Altogether, the use of qualitative and quantitative data support the overall validity of the study and provide an insight into the precise benefits and the potential development of inclusive practices (Bell and Waters, 2018). In the end, synthesis of multiple types of information would lead to a comprehensive, balanced assessment, which can contribute to the improvement of policy and practice.
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Unit Number/Date/Topic |
Reflection on Class Session |
Reflection Post Session |
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Unit 7 / Diversifying and Decolonising the Curriculum in Practice |
In unit 7, I went through how to diversify and decolonize the curriculum to improve learning conditions. The session gave an understanding of the strategies that can be employed to adopt an equitable approach, which challenges the learning models that existed before the current diverse society. One of the areas that caught my attention was the analyses of cultural mapping and educational policies, which made me recall my-working experience at a culturally diverse workplace and which underlined the role of critical approach to education and teaching practices in democratic society. |
Gibbs Reflective Cycle Description In the session, we need to review cases and policies, much attention was drawn on what good and what problem regarding the implementation of curricula diversification. Feelings Therefore, though I was impressed by such ideas I realized how challenging it is to incorporate such approaches in traditional learning systems (Galli and New, 2022). Evaluation To some extent, the session allowed for the identification of the various policy implementation disparities. I liked the conceptual organisation of the session because it facilitated the differentiation between theory and practice. However, I also had the impression that some of the examples did not address concerns of minorities properly. Analysis At the end of the discussion, I pointed out that the inclusion of diversity in the learning process must involve changes in policy at a structural level as well as changes in the accepted ways of thinking at the institution. This step of decolonising the curriculum can be related to Hooks’ (2009) notion of a critical pedagogy as a progressive system that questions the power relations. Moreover, the session’s information about McGrath and Coles (2013) gave a theoretical background of the present study specifically for the use of qualitative approaches in educational contexts. Furthermore, in my independent study, especially from Freire's (2018) work on critical awareness, I expanded my knowledge regarding the liberating practices that provide an effective means to inclusion. Conclusion The session substantiated the practice of the ongoing reflection process and the need to alter practice accordingly. It also taught me to reflect upon current practices and think about how one might revolutionize the way of increasing inclusivity. In general, the knowledge obtained will be highly beneficial while pursuing further changes in my professional setting based on the evidence. |
Assessing the equality policy, SEND policy, and Curriculum Policies through observation of the learning environment is a necessary process in ascertaining the effective implementation of inclusive practices. The observation was carried out using a Structured observation framework by focusing on the key aspects, including displays, teaching activities, curriculum outlines, and physical environment including sensory rooms, calm spaces and forest schools. Recommendations for further improvement are also given in the context of the Equality Act 2010 and inclusive educational practices.
7 Years | MA
Observational Notes
Displays
The effort to create diversity and inclusion is reflected in the displays in the classroom. The posters on the walls represent children of different cultural backgrounds promoting such themes as multiculturalism, kindness and also equality. Also, there is a section for anti-bullying and inclusive classroom rules. Still, race and ethnicity are represented well but LGBTQ+ families and kids with disabilities remain largely underrepresented. Furthermore, visual material in plural languages is absent, and as such may influence English as an Additional Language learners (McGrath and Coles, 2013).
Teaching Activities
Differentiated instruction is used by teachers to address diverse high schools and learning needs. Visual aids, hands-on activities and group-based learning are used to make an inclusive approach. One of the SEND students is provided with individualized learning plans to ensure that lesson delivery meets the unique requirements for each of them. Even though these efforts are made, assistive technology such as speech-to-text tools are still irregularly used to assist students with disabilities (DfE 2015).
Curriculum Outlines
It starts off with the multicultural literature, cultural awareness history perspectives and festival celebration of Diwali, Lunar New Year and Black History Month. Although non-Western perspective still seems to be underrepresented in the curriculum, hence there could be a need to further integrate a decolonised perspective (Hooks, 2009). Although some subjects have a diverse role model that is introduced, others such as science and mathematics are Eurocentric, without much work from non-European scholars (McGrath and Coles, 2013).
Environment
The nursery is a well-structured setting that is inclusive and supports children with different needs. Soft lighting, textured walls and calming music are contained within a dedicated sensory room and help children with sensory processing difficulties be more regulated (Ngadni, Yasmine Binti Ahmad and Jia Yean, 2023). These correspond to the SEND Code of Practice.
Calm space is also in classrooms, in the form of a self-regulation area for children to go to if at all overwhelmed. It helps give children with autism or other anxiety-related conditions emotional well-being. In addition to that, the Forest School initiative promotes outdoor learning, because outdoors the child can learn to be adaptive, confident, social, and develop resilience through nature-based learning (Knight 2013).
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While these inclusive practices are present, some continue to exist in accessibility. Some children with mobility impairments are prevented from participating in these same areas simply because they lack wheelchair-friendly adaptations to certain outdoor areas in their vicinity. The Equality Act 2010 requires that all students should be universally able to access learning environments as there should be equal opportunity for all students (Department for Education, 2021). This would solve the problem, so the nursery could provide more inclusive outdoor paths and adaptive equipment, thus, engaging children with physical disabilities more.
Analysis
Using the structured observational framework assessing equality, SEND and curriculum policies one can see that there is a complex learning environment with its advantages and disadvantages. There are multicultural posters and no bullying signs of different colors on the walls of the classrooms that depict different races and ethnicities (Jones and Walker, 2011). Still, there are no gay people depicted in families and no children with a disability are illustrated at all. There are also no materials in different languages, which would be beneficial for English as an Additional Language students (Mcgrath and Coles, 2013). In teaching activities, differentiation is clearly in practice, and the use of visual teaching aids, teaching aids that involve handling objects and the use of group work ensure that students’ activities are made more interesting. Inclusive learning plans benefit SEND kids, but frequent use of assistive technology, for example, speech writing technologies, is not practised (DfE, 2015). Curriculum guidelines assimilate multicultural literature and culture-related events like Diwali, Lunar New Year, and Black History Month; however, non-European points of view are marginalized in academic subjects such as science and mathematics, which depict a more Eurocentric angle. The physical environment is well-considered with a sensory room, a calm room, and a Forest School where children play to enhance self-regulation and to learn. However, there is still room for improvement, particularly in terms of accessibility of the outdoors to wheelchairs, which is a requirement under the Equality Act 2010.
Application
From the observations made, the following specific suggestions will help to improve the existing level of inclusiveness in the learning environment. First, classroom displays should be changed to maintain improvement: There should be pictures of LGBTQ+ families, children with disabilities, and children of different nationalities or who learn different languages (Wilson and Kara, 2022). In the teaching process, the equal inclusion of assistive technology such as speech-to-text facilities should always be a major teaching goal if students with disabilities are to be adequately supported (DfE, 2015). Curricular changes are also required to include a neocolonial perspective, especially in STEM disciplines, will address the eurocentric nature and offer a diverse representation (Hooks, 2009). Additional adaptations are needed to the physical environment for integrating more accessible surfaces and equipment to the exterior of buildings for those students with mobility issues will be just as effective this complying with the Equality Act 2010 (UNICEF, 2022). Furthermore, there should be obligatory professional practice concerning the integration of diversity into teaching so that the teachers are updated on the practices to be implemented.
References
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