Unit 21: Inclusive Practice

1
 Contents
Introduction:....................................................................................................................................4

Task 1: Brochure..............................................................................................................................5

1.1 Review the impact of personal, social and cultural factors on learning................................5

1.2 Review the impact of different cognitive, physical and sensory abilities on learning..........6

2.1 Summarise policy and regulatory frameworks relating to inclusive practice........................8

2.2 Explain how policies and regulatory frameworks influence organisational policies relating
to inclusive practice.....................................................................................................................9

Task 2: Reflective Account............................................................................................................11

3.1 : Summarise own role and responsibilities relating to inclusive practice.............................11

3.2 Explain the relationship between own role and the roles of other professionals involved in
inclusive practice........................................................................................................................12

3.3 Identify points of referral available to meet individual learning needs...............................12

4.1 Review key features and benefits of an inclusive learning environment............................13

4.4 Review strategies for effective liaison between professionals involved in inclusive practice
...................................................................................................................................................14

Task 3: Report................................................................................................................................15

2.3 Explain how policy and regulatory frameworks influence own inclusive practice.............15

4.2 Analyse ways to promote equality and value diversity.......................................................15

4.3 Analyse ways to promote inclusion.....................................................................................16

5.1 Review the effectiveness of own inclusive practice............................................................17

5.2 Identify own strengths and areas for improvement in relation to inclusive practice...........18

5.3 Plan opportunities to improve own skills in inclusive practice...........................................19

Conclusion.....................................................................................................................................20

References......................................................................................................................................21
Introduction:
One of the fundamental needs of a student who wants to carry his/her favourite job is to have the
right experience. The learner must know about multicultural learning to get the best learning
(Oxford, R.L., Holloway, M.E. and Horton-Murillo, D., 1992). The inclusive technique is such a
methodology or process in which teachers work primarily to assess the composition of pupils,
whereby teachers are assured that all students have proper access to the content of the courses
and where learners take part entirely in the learning activities. The learners may need to face
common personal, social, and other obstacles to learn correctly. A brochure, a reflection report,
and a report will be included in this report. All three are split into three separate tasks, from one
job to three tasks. All-inclusive practise will be covered in these three activities and the article
will hopefully be finished properly.

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Task 1: Brochure
 Task 1: Brochure
1.1 Review the impact of personal, social and
cultural factors on learning Social factors:
Training involves the formal or unofficial attainment Family dysfunction: Students do not know how to
of expertise, skills and experiences both at home and read because of family dysfunction. Learners must
abroad. Some factors influence the learning in the struggle to raise money to support their families and
inclusive environment, which are personal, social and to pay for their schooling. The teacher must also
cultural factors. This variables are here defined: work closely with students to know whether or not
Personal factors: they have financial needs.
Health issues: Any students may be physically Bereavement: Students are distorted from schooling
complicated, like they cannot walk and need as long as their parents or close relatives die. They
wheelchairs to move. Any of the students may be slip into despair that prevents them from
blind or deaf again. The instructor must take care of concentrating on school. They need help in this
the qualities in order to ensure equitable practise in the situation. I advise my students who are down.
institution (Kent, A.M., 2004). I carefully consider the Cultural factors:
reasons that make my course simpler for you and your Tradition: In order to establish an egalitarian
needs. atmosphere of learning Tradition itself remains an
Interest: The course which is undertaken in the important element. For example, turban is typical
classroom has a strong interest for both students. for an ethnic group, where the white cloth is the hat.
Students can study with great excitement and University may be depressed because it does not
excitement, once they figure out what is expected in encourage the ethnic community to wear turban. In
the course. I meet your needs and interest in my order to accomplish the holistic curriculum and
inclusive world materialisation course. learning environment, the teacher and authorities
must take traditional considerations into account.

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Religion: Some are Catholic scholars, some of
them Jewish, some Muslims, some Buddhists, (Source: Kenyia, 2020)
some Hindus, some religious. Each religion has its Dementia: Students with dementia characteristics
own distinctive and essential characteristics and are different from average students (Scott, T.L.,
beliefs. One aspect is permitted for Jews that are Kugelman, M. and Tulloch, K., 2019). In the
unable to be Christians or Muslims. The instructor institution they get more angry and violent. Often
must also accept all views and beliefs to preserve they violate discipline and have less morals than
an egalitarian environment. regular students. The instructor must warn these
1.2 Review the impact of different students and observe their actions closely in order
cognitive, physical and sensory abilities on to instruct them.
learning Physical attributes:
The effect on learning ability – emotional, physical Wheel chair bound: Students who have certain
and sensory attributes – is varied. These physical complexities need to be able to move a
characteristics are here dictated: wheelchair anywhere other than regular students is
Cognitive attributes: very different (Shevlin*, M., Kenny, M. and
Autism: Bio-neurologic progress disabilities of the McNeela, E., 2004). Because of the nuances, they
autism spectrum disorders that inhibit normal are behind studying. When they have the best
growth. The difficulty and limitation of speech of a learning opportunities, they will learn productively.
child with autism spectrum disorders and the As a coach, I take their factors into account and
attitude of frequent reproduction are also noted. ensure their critical support.
The trait has a huge effect on student success. The
teacher needs to consider the aspect carefully.

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 Sensory attributes:
(Source: Reed, Said and Davies, 2019) Hearing impairment: Hearing disorder refers to the
Cerebral palsy: The coordination condition in inability in listening to others. Any students may be
children is known as cortical paralysis. Some sour and keep them from being taught and from
forms of cerebral paralysis, such as spastic hearing what the teacher talks in the classroom. As a
cerebral paralysis due to stiff children's bodies, result, they are behind budget. Medical care is
ataxic cerebral paralysis due to less locomotion needed to resolve the barrier.
and dyskinetical brain paralysis, are present. This
kinds of brain paralysis inhibit students from (Source: Untaru, 2018)
studying correctly. Yet you also learn if you have Colour blindness: Blindness refers to a loss of
ample learning and coaching resources both inside colour differentiation due to the lack of the
and outside the organisation. individual's X chromosome (Gordon, N., 1998).
Color blindness students face such learning
(Source: King and Boyatt, 2019) complexities. They cannot discern between different
colours, which prohibit them from discovering the
lesson.

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 Over and over, some leaners are poor while others
(Source: Thomas, 2019) are wealthy, which leads to inequality and even
2.1 Summarise policy and regulatory abuse for needy students. In order to discourage and
frameworks relating to inclusive practice safeguard their interests, the agency must follow
In order to maintain a multicultural teaching and anti-bullying systems.
learning atmosphere, an institution must follow such
legislative and policy criteria. Thus, students are (Source: Suleman and Movik, 2019)
interested in learning which generates teaching and Equal opportunities: In education and preparation,
learning. Here are dictated two policies and one both students have the same rights in the educational
legislation: institution (Ribble, M. and Miller, T.N., 2013).
Policies: Learners like wheelchaired are possible to be sour,
Anti bullying: Appeals against bullying or abuse are blind, mentally fit, or disabled. In teaching and
ant bullying. Learners from various regions and studying, all learners have equal opportunities. The
jurisdictions have their own understanding and beliefs association promotes an educational inclusion
that contribute to majority parties getting harassed. programme that serves needy and disabled students.
Furthermore, often women still experience sexual
harassment and sexual abuse.

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 (Source: Bérubé and Cusson, 2019) (Source: Brennan, 2019)
Legislation: 2.2 Explain how policies and regulatory
Equality act (2010): The statute allows all learners to frameworks influence organisational policies
have equitable and identical rights of schooling and relating to inclusive practice
learning free of any form of prejudice. In educational How legislative structures and regulations affect
institutions, physically able students again have an corporate policies is dictated here:
equitable right to learn successfully in an appropriate Criminal record bureau procedure: Progress
way and to obtain adequate assistance from the against bullying impacts the juvenile record office
agency. The equal opportunities of schooling and for teaching and studying (Bradshaw, C.P., 2015).
learning extend to women and men. Furthermore all As a university teacher, I am taking proactive steps
deprived and wealthy students have equal educational to prevent bullying and criminal activity within the
rights. institution. I constantly track the success of students
whether they participate in illegal conduct or not. I
even watch minority groups to see whether they are
unhappy or not. I alert the authority of the
association and take productive action to minimise
those practises.

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 Quality assurance procedure: I provide sufficient
(Source: Rougoor, 2019) resources for the learner's needs to maintain the
Nominated roles and responsibilities: The quality of teaching and learning. First to determine
organisation, I am supposed to abide by its own laws and their criteria, I use screening approaches. I then
procedures. It is my responsibility to include the role and supply products that satisfy their criteria and
policies of the business and the government in the United provide outstanding training and instruction.
Kingdom. I carry out responsibilities and duties and aim
to build an inclusive education. (Source: Choi and Lee, 2020)

(Source: Edwards, 2019)

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 Task 2: Reflective Account
3.1: Summarise own role and responsibilities relating to clusive
in instructor is responsible for maintaining an inclusive teaching andpractice
An learning environment.
There are some of them here:
Working with organisation policies: An institution has some predetermined functions and
strategies to build an equitable learning atmosphere, increasing the reputation and branding to
students and parents (Barkley, E.F. and Major, C.H., 2020). I cooperate with the organization's
responsibilities and strategies to develop integrated training activities. I tell the authorities if they
have any policy errors.

Promoting inclusive practice: All students enjoy learning and learn quickly and efficiently and
improve the effectiveness of teaching. First, by diagnostic evaluation, I define the needs of
learners. Then, I intend to address their challenges with the organization's peers, friends, and
bodies. Finally, to mitigate their demands and challenges and to encourage inclusive practise, I
apply the rooms and effective initiatives.

Challenging inappropriate behaviour: Minority students may be harassed by the majority

(Finn, J., 2004). Once again in organisations that are unethical and go against corporate policies,
women can experience sexual harassment and sexual assaults. I guarantee that those engaged in
such illegal activity are disciplined.

Make sure about learner's involvement: Only when learners are involved in the learning will
learning to be completed. If students are willing to engage in the study session, they can ask
questions and address the learning with teachers

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3.2 Explain the relationship between own role and the roles of other
professionals involved in inclusive practice
The links between one's own position and the positions of other professionals are provided as
follows:

Acknowledging own limitations: Just an instructor cannot respond to the needs of all learners
because he or she has such restrictions and challenges to the needs of students (Darling-
Hammond, L., 2008). The instructor must then collaborate with other experts to fulfill the
student's needs. She speaks to them about the nuances of learners and their learning difficulties.
To overcome the complexities and challenges of my learner, I connect with my friends, friends,
organisations, advisors, coaches, advisers, donors, and others.

Liaising in the house: An instructor cannot manage only his contributions to fulfill students'
expectations and nuances. To satisfy their complexities and desires, he or she must interact with
external and internal institutions. As an instructor, I connect with student parents to consider the
complexity and desires of my learners such as financial needs, emotional depression, and others.
I then continue to address the needs of the students.

Negotiating on behalf of my learners: Negotiation is a crucial step in ensuring a fair

atmosphere for schooling and learning. Minorities may face various kinds of abuses and biases
within the business. The business discriminates against men and women. I am engaging them
with authorities and other experts, including the police, social welfare agencies, and others to
address the needs of learners and also to provide a safe and sustainable environment for all
students.

3.3 Identify points of referral available to meet individual learning needs

A reference process is a stage to address obstacles to teaching and learning that offer students
extra benefits of school. An instructor creates or responds to the desires and nuances of the
pupils.

Organisation resources and policies for support and referral process: In consideration of
students' difficulty and obstruction of education and preparation an instructor makes a referral
point. He or she will then ensure support to face the complexities and difficulties of schooling
and learning and to resolve them. I take into account the organization's capabilities and practises.
Then I build a comparison point that takes into account students' needs.

Traffic light system: I use the lighting system based on the nuances and difficulties of studying.
I'm supporting myself with defining student needs. Black, orange, and green are the original
color of the traffic light scheme. The red means that students need more support to continue the
course. The orange means that they need more help in the course and to overcome the issue.

Mentor support: Mentor offers practical explanations and their careers in course or substance
(Hagger, H., McIntyre, D. and Wilkin, M. eds., 2013). Many teachers behave well and become
informed of studying if they get an academic illustration of the courses and feel the importance
of the course. Mentor offers realistic and visual work illustrations.

Besides, based on their difficulties and complexities, I give my pupils special assistance. For the
blind, the visual world for the deaf, and others, I guarantee the braille system.

4.1 Review key features and benefits of an inclusive learning environment

Including practise has some advantages and training and learning characteristics. The main
attributes and advantages of an inclusive learning environment are determined:

Promoting an inclusive approach to teaching and learning: The inclusive solution offers a
healthy and secure education climate. To ensure the productivity of education and learning I use
different teaching and learning approaches. In conjunction with student's takes and difficulties in
teaching, I use Visual, Aural, Reading, and Writing as well as Kinetics (VARK), Blooms model
or else.

Motivating learners: This involves the condition where both students feel safe to study and to
learn the course. There is no bigotry and racism. All students are provided with the right
equipment for thoroughly learning the course. The contents and contours of the courses are
planned. This makes teaching and studying more energetic.

Creating a positive attitude: Per student provides equivalent education facilities. There is no
injustice. Both pupils like the wheel, blind, deaf, stable pupils, mentally depressed pupils, and
others have fair and sufficient educational opportunity, resulting in constructive attitudes towards
the physically complex pupils and others. There are also a minority and majority pupils and their
own religious beliefs and virtues in the group. All learners respect other individuals and respect
their beliefs and virtues of inclusive practise.

4.4 Review strategies for effective liaison between professionals involved in

inclusive practice
An instructor provides extensive and comprehensive perspectives into how to overcome the
difficulty and barriers of learners by contact with other practitioners such as colleagues, mentors,
students, advisors, sponsors, officials, employees, etc.

Regular contract: Teachers connect daily, via workshops, e-mails, mobile, and other social
networking networks, with friends, employees, teachers, trainers, counselors, medication
advisors, psychiatrists, charities, etc. Daily arrangements with other practitioners are constructive
to make the course profitable and boost teaching and learning performance. Meeting feels better
than most people. I connect with them and explore lean complexities and how to cope with them.

Sharing information: A instructor discusses with other practitioners their learner expectations
and challenges to define alternative options and ways to fulfill their specifications. I talk with
individuals and organisations and explore leaner issues. I am talking to them about how to design
lessons, lesson plans, job schemes, and curriculum contours effectively. They provide me with a
recommendation of how activities are done successfully and how learners need to be effectively
handled.

Thus an instructor creates a course that addresses the needs of the students. He or she provides an
inclusive teaching and learning environment.
 Task 3: Report
2.3 Explain how policy and regulatory frameworks influence own inclusive
practice
Inclusive practise impacts its own policy and regulatory system. How power like practise is
dictated:

Awareness of current legislation: A instructor becomes conscious of the policies of

organisations and legislative structures of regulations and frameworks. The young educator
learns about new rules in educational sectors from the current classroom. I know, for instance,
the GDPR act and consider legislation that creates an equitable atmosphere in my students'
education. I am conscious of education laws and policies and ensure an open atmosphere for
enhancing teaching and learning quality and effectiveness.

Recognizing own roles and responsibilities: The functions and duties of a teacher demonstrate
corporate predetermined policies and legislative mechanisms. I know what I have to do and what
the roles in the company are. The organisation, as well as strengthening reputations and brand
identities for learners and parents, has its vision and mission. I need to build an egalitarian
atmosphere where all students learn productively that the company's prestige is boosted.

Reviewing own approaches: Perhaps a teacher needs to show his or her students one way. The
strategy cannot be applied following an analysis of organising laws and legislative mechanisms
(Bérubé and Cusson, 2019). I take good note of organisational policy and legislative structures,
and then plan the curriculum, research, course contents, teaching, and learning strategies, using
technology for inclusive instructional activities.

4.2 Analyse ways to promote equality and value diversity

Equality of education applies to the same rights without prejudice for all learners. Here are the
means of encouraging tolerance and plurality of values:

Creating opportunities for sharing and celebrating diversity: According to the Education Act
2010, all learners have equal opportunities in their classrooms. They are leaners who have their
own ideals and virtues from virgin land and nations. Their customs and cultures may
differentiate them. Somebody can be white, and others can be black and not white. The other
may be Muslim, Buddhist, Hindus, and any other faith. Some may be Christian, others may be
Muslim. Some can be blind, deaf, and wheelchair, while others can be able to do so. I use space
to express their uniqueness and to make it work to inspire my students to learn and become
active and creative to minimize discrimination.

Positive attitude towards individuals: Even if they have Error or Distinct beliefs and
Perceptions, an instructor must display good attitudes towards learners. It allows students to
show respect to teachers and motivates students to learn efficiently.

Engaging students: Learners become extremely inspired by researching design classes, lectures,
curricula, and materials. I include my pupils, regardless of bigotry and bias, with the material and
details of courses. I connect regularly with my students and hear about my course's preferences
and needs. I establish career systems, training material, and definitions, which eliminate
inequality and improves fair teaching and learning equity.

4.3 Analyse ways to promote inclusion

The atmosphere in which students are highly engaged and creative in learning is an inclusive
environment. The conditions to support integration are given here:

Following organisational policies and procedures: There are strategies and processes in every
company to improve its effectiveness. The tutor must follow the policy and protocols of the
company to facilitate inclusion. I follow the policies and procedures that improve
competitiveness and guarantee an equitable education and training climate.

Own approach to teaching: An instructor utilises multi-sensory approaches to teach the

promotion of an interconnected environment (Stoffers, M., 2011). As an instructor, I initially
have support for my students. For starters, I arrange braille systems for deaf students; I arrange
adequate information and communication technologies for my deaf students and for students
who stay remotely. I use multisensory and mastery techniques to learn from the complexities and
requirements of learning which foster an inclusive atmosphere.
Working with others: An instructor must collaborate and address the needs and challenges of
students with others since only his actions are not adequate to minimise such issues. As an
instructor, I speak to healthcare experts about the complexities of learners and plan therapy for
pupils. I speak to psychiatrists about my students' mental issues and suggest them (. In my
classroom, I work with workers and build ICT materials and educate them in constructive ways.
An instructor should facilitate inclusion there.

5.1 Review the effectiveness of own inclusive practice

We dictate how to assess the success of our holistic teaching and learning process.:

Using SWOT analysis: In-house and outside considerations such – power, vulnerability,
potential, and risks determine SWOT analyses. It determines a teacher's power to ensure
equitable teaching and training activities. I closely connect with my students and they feel
relaxed communicating with me their thoughts and nuances. I am well informed to improve
inclusive culture and successfully educate my students. The deficiency determines the barriers to
teaching and learning which require practise. I still have trouble connecting with other
professionals, but I carefully minimise the barrier.

Formal and informal evaluation of learners: A instructor may systematically and informally
measure the success of the learner to determine the productivity of inclusive practise. I formally
test the success of my student by interviewing and systematic observation. Again, I measure the
success of my students informally by talking closely and watching them informally.

Outcomes of observation feedback: The instructor will assess the productivity of inclusive
practise by a critical review of observational input results. I track the success of my student
formally and informally to obtain insight into the productivity of inclusive teaching. Then I
evaluate the collected data for feedback on the finding. Finally, if the existing framework and
methods have to be modified, I take productive action.
5.2 Identify own strengths and areas for improvement in relation to inclusive
practice
Below is the SWOT review in my field of improvement:

Strength Weakness

1. I give students more space 1. Bad ability to communicate.

to interact with. 2. Time management.
2. I'm being transparent and 3. Facilities in IT.
nurturing, managing for a 4. I can't handle conflicts.
good moment. 5. As a trainer, be insecure.
3. I have a talent for multitasking. 6. Getting so nervous and emotional.
7. Cannot handle large classes.
4. I'm organised for
preparatory periods and
leaving space.
5. I'm a decent listener. I'm a
really good listener.
Opportunities Threats

1. Interdisciplinary methods help 1. Prone to bias

us further explain the challenges 2. Logic neural form
of EH 3. Integration of information
2. Enhances stakeholder classes for multiple purposes
contributions and
communication of risks
3. Utilizes immersive teaching and
goals

Here are my own qualities to be identified:

• I'll ensure the activities on time. This is the whole work I do to make sure I learn on time.
• I'm arranged to leave the preparation period room.
• I can multi-task. I can do a lot at the same time.
• I will listen to the student's wishes and hear the thoughts shared by the students.
• I shall offer students the best learning opportunities.

In terms of inclusive practise, below is some of the fields for enhancement:

 • I find that communicating with broader parties is very challenging. The key classes here I
don't treat.
• I have several challenges in coping through the advancement of such communication
qualities such as listening skills.
• The PowerPoint is complicated for me to fall. As the power diaphragms provide
visualisation, reading is essential.
• In Excel Sheets teaching students, I face difficulties. I have to improve my ability to
deliver excellent sheets.

Using reflective practice: Reflective practise is a study of the efficiency of teaching and
learning using own techniques and processes. An instructor uses analytical practise to measure
productivity and to take alternate approaches to education and learning.

(Source: Kim, 2019)

5.3 Plan opportunities to improve own skills in inclusive practice

When defining the capacities and locations for improving educational programmes, teachers are
prepared to improve their skills (Muijs, D. and Harris, A., 2006). Enhanced capabilities are
required to offer improved services to students. This illustrates how resources-based skills can be
created.

SMART planning: First of all, I need an action course to improve my ability. This means
studying my own learning habits and preparation and evaluating it.

Smart skills enhancement scheme:

Specific Measurable Achievable Realistic Time frame

objectives activities activities
Time I cannot do I need to
Making a time Three months
management things within develop the
table for
the time. skill to
personal goals
understand the and planning,
problem and
using a
learn to manage stopwatch, time
my work within classes,
time. schedule,
reminder, note
plan, setting
alarm, time
management
course.
Opportunities I have poor I must plan to This will Three months
for CPD communication develop my recognise my
and presentation skills. So I need deficiencies and
skills. CPD training. include
opportunities to
develop
capabilities,
expertise, and
address
obstacles to
education and
preparation.
CPD training is
important
Alternative I have the I have to learn I have to Six months.
resource design minimal of options that understand the
capacity and not require construction of
all resources for equitable tools and I need
inclusive practise. some
activities. professional
expertise.
 Feedback and observation on Review of the quality Justification
plan improvement plan
There are still problems to Due to CPD training, my Additional time is required to
talk and talk about. presentation and speaking improve presentation
skills improved a lot. protection.
The time was useful for doing The programme has done an By implementing the
the strategy effectively. outstanding job of improving programme, I believe I have
my skills. increased my service level

Conclusion:
An instructor uses different teaching and learning approaches such as a VARK model,
Scaffolded Learning model, Bloom Taxonomy model, Master of Technology, and others to
create an inclusive place to teach and study. The equitable environment is the environment in
which all students have an equal opportunity to learn without discrimination and become
more efficient and organisational in their knowledge. Certain influences, such as external and
internal, affect the inclusive climate. To build an equitable environment, an instructor shall
adhere to the corporate policies and procedures as bien as to law and regulatory specifications.
References:
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and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom.
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Kent, A.M., 2004. Improving teacher quality through professional development. Education,
124(3).

Scott, T.L., Kugelman, M. and Tulloch, K., 2019. How medical professional students view older
people with dementia: Implications for education and practice. PloS one, 14(11), p.e0225329.

Shevlin*, M., Kenny, M. and McNeela, E., 2004. Participation in higher education for students
with disabilities: an Irish perspective. Disability & Society, 19(1), pp.15-30.

Gordon, N., 1998. Colour blindness. Public health, 112(2), pp.81-84.

Ribble, M. and Miller, T.N., 2013. Educational leadership in an online world: Connecting
students to technology responsibly, safely, and ethically. Journal of asynchronous learning
networks, 17(1), pp.137-145.

Bradshaw, C.P., 2015. Translating research to practice in bullying prevention. American

Psychologist, 70(4), p.322.

Barkley, E.F. and Major, C.H., 2020. Student engagement techniques: A handbook for college
faculty. John Wiley & Sons.

Finn, J., 2004. A survey of online harassment at a university campus. Journal of Interpersonal
violence, 19(4), pp.468-483.

Darling-Hammond, L., 2008. Teacher learning that supports student learning. Teaching for
intelligence, 2(1), pp.91-100.

Hagger, H., McIntyre, D. and Wilkin, M. eds., 2013. Mentoring: Perspectives on school-based
teacher education. Routledge.

Stoffers, M., 2011. Using a multi-sensory teaching approach to impact learning and community
in a second grade classroom.
Muijs, D. and Harris, A., 2006. Teacher led school improvement: Teacher leadership in the UK.
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