Planning & Enabling Learning:
Negotiating With Learners, Inclusive Learning, Integrating Functional Skills and Communication
This paper will analyse the method of research to be used with regards to the Lifelong Learning Sector (LLS). It shall look at inclusive learning, integrating functional skills into the subject area as well as communication and the possible barriers involved and integrating functional skills (FS) into the subject being taught. When planning to carry out any learning, the above headings all interlink with each other; for the purpose of this document, I have split them in to sections. Initial assessment
Initial assessment begins the process of identifying abilities, interests, aspirations and needs and informs selection of the right learning programme. It can include an initial assessment tool as part of the identification of a learner’s literacy and numeracy level. Scales (2008) states that, “Initial assessment has developed mainly in the realms of skills for life, work based and vocational learning, but increasingly it is valued as part of the learning journey for all learner.” When working towards a qualification, the awarding body or exam boards have a programme to follow. This is so that any teacher will know what to teach and the learners know what they will learn. From these, targets and goals can be negotiated and agreed. Inclusive Learning
Inclusion is about involvement of all learners- the taking part in all relevant activities rather than excluding them for any reason either directly or indirectly and supports all learners with various strategies. It means recognising, accommodating and meeting the needs of the learner. Learners have a range of individual learning. Making the necessary adjustment for students with some kind of disability can benefit all learners. It is important to treat all learners as individuals. An equalities approach understands our social identity, in terms of gender, race,...
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