Dtlls Unit 1 Inclusive Practise
Unit 1: Inclusive Practice
Inclusion & Promoting Inclusion
“Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008) p 153. As the CSIE explain: “Arguments for inclusive education are well documented and rest on notions of equality and human rights. Much more than a policy requirement, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource.” (www.csie.org) So although inclusion is essential in any learning institution, it is important for a teacher to recognize that it goes beyond the realms of the classroom to affect the wider social community.
Inclusivity requires that teachers use appropriate tasks and resources to involve everyone and there are various teaching methods and approaches which can go some way to ensure inclusion within learner sessions. Examples include partnering learners with different abilities giving individuals a chance to learn from each other whilst working together; regularly swapping round the individuals in group learning sessions and employing a variety of teaching styles to reinforce an explanation, such as handouts, presentation and demonstration. If teachers plan their lessons to accommodate V.A.R.K learners, sessions will be intrinsically inclusive. If students lack confidence, teachers can establish a series of short achievable tasks as milestones and reinforce their achievements with praise at each juncture. For learners with poor engagement, teachers can construct a lesson plan that is divided into achievable sections and use elements of brain gym within or between sections to keep learners engaged. Inclusive education is based on a belief that student differences are a positive thing; viewing these differences as resources to support learning as opposed to to seeing them
Inclusion & Promoting Inclusion
“Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008) p 153. As the CSIE explain: “Arguments for inclusive education are well documented and rest on notions of equality and human rights. Much more than a policy requirement, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource.” (www.csie.org) So although inclusion is essential in any learning institution, it is important for a teacher to recognize that it goes beyond the realms of the classroom to affect the wider social community.
Inclusivity requires that teachers use appropriate tasks and resources to involve everyone and there are various teaching methods and approaches which can go some way to ensure inclusion within learner sessions. Examples include partnering learners with different abilities giving individuals a chance to learn from each other whilst working together; regularly swapping round the individuals in group learning sessions and employing a variety of teaching styles to reinforce an explanation, such as handouts, presentation and demonstration. If teachers plan their lessons to accommodate V.A.R.K learners, sessions will be intrinsically inclusive. If students lack confidence, teachers can establish a series of short achievable tasks as milestones and reinforce their achievements with praise at each juncture. For learners with poor engagement, teachers can construct a lesson plan that is divided into achievable sections and use elements of brain gym within or between sections to keep learners engaged. Inclusive education is based on a belief that student differences are a positive thing; viewing these differences as resources to support learning as opposed to to seeing them
References: Francis, Mary & Gould, Jim (2009) Achieving your PT”LLS Award” Gravells, Ann (2008), “Preparing to Teach in the Lifelong Learning Sector” Minton, D (1997) Teaching Skills in Further and Adult Education” Wilson, Linda (2008) “Practical Teaching a Guide to PTLLS & CTLLS” Watson, Sue “Promoting Learning in The Inclusional Classroom” from www.about.com “Helping Students with Orthopedic, Hearing, or Visual Impairments Succeed in the Classroom” Heart of Illinois Low Incidence Association, 2008 CSIE summary of the 1996 Tomlinson report Special Educational Needs and Disability Act (SENDA) 2001 Equality Act 2010 Hancock cited in Rusteimer and Shaw 2001