Learning is influenced by many factors such as attention, motivation and emotions as well as by learner characteristics like prior knowledge, cognitive and learning styles and intellectual capabilities. The following list shows a number of other factors that may also have a bearing on a pupil’s capability to learn: * Family
* Impact of peers
* Subject content
* Teaching style
* Learning skills
* Recognition of need to learn
* Past experiences of learning
* Personal learning styles
* Range of opportunities
* Awareness of the learning process
* Barriers to learning
* Rewards and punishments
All these factors have an impact on the quality and quantity of learning for the pupil. For example: * Where cultural background encourages the experience of different learning opportunities then the pupil will have more opportunities of developing effective learning skills. * Not all pupils acknowledge the value of learning. If a pupil has low-level skills, they may deny the importance of learning as a defence mechanism to prevent exposing themselves or the reason might be a lack of family or peer support for learning. * Some pupils might be very much influenced by their peers, either having their own learning experiences enhanced or discouraged by peers. * If a pupil encounters a teaching approach that does not match their own learning style, they may be put at a disadvantage. * A productive and effective learning experience will encourage learning skills, which enables that pupil to successfully learn in other contexts. * Facilitators of learning might not provide effective rewards for learning, such as attention and praise. If the young person relies on rewards such as money or gifts for motivation then they will have difficulty learning in a non-reinforcing environment. Factors that may hinder learning for pupils with special educational needs may be attitudinal, organisational or practical.
Student no: SH34604/DLC
Assignment no: 6
Page no: 2
Outline the principles of educational inclusion.
Schools and teachers are now required to provide equality of opportunity for all children: * Boys and girls
* Children with SEN
* Children with disabilities
* Children from different social and cultural backgrounds * Children from different ethnic groups (including traveller’s, refugees and asylum seekers) * Those from diverse linguistic backgrounds
The Government is committed to promoting the inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools that recognise and celebrate human diversity. Under UK legislation, educational institutions are required to ensure that no learner is prevented from participating fully in education or disadvantage because of factors such as: * Physical, sensory or cognitive impairment
* Ethnic or social background
Inclusion of children and young people with special educational needs is a key principle of current educational policy and practice. Inclusion is a process by which local education authorities, schools and others develop their cultures, policies and practices to include pupils in mainstream education. Principles of an inclusive education service: * With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. * Schools, LEAs and others should actively seek to remove barriers to learning and participation. * An inclusive education service offers excellence and choice and incorporates the views of parents and children. * The interests of all pupils must be safeguarded.
* All children should have access to an appropriate education that gives them the opportunity to achieve their personal potential. * Mainstream education will not always...