“Inclusion applies to an arrangement where every student’s (including disabled learners) entitlements have been designed in from the outset, as opposed to integration which applies to the assimilation of students into a pre-existing arrangement.”
(www.psychology.heacademy.ac.uk accessed 19/12/10)
The term ‘Inclusive learning’ was first defined in 1996 with the release of the ‘Tomlinson Report’. Inclusive practice enables us to recognise and accommodate the requirements of all learners, therefore removing barriers of learning. The report indicates a requirement to move away from labelling learners and creating difference between them. Instead there must be greater emphasis for institutions to create a positive and inclusive learning environment to suit all students. “The report found that historically learners with learning difficulties or disabilities were excluded from mainstream opportunities in the post-compulsory sector.
(www.education.stateuniversity.com accessed 19/12/10)
All learners are different and require individual support. However some learners require additional support to achieve a positive learning outcome. Some learners may have social barriers such as requiring religious holidays, which may conflict with the typical college timetable or may miss certain parts of the day. Others may have financial problems, which will require additional college support to assist in their course, transport or purchasing of essential resources to complete their course. Some learners may have preconceived negative feelings about themselves and the world around them. Through support and encouragement by the college and the tutor, learners can change their attitude and the willingness to learn. Medical barriers could include epilepsy, Attention Deficit Hyperactivity Disorder (ADHD), poor vision/blindness, or hearing impairment and there are many hidden medical conditions such as diabetes, heart conditions, anaemia, cancer... [continues]
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