Learning difficulties, cultural pressure and access to resources can all contribute to learner’s boundaries; however access to the course should be open to all regardless of race, age, religion, disability, gender or special needs. Issues arise wherever any of above situations is not taken into consideration. Inclusion of all or most of the issues in the enrolment form helps to eliminate the barriers and gives better prospect of learners attending the course. Information like whether student needs someone to look after his/her children (child support) or if there is a language barrier, in which case relevant pictures/information boards need to be provided during the course to help explain.
Any boundaries and barriers must be initially identified and then constantly monitored throughout the course, so the learners can effectively participate. This promotes a sense of inclusion, equality and diversity at an individual level, which translates to a more beneficial group learning experience during the course.
'Employers and providers can take many active steps to promote equality and diversity in everything they do'(LSC 2003).
Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment etc is useful when analysed, acted upon and continuously monitored to ensure consistency in equality. Promoting equality through more effective allocation and targeting of differing resources according to individual need can help in learning experience. Planning and implementation of strategies on the dance course can support the educational inclusion of learners creating an effective learning environment. This learning environment in dance class promotes equality through diverse teaching methods and through setting learning challenges appropriate to different learners.
'Some teachers leave out the explanation because they think it is obvious' (Petty 2004)
It is very...
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