Ptlls Understanding Inclusive Learning

PTLLS Understanding Inclusive Learning and Teaching in the Lifelong Learning Sector.
Briefing Document
In order to promote inclusive learning it is preferable to do an induction or selection process to identify the needs of all learners to avoid excluding anyone, either directly or indirectly. All students must be treated equally and fairly. Induction should include attitudes and behaviour of all attendees and notice must be given to all actions and behaviours which must be considered to avoid actions being taken ‘the wrong way’. People have different backgrounds and cultural differences may be misunderstood by others. It is important to allow for individual perceptions. Discussion and negotiation must be undertaken and all learners
Students will either learn for their own fulfilment or for another outside reason e.g. wanting to be promoted at work. There are many ways to motivate students e.g. praise and encouragement, setting achievable targets, asking open questions ( which will promote discussion by all). Be aware of attention span – all are different so allow breaks and a varied approach such as working in small groups as some may be uncomfortable in large groups. Be organised and orderly – well planned classes work well. Give constructive feedback on an ongoing basis. Vary teaching methods to suit all learning styles. Many factors influence student learning including student self confidence and self esteem. Some students will need to overcome personal challenges. When students are achieving targets they will be motivated to move on in their
Others may be discussed and agreed at the beginning of the course. This may be written on a flip chart to ensure the class can refer to it throughout the course but all should be given their own copy. This may include giving copies in large print if necessary. The trainer should be prepared to discuss and change ground rules throughout the course if necessary.
Feedback should be a two way process and should be constructive. The trainer should be aware of body language, facial expressions and tone of voice to avoid offence. Notice should be taken of non verbal signals from learners. Descriptive feedback should be used and the trainer should ensure the student knows and understand what has been said. Responses should be sought from the student. It is important to give any less than favourable feedback between two constructive pieces, known as the praise sandwich. Constructive feedback has the following advantages –
Opportunity for clarification and discussion
Emphasises progress rather than failure
Improves confidence and motivation and also encourages discussion in relation to further learning