Assignment Inclusive Practice Unit 6 At Level 5 1

Topics: Learning, Motivation, Skill Pages: 7 (1065 words) Published: March 17, 2015
DTLLS Option Unit at Level 5
Assignment Inclusive Practice

1. Critically analyse the characteristics that influence learning, including strategies for effective management of the learner and learning in the inclusive environment.

2. Review and analyse legislative requirements relating to inclusive practice, and their implications for the organisation and own practice.

3. Explore and evaluate the key components and resulting benefits of an effective inclusive learning environment. Critically review your findings in relation to their impact at strategic and personal level.

4. Using your reflective learning journal and feedback from learners, evaluate your own approaches, strengths, and development needs in relation to inclusive practice, and plan opportunities to develop and improve your own skills.

There is a need to address all the learning outcomes... See descriptor Section 1

Section 1 - ’Critically analyse the characteristics that influence learning, including strategies for effective management of the learner and learning in the inclusive environment.’

Definition of what inclusive learning is and why it is important!

Inclusion is a process. That is to say, inclusion has to be seen as a never-ending search to find better ways of responding to diversity. It is about learning how to live with difference, and, learning how to learn from difference. In this way differences come to be seen more positively as a stimulus for fostering learning, amongst children and adults. (Ainscow, M: 2004)

As the Tomlinson Report (2004) states, we too “believe that learning can only be fully effective if it is inclusive”.

On its own ‘inclusion’ is easily understood. When you combine them together and create the concept of ‘inclusive learning and teaching’ it is much harder to define. This is because there is no single definition, its meaning is dependent on the specific nature of a situation – practice which includes one person/student may exclude another. The only constant is its purpose that all are able to achieve.

What are the positives that influence learning?
Motivation to learn.... Values
According to Ryan and Deci (2000) (pp. 56),
Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures, or rewards.

Motivations to learn .... Qualifications/work ?
 "Extrinsic motivation is motivation to engage in an activity as a means to an end. Individuals who are extrinsically motivated work on tasks because they believe that participation will result in desirable outcomes such as a reward, teacher praise, or avoidance of punishment." --Paul R Pintrich & Dale H. Schunk, Motivation in Education  Cultural background?

Learning opportunities and accessibility?
Literacy levels?
A further converse relationship between language and
literacy development is that weak literacy skills may
impact on learning, on the later growth of vocabulary
and / or conceptual understanding. Children who read
well and more extensively acquire more knowledge in
numerous domains as they have more exposure to
complex vocabulary and sentence structure
The link
between supportive parental involvement and early
literacy development in children has been well
established, and much research shows that children
who are from homes where parents model the uses of
literacy and engage children in activities that promote
basic understanding about literacy are better prepared
for school overall
. Initiatives such as Talk to Your
, and Bookstart
have raised the profile of
communication at home, but the role of the family
continues to be important as children move through
school, so that reading is made as functional as...

Bibliography: 1. E.Rodriguez-Falcon et al 2010,The inclusive learning and teaching handbook, Sheffield.
2. Ryan and Deci (2000) (pp. 56),
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