Inclusive Learning in Practice

Topics: Education, Educational psychology, Learning Pages: 7 (2696 words) Published: May 20, 2012
This piece of work will firstly analyse the characteristics which influence the learning of a group of learners, review legislative requirements relating to inclusive practice and consider their implications. Then furthermore, it will describe what I consider to be the most significant barriers to learning for the adult learners that I teach, and include a discussion of what myself and Nacro have done to overcome these barriers. Lastly, this piece of work will describe the systems that Nacro have in place to monitor the effectiveness of inclusive practice within the centre and discuss how it can be monitored and evaluated to improve our own skills in inclusive practice. There are five key factors that influence the students learning, they are the student, tutor, subject being taught, how it is being taught and the environment. Analyse the characteristics which influence the learning of a group of learners “Inclusion applies to an arrangement where every student’s entitlements have been designed in from the outset, as opposed to integration which applies to the assimilation of students into a pre-existing arrangement.” (Psychology Network 2011)

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’ (Gladwin, R. 2004) Characteristics which influence the learning of a group of learners consist of cognitive, physiological, affective and social characteristics (see appendix 1). Cognitive characteristics such as learning styles influence the way in which we learn. If you are a predominantly kinaesthetic learner and the tutor only uses visual and auditory methods of teaching and resources, it will be much harder for you to learn to your full potential, and therefore disadvantaging you thus meaning the learning is non-inclusive. Physiological characteristics (see appendix 1) are physical differences which may affect the way you learn, for example if you are deaf then you will not be able to receive auditory instructions. This is why it is essential to use a multi-modal approach when delivering. Affective characteristics (see appendix 1) can have a major impact on learning, as if you have no motivation and a poor attitude then the likelihood is that this will influence you and the group as learners. This type of attitude leads to poor behaviour and disruption with sessions. Therefore it is important to keep the group interested and encourage them, also it has to be the learners’ decision and they have to want to be there. If a learner is forced to take part in a course it is less likely that they will engage. Lastly social characteristics (see appendix 1) such as the relationships to peers can have a huge impact on the dynamic of the group. The dynamic of the group changes through stages due to all of these characteristics which make up a group. Tuckman, B (1965) calls it the Forming, Storming, Norming and Performing model (see appendix 2). All of these stages are important when forming a group of learners. Having a reward and discipline system can often engage a group and encourage healthy competition and an element of fun. All of these learner characteristics can have implications to the group, such as; students losing attention and being distracted, the pace of the lesson slowing or getting quicker due to previous knowledge, or the levels of the individuals numeracy and literacy. The time restrictions of lessons can have a negative...

References: Gravells, A (2007) Preparing to Teach in the Lifelong Learning Sector, Learning Matters Ltd, Exeter
Gravells, A
Petty, G (2009) (2nd edn) Evidence-Based Teaching; a practical approach, Cheltenham, Nelson Thornes.
Wilson, A (2009) Practical Teaching A Guide to PTLLS & DTLLS. United Kingdom: Cengage Learning EMEA.
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