2. Inclusive practice
3.1 What is inclusive teaching?
3.2 Why does inclusive teaching matter?
3. Resources in inclusive practice
4.4 Songs and music
4.6 TV, DVD and Video
4.7 Computers and the Internet
4. Resources and individual learner needs
5. Three resources
6.10 Project work
6. Intellectual Property Rights and legislation
7. Significance of IPR to organisations
A teacher is nothing without the proper resources to teach. Resources create the bulk of understanding surrounding a particular subject. Therefore, a teacher is helped greatly by the resources that back them up. Harmer (2006) says, resources help students understand the object of the lesson the teacher is conveying. Additionally, it helps the teacher to test whether the students have improved their understanding of the given subject. Without resources, the whole teaching process could be very boring, and there would be no information that backs up the topic that the teacher would be working on. Scrivener (2005) observes that resources provide the questions that follow the current stage of the syllabus, and an in-depth understanding of the subject material at hand.
The very basic purpose of a teacher is to convey information from one medium, whether that's a book, a syllabus or themselves, to the student through a relatable manner. This relatable matter can come from many sources, but mainly from the teacher support that is provided through the school and the curriculum (www.excellencegateway.com). 2. Inclusive practice
Organisations which are working within the learning and skills sector face increasing challenges as Great Britain is becoming more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and underachievement (Lacey 2006). We believe that all children and young people should have the chance to get a mainstream education. This benefits all children and young people and the wider community. The aim of our inclusive education policy is to make it possible for every learner, whatever their special educational need, learning need, ability or disability, to be educated within a mainstream school or have access to mainstream education through links from specialist provision (Northway 1997). This means having access to the national curriculum and to all educational and social opportunities that mainstream education provides, and if appropriate access to alternative provision. We must support the principles of the Special Educational Needs and Disability Act 2001 and accompanying codes of practice to ensure that access to the curriculum, physical access to schools and clear communication with parents/carers underpin our inclusion policy.
2.1 What is inclusive teaching?
Inclusive teaching means recognising, accommodating and meeting the learning needs of all our students (LSIS 1999). It means acknowledging that our students have a range of individual learning needs and are members of diverse communities: a student with a disabling medical condition may also have English as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning (LSIS 1999). Inclusive teaching takes a coherent approach which is
* anticipatory and proactive
* has a strategy for delivering equal opportunities and diversity policies * involves the whole institution...
Bibliography: Becta (2007) Inclusive learning: an essential guide, http://publications.becta.org.uk
Copyright, Design and Patents Act (1988)
Davis, P. and Rinvolucri (1988) Dictation: new methods, new possibilities, Cambridge: Cambridge University Press
Harmer, J (2006) The Practice of English Language Teaching (3rd ed.) Harlow: Longman
JISC (2011) Intellectual property law: essentials, www.JISClegal.ac.uk
Korn, N. (2008) Guide to intellectual property: Rights and other legal issues, Minerva project
Lawton, T. and Turnbull, T (2007) inclusive learning approaches for literacy, language, numeracy and ICT, Lifelong learning UK
LSIS (1999) Inclusive teaching and learning, LSIS
McKay, M. (2010) Inclusion, Scotland: JISC
Northway, R. (1997) integration and inclusion: Illusion or Progress in services for disabled people? Social policy and administration, 31/2, 157-172
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