Inclusive Practice
CONTENTS
1. Introduction 2 2. Inclusive practice 2 3.1 What is inclusive teaching? 2 3.2 Why does inclusive teaching matter? 3 3. Resources in inclusive practice 3 4.3 Flashcards 4 4.4 Songs and music 4 4.5 Games 5 4.6 TV, DVD and Video 5 4.7 Computers and the Internet 6 4.8 Drama 7 4.9 Poetry 7 4. Resources and individual learner needs 7 5. Three resources 8 6.10 Project work 8 6.11 Newspapers 9 6.12 Videos 10 6. Intellectual Property Rights and legislation 12 7. Significance of IPR to organisations 13 8. Conclusion 13 9. Bibliography 14
1. Introduction
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
1. Introduction 2 2. Inclusive practice 2 3.1 What is inclusive teaching? 2 3.2 Why does inclusive teaching matter? 3 3. Resources in inclusive practice 3 4.3 Flashcards 4 4.4 Songs and music 4 4.5 Games 5 4.6 TV, DVD and Video 5 4.7 Computers and the Internet 6 4.8 Drama 7 4.9 Poetry 7 4. Resources and individual learner needs 7 5. Three resources 8 6.10 Project work 8 6.11 Newspapers 9 6.12 Videos 10 6. Intellectual Property Rights and legislation 12 7. Significance of IPR to organisations 13 8. Conclusion 13 9. Bibliography 14
1. Introduction
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
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 Grellet, F 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 Lacey, P 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 Meyer, C Northway, R. (1997) integration and inclusion: Illusion or Progress in services for disabled people? Social policy and administration, 31/2, 157-172 Scrivener, J