Task 1- Understand inclusive learning and teaching in lifelong learning
This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves, how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructive feedback to assist with motivating their learning. That student’s should be encouraged to contribute, discuss and learn from the feedback. Additionally the briefing will inform participants can use opportunities to advise students to practice their literacy, numeracy and ICT skills, including Government funded free courses that students can avail of and obtain recognised qualifications.
Within my teaching role as a driving instructor will require that I provide inclusive learning to all my students. Ann Gravels argues “Inclusive learning is about involving all your student, treating them equally and fairly, without directly or indirectly excluding anyone, some students could feel excluded during the session if their needs are not met” Gravels continues that “You need to know in advance, through initial assessment or the induction process just what the needs are” (Gravels, A. 2012, 5th Edition pg. 56 and pg.57, Preparing to Teach in the Lifelong Learning Sector).
“Inclusive learning can be understood as a process of increasing the presence, participation and achievement of all learners in educational settings in their local community” (LSIS, Excellence Gateway).
As a driving instructor the majority of the lessons that I will deliver will be on a one to one basis. I do also intend to offer a service where I can deliver lessons to up to three students in the vehicle each day. I would then provide each student equally with the opportunity to drive or