Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

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Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own experiences and consider how these experiences influence the way they learn.
1.2. There are a number of strengths and limitations of learning approaches when teaching. For example, a strength can include an activity and/or a demonstration in pairs or groups, a questionnaire and a power point presentation. The limitations could be when working in group sessions, a shy person can hide in a group, more confident people can take over and there could be a possible clash of personalities. Using all learning styles need to kept to a minimum as previously stated not all students learn the same, some students may ‘switch off’ at certain times and become less interested in the subject, this will hopefully ensure that all students can relate and keep concentration in the subject that is being taught.

1.3. Providing students with the functional skills within the chosen subject will be in ways which the students will be reading, speaking and listening as the demonstration I will be giving will be from power point but will also include listening to instructions and watching myself with a volunteer. The students will have only have a certain length of materials to use so they will need to calculate these when carrying out the activity



References: http://www.flinders.edu.au/teaching/quality/teaching-methods/inclusive-teaching/strategies-for-inclusive-teaching.cfm http://www.functionalskills.com/Functional-Skills/Functional-Skills-faqs.php http://www.anngravells.co.uk/sitebuildercontent/sitebuilderfiles/SampleD9001.pdf http://www.sagepub.com/upm-data/39528_Pages_from_Green_ch1.pdf http://livingsta.hubpages.com/hub/Establish-ground-rules-with-your-learners-PTLLS http://livingsta.hubpages.com/hub/Explain-and-justify-the-reasons-behind-your-choice-of-teaching-learning-approaches-and-use-of-resources-PTLLS Teaching Everyone: An Introduction to Inclusive Learning by Whitney Rapp and Katrina Arndt http://archive.brookespublishing.com/articles/ed-article-0212.htm#fascinations http://rcnpublishing.com/doi/pdfplus/10.7748/ns2013.04.27.31.50.e7334

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