C Inclusive teaching and learning Introduction Organisations working within the learning and skills sector face increasing challenges as the UK becomes 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. The aim of this CPD builder is to raise awareness of the inclusion
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Philosophy - Benefits of Inclusive Classrooms for All. Inclusion affords a sense of belonging to the diverse human family‚ provides a diverse stimulating environment in which to grow and learn‚ envolves in feelings of being a member of a diverse community‚ enables development of friendships‚ provides opportunities to develop neighborhood friends‚ enhances self-respect‚ provides affirmations of individuality‚ provides peer models‚ provides opportunities to be educated with same-age peers.
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A culturally inclusive classroom is one where the school community‚ including students and staff alike recognize‚ appreciate‚ and take advantage of diversity to enrich the overall learning experience. Moreover‚ a Culturally responsive teacher acknowledges the presence of culturally diverse students in the classroom by helping these students find relevant connections among themselves and with the subject matter their study and with the tasks they are asked to perform in order to promote students’
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Inclusive Growth has been defined as‚ ‘growth that not only creates new economic opportunities‚ but also one that ensures equal access to the opportunities created for all segments of society‚ particularly for the poor’ (Ali and Son‚ 2007‚ p. 12)‚ others have resolved that; growth is inclusive when it allows all members of a society to participate in and contribute to‚ and benefit from‚ the growth process on an equal basis regardless of their individual circumstances (Ali and Zhuang‚ 2007). This
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Unit 302 Understanding and using inclusive teaching and learning approaches in education and training The aim of this assignment is to gain an understanding into inclusive teaching and learning approaches as well be able to use them in my teaching. It will also explore how I can create a learning environment that engages and motivates students and my planning‚ delivery and evaluation of my teaching. The Warnock Report 1978 introduced the idea of Special Educational Needs and encouraged the thought
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Depending on the severity of autism‚ most of them are placed in general classes alongside children without disabilities. Regardless of being placed in general classrooms or special education classrooms‚ ASD children face many challenges. A number of children with autism cannot socially interact with other children due to their uncontrollable behavior issues. ASD behavior ranges from “monotone speech‚ limited to a specific topic preferred and to a total absence of verbal communication” (Koegel‚ Matos-Freden
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Curriculum Design for inclusive Practice In this assignment‚ I will be discussing what curriculum means‚ who and what factors can influence and impact the design of curriculum. Also defining the main theories models and ideologies and how they contribute to my curriculum‚ and how they can change various teaching methods. Concluding with‚ proposed solutions to improve the curriculum within the Hospitality department. Curriculum is hardly new in fact it dates way back to ancient Greece and the famous
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Before learning this unit‚ my conception of inclusive practice was very limited. When thinking about inclusive practices‚ I firstly reflected on my stands of treating people who are physically disabled. I believed that people with disability should be treated normally as others in the society and this is one way of respecting and protecting their self-esteem. Treated normally means they can lead their lives like other ‘normal’ people; they feel secure in the society and do not need to worry about
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Theories of Ethical Judgment There are three approaches related to ethical judgment for public officials. They are consequentialism/utilitarianism‚ deontology/Kantianism‚ and virtue ethics. These approaches have several differences between each other. There are three main differences between consequentialism/utilitarianism and deontology/Kantianism. Firstly‚ the main principle in former approach is the maximum utility (good consequence) for all affected parties/people while the main principle in
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Bound by our duties‚ walk the walk‚ and practice what you preach‚ the deontologist’s view of ethics. Contrary to utilitarianism‚ deontology says that there are some things that we should or should not do regardless of the consequence. Law enforcement officers wear a badge of honor ‘To serve and protect.’ This motto is definitely one that describes deontology. Another popular slogan we hear is “Be all you can be.” This duty is demonstrated by our U.S. Army. A bodyguard’s duty is to protect his
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