Creating a Positive Learning Environment Essay

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools and other professionals support and promote cultural diversity in schools and the wider society, breaking down any discriminatory barriers to learning.

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensure that your teaching meets everyone’s needs enabling students to learn effectively. As a result students will feel that they belong in the classroom and learning environment. Inclusive learning means treating all of your students fairly and equally.

Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,

Aside from providing children with academic benefits, it provides them with a better understanding and respect for diversity. Being in a setting with many different types of students with different needs and abilities provides students with a way to learn about differences and how they can help others. In the Success For All study, results showed that the children involved in the study had “a reduced fear of human differences accompanied by increased comfort and awareness.” (Stout, 2001) If children are separated in the school because of their developmental differences then they will never truly learn that it is okay to be a unique individual. The idea that it is acceptable to be different should become a common knowledge to our students. With that knowledge, our students can make the future a better place for everyone. It has been said that the goal of inclusion is to “create a world in which all people are knowledgeable about and supportive of all other people.” (Whitworth, 1999)

Another aspect educators need to consider while facilitating learning is the importance of the interpersonal environment. “Interpersonal environment refers to the relationships established in the environment.” (Planning and Learning,

This unit is an introduction to a key area of your course and will help you in maintaining an environment where all learners are included. The tasks provide some of the key information on current policy, theory and practice that you will be required to engage with through your course of study and professional practice.  Take a critical and evaluative attitude as you engage with each of these self-study tasks, annotating and keeping relevant notes which will later contribute towards your professional development profile. Bear in mind that the issues and strategies of inclusion are an

During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom

In the past few years the education department has moved towards a more inclusive learning environment. Integration of inclusive classrooms has seen students whom had previously been educated in special education units moved to mainstream schooling. The diverse needs of students within the classroom has impacted on teachers practices thus, a need for teachers and schools to employ effective strategies for an inclusive education. One solution has been ascertained with the execution of collaborative consultation. This paper will focus on collaborative consultation within the school context and investigate consultation models to determine the most effective practice. The underlying question within this paper is can the implementation of collaborative

Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the

One of the central principles of teaching is to provide learners with an environment to learn and flourish. It is upon this principle that the fundamentals of inclusive learning have been established.

Inclusive education also recognises that learning occurs both at home and in the community and therefore the support of parents, family and the community is vital (Department of Education, 2001). Truly inclusive schools understand the uniqueness of every child, that all children can learn and that all children have different gifts, strengths learning styles and needs. These schools then provide the appropriate means and support through which these needs can be met (UNESO, 2003)

There are many things needed to create an environment more conducive to learning for each student, some of which include: