Describe Features Of Inclusive Teaching And Learning Approaches To Study

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.

Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by

Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs.

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

2.1. Creating an inclusive learning environment benefits all students to enable effective learning to take place. The environment in which you are teaching the subject can sometimes be restricted but teaching can take place anywhere not necessarily just in a classroom, for example, colleges, learning centres, the workplace, prisons are to name just a few.

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions.At first, I carry out an evaluation to test their prior knowledge, their preferred learning styles and to assess if any additional support is needed. I can then change the teaching level to fit new conditions and pitch it correctly to each individual.

There are seven general styles in which people learn: visual, aural, verbal, physical, logical, social, and solitary. Visual learners prefer pictures and images. They are most successful with art programs, and by relating the content to pictures. Aural learners

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,

We all learn in diverse ways, inclined by the combination of our past educational experiences, study practices and personal approach to particular tasks. This can be designated as our learning style, defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, P.F., 2005).

Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).

My aim in this unit is to look at inclusive learning and teaching in lifelong learning and explore it in the context of teaching Information Technology. I will analyse and evaluate aspects, strategies and approaches to inclusive learning. I will explain how areas like resources, functional skills, feedback and assessment opportunities can help learners achieve their goals and beyond. Also, I will show how important the learning environment is towards motivating learners and promoting respect for others.

When asking the question, is the inclusive classroom model working, the answer is yes. Inclusion is the right direction to go; however, the model that is in place is not the most effective for education. The Education Law for All Handicapped Children Act of 1975 mandate that schools provide free public education to all students with disabilities. The Individuals with Disabilities Education Act of 1990 ended the idea that a free public education meant segregating students with special needs in separate classrooms or wings of the school, and thus began the “inclusive classroom” movement. What does the law actually mean in regards to “inclusion”? All learners between the ages of 3 to 21 with handicaps, defined as students with hearing impairment, visual impaired, physically disabled, emotionally disturbed, or having special learning disabilities, will be provided a free public education. Furthermore, each of these students will have in place an Individualized Educational Plan where the educator and parent decide on the least restrictive environment possible (which in most cases is the regular classroom) as well as set educational, behavioral, or social-emotional goals for the student.

Individuals learn in different ways, whether it be verbal, auditory, kinaesthetic, visual or logical (Brady, 2013). A range of methods incorporating each learning style needs to be considered.

My thoughts on inclusive education are very simple. Inclusive education in my thought is having many types of students and making sure everyone is treated and taught the same. "Inclusive education means that all students in a school,