Inclusive Design Is Not A Synonym For Accessibility

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

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

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

Barriers and challenges to disabled children and young people’s participation sit within three broad areas: training, support and resources; knowledge, understanding and attitudes; process, systems and structures. Identifying and recognizing the barriers and challenges provides a good basis for planning to further disabled children’s participation.

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).

An inclusive environment is a condition where everyone has an opportunity to fully participate. In education, this means everyone has the same opportunity, there should be no borders such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group be in a safe and positive environment.

This report will analyse some of the theories, principles and models in education and training. I will report on how these can be applied, and how they can enable inclusive learning, through exploring my own research. The report will also show how learners preferences should be taken into account as per of inclusive teaching and learning.

Inclusion is about making people feel that they aren't different from anyone and the state of being included in society. The healthcare services are obliged by the Care Act 2014 to make sure that all patients get the right care and support. Healthcare organizations must have the right equipment for disabilities, for example wheelchairs and toilets to make patients feel that they aren’t different and that they are respected.

When setting up an inclusive learning environment we need to focus on individual differences. Francis and Gould (2013: p65) explain, that “it is important to recognise the differences in the learners we teach, as these influence how we interact with them.” Francis and Gould (2013) list few typical differences, like age, physical disability, mental health issues, ethnicity, etc.

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

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).

The whole child must be planned for, not just the parts that are different,” (Deiner, 1999). Inclusive education facilities give all children a chance to work together and be brought up in a diverse classroom. Inclusive classrooms will also give all the children a chance to see others differences and be aware of and accept diversity.

starting point, rather than part by part. This human-centered umbrella approach is significant to design

Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, suitable curricula, appropriate