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
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
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,
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.
Students use basic skills every day from looking at the clock to tell the time to handling money when paying and making change. Students who have jobs need to
It is possible in my field, (NLP, Presentation Skills and performance enhancement) to present students with opportunities that require them to practice their literacy, language, numeracy and ICT skills in a variety of ways.
I gave verbal instruction in the form of reading the detail on the PowerPoint slides and further emphasising the main points by verbally expanding further when required. I used the investigator pack visual aid to reinforce the spoken word and in conjunction with the PowerPoint slides listed the contents within it. Each item was shown to the learners in turn with discussion taken place about the use of each item. I assessed that this would be the most appropriate method of introducing these items as giving the items to the learners within the classroom environment may have led to a loss of control within the classroom and would have allowed the learners to see the items during the planned assessment later in the session.
Within my specialism of learning and teaching I teach a session on the Introduction to the Private Security Industry. At the beginning of the session I would put people in pairs to discuss what they think security is and what qualities are needed to be a front line security operative with emphasis on what they think they can bring to the role. Each learner will then feedback on each other’s behalf on what qualities they believe is necessary for the role. I find that by the end of this activity they have relaxed a little and start to bond as a group. This is also the perfect opportunity for me to begin my observation and assess who will be forthcoming and who
For the majority of educational history, students with disabilities are placed in segregated classrooms in order to protect them. However, recent controversy details the existence of increased negative impacts on classroom segregation. The importance of classroom inclusion falls under three main categories: mutual acceptance and equal treatment of students with disabilities in society, increased personality development in disabled students, and quicker development of crucial skills (Soponaru, Camelia, et al. 1). Overall, integrated classrooms appear to be effective, but many regular education teachers lack the qualifications to properly instruct integrated classrooms. Even though some regular education teachers are qualified to teach integrated classrooms, regular education teachers with integrated classrooms need to be more thoroughly educated about special needs to ensure an optimal learning environment for all students.
Inclusive education theory is predominant in government acts and school practices on Australian state and national levels (Keefe-Martin & Callahan, 2012). However the understanding of the dynamic differences between differing inclusive approaches is not often fully understood in Australian schools. By comparing and contrasting the Australian Federal laws Disability Discrimination Act (1992) and more recently the Disability Standards of Education (2005) as well as the newest United States federal law of the Individuals with Disabilities Education Act, and contrasting them with current Australian pedagogical approaches it is hoped to clarify both the implementation and criticisms of the approaches to inclusive education, and the need for federal and state legislation for inclusive practices.
My teaching role is to deliver professional courses that meet the governing body’s standards whilst adhering to their policy statements and codes of practice. Whilst delivering courses I use a variety of teaching methods to engage, motivate and support my learners in achieving their goals. Examples include roleplaying emergencies with simulated casualties, discussion, group work, podcasts as well as course PowerPoint’s and guided study through the learner workbook. I hope that clear communication; passion, professionalism and flexibility in my approach are evident to all the learners.
The term ‘inclusive education’ really has not got a definition, as the meaning is constantly shifting in the public education system. This critical review examines an article that links inclusive education in Australia within education to lead access and educational outcomes for students. The article cited above ‘Inclusive Education in Australia’ was written by Joanna Anderson and Christopher Boyle who are both associate professors in the school of education at the University of New England in Australia. As the title of the article indicates, the author’s main research interests are in the area of teacher perceptions of inclusion and student’s attributions in learning. Both authors provide and explore within the article, an overview
For the purpose of this essay I will be looking into my roles, responsibilities and relationships in the lifelong learning.
I am presently a second year student at the University of Central Lancashire. I am studying an undergraduate degree which is BA (Hons) in Children, schools and families. This degree has helped me to expand my knowledge and skills from my previous college years. One of the main courses on this degree is ‘learning for Work’. This module requires students to carry out 12 days of professional placement. This has enabled me to experience various different activities within a professional setting. It has helped me to develop my professional practice by learning new skills within the setting. Furthermore, by attending a professional setting it enables me to see new strategies of learning that practitioners use on a day to day basis. It also gives me the chance to get involved with children and help them achieve their targets.
A paragraph from Desiderata says, “You are a child of the universe no less than the trees and the stars, you have a right to be here.” The paragraph is in consonance with United Nations Educational, Scientific and Cultural Organization’s (UNESCO) 1994 Salamanca Statement which calls for the accommodation of all children, regardless of their physical, intellectual, emotional state in an ordinary school. The Framework for Action stipulates that children with special educational needs, namely: the gifted, the mentally retarded, the visually impaired, the hearing impaired, the orthopedically handicapped, the learning disabled, the speech defectives, the children with behavior problems, the autistic children and those with health