Responsibilities And Relationships Of Lifelong Learning

Each school must produce a range of policies which formally set out the guidelines & procedures for ensuring equality. These must take account of the rights of all individuals & groups within the school. When considering the way policies work to ensure equality & inclusion, we often just think of the teaching & learning that is happening within the classroom. Policies must also pay regard to the values & practice which are part of all aspects of school life.

Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.

My first core conviction is that all students should be treated equally. Therefore, all my students should be given the same opportunities to succeed and learn. Origin, race, religion, disability, sexual orientation, language proficiency, social and economic status should not be taken into account to favor or disservice. For this reason, an imperative goal as a teacher is to provide quality instruction by giving all of my students the tools they need to learn successfully.

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).

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

It is important to promote equality and value diversity within the learning environment as everyone has the basic right to be treated fairly. Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. As a teacher using the arts I choose my words of instructions carefully and have to consider everyones needs and abilities within the room when giving out instructions for tasks. For example if I am working with a group of disabled and non disabled students and I need them

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

Kelley-Browne, L. (2007). Training to Teach in the Life Long Learning Sector. Essex: Pearson Education Limited. 1st edition

Inclusion, in the world of education, is an approach or teaching strategy that focuses on including students with disabilities in the general education setting. The goal of inclusion is to educate students who may struggle with a variety of disabilities. The views on inclusion differ. Some educators are very receptive to the ideals of inclusion and all that it in tells. “The teachers (a) had favorable views of the concept of inclusion; (b) differed in their efficacy in achieving successful inclusion, and (c) faced challenges in their inclusive practices” (Hodge, Ammah, Casebolt, LaMaster, Hersman, Samalot-Rivera, & Sato 2009, 402). Some educators believe that it takes away from student learning for the non-disabled student. Jana Kratochvílová states: teacher have to address the fundamental question: how to most effectively organize the learning process for a diverse community of pupils within the class and therefore he needs to think through the possibilities of internal differentiation in the organizational aspect” (Kratochvílová 2015, 640). It is true, not all students with disabilities can be included in a general education classroom successfully. The student’s placement may require reevaluation in order to help provide the student with the best opportunity to succeed. Reevaluating the staff and their level of understanding and education concerning inclusion may increase the changes for a student to be successful. The staff should not

The teacher uses the understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.

It is important for educators to understand issues of diversity and difference to ensure no students are disadvantaged and all students are treated equally. While the Australian Government provides educators with curricula, the Early Years Learning Framework (EYLF) for Kindergarten educators and the Australian Curriculum, Assessment and Reporting Authority (ACARA) for primary and high school educators, these curricula should be seen as guidelines and not black and white. Educators will constantly run into situations that the EYLF or the ACARA do not have an answer for. Therefore it is important for educators to have a strong understanding of the diversity and differences among their students. Having the ability to understand and recognise

Lifelong learning is on-going process. The role and responsibilities in lifelong learning sector is - we should always follow the relevant code of practice, key aspect of legislation & regulatory requirements. We should provide the resources and equipment those requirements of teaching professions. The aim of this unit is to develop our understanding of the roles and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.

The Pro-forma headings for self evaluation could be as Reece and Walker suggest: Preparation/ entry behaviour/Aims; Objectives/ Aids/

Education and Lifelong Learning. The ALA’s fifth value centers on the library’s need to provide opportunities to their communities for life-long learning. Librarians are encouraged to promote “the creation, maintenance, and enhancement of a learning society” (Core Values of Librarianship, 2004) through their work. The concepts behind the OA Publishing movement work in tandem with the efforts of librarians to establish life-long learning lifelines to patrons by providing free access to what was once expensive and/or inaccessible information. Access to academic data should not be limited to those with the good fortune to have resources available to them at will. All people with the desire and drive to access and utilize academic research should be afforded the opportunity to do so regardless of their financial situation or institutional affiliation. OA journals allow for self-directed learning to take place outside the traditional constraint of an academic environment, thus it actively promotes continued education and learning opportunities for non-traditional information communities.