The Importance Of The Learning Resource And Identify Areas For Improvement

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.

The assignment for Unit 302 asks you to demonstrate your understanding and use of inclusive teaching and learning approaches to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners, and planning, delivery and evaluation of inclusive teaching and learning. It also requires that you deliver a microteaching session and to evaluate your own delivery practice.

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

Some people may ask what inclusion is well inclusion makes it possible for children with and without special needs, interact and learn with each other on a daily basis in a classroom. There are many children in the world today that have special needs. Some of those children do not get to play with “typically developing peers” (NAEYC) or children their age because some schools do not offer inclusive classrooms. There are many reasons why inclusive classrooms are good for everyone involved.

Resources used in my workplace have to meet JHP requirements – this is known as the Q100 document system where the trainer designs material but has to submit it to be added to the document system as acceptable and within JHP design requirements prior to use.

“Current theories about inclusive play revolve around the idea that play is important for life and that all play workers should be committed to creating play environments that are inclusive and that offer multi-sensory experiences for all children. Play environments should ensure children and young people can become involved in imaginary play and can help develop motor activity. They should also allow interaction in a safe environment. Play is seen as the language that can bring children of all different abilities together. All children and young people have the same basic needs and go through the same development stages, even though they may not all go through them at the same pace: some go through some stages more quickly than most, while others may become static in their development for a while. None of this should prevent access to any setting. Through play with other children they develop social skills and learn about behaviour, communication and friendship. Play is the tool for practical learning

Inclusion is about ensuring that everyone has the equality of learning opportunities for all children and young people, regardless of disabilities or background. Meeting their needs is an important right which needs to be met, and children need to be seen be part of the community. Promoting including is important, valuing diversity is an important way of doing this, and by been open to others we can include everyone in activities in a way which doesn’t exclude anyone. A number of different policies and procedures are in place are in place to make sure that this is done. Legislation’s are legal documents that are put in place for setting to follow and offer guidelines for this.

Part of our role in promoting inclusion is to help children have positive attitudes towards

Along with parent involvement, I am also a very strong believer in the inclusion program. Teaching acceptance at a young age is much easier than trying to do it when the child is older and being influenced by the many factors of life today. It is my belief, that the best way to teach acceptance of others, is to integrate children with other children of different cultural, racial, financial, and developmental backgrounds. At this age, children can teach each other just as much as, if not more than we can teach them about life issues. In some aspects, teachers need merely be there for assistance.

Inclusive practice is where settings include all children despite any factor which may discriminate them. EYPs must take into account the individual needs, preferences and abilities of each child and must use this information to make learning a safe, stimulating and happy experience for every child. According to Meggitt [2015], “As early years practitioners, we are responsible for ensuring inclusive practice and equal opportunities within our settings.” As an EYP they must understand how to involve all children from a wide range of backgrounds and beliefs such as: race, religion, disability, family structure, background and ability in education. Every child has rights and a right to play safely, according to Early Year’s Matters [2007], “Children

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.

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).

To create an inclusive learning environment for my learners I could include : asking individuals questions, using learners names, giving help and support, encouraging paired, group activities and ensuring support is available to those students

Inclusive practice is about the ways in which Early Years Provisions design and develop the learning

The author did multiple interviews with children ranging from 4 to 12 years old which were randomly picked either by volunteering, music teacher pick, or classroom teacher pick. The author was interested in a random sample which would hopefully be representative of children as a population. There were sixy-two interviews with children and fifteen of the conversations were included in the book.