Understanding Inclusive Learning and Teaching in Lifelong Learning

Some learners may have needs that exceed what we the teacher can offer. It is our role as the teacher to recognise our own boundaries and refer the learner elsewhere. It is of utmost importance that as a teacher you do not cross boundaries with learners by becoming too familiar.

It helps you, the tutor, with fulfilling the lesson requirements if you can ascertain in advance any special learning requirements or needs your learners have during the time they are in your class. This may, for example, be access for a wheelchair, being aware if someone is dyslexic, if someone has particular religious beliefs which must be catered for or whether someone needs to take medicine at a certain time. Then, when aware of any special needs, ensuring that these needs are met in a caring and professional manner.

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

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

The assessor’s role is to judge whether the evidence from the learner meets the criteria for the relevant units being assessed and that the evidence is Fair, Valid and Reliable.

Confidentiality is the protection of personal information. According to Barbara Ann Nilsen (2016) confidentially can be defined as “the professional attitude and practice of preserving the privacy of information “From that definition, teachers are responsible to keep the child’s information in secret in order to protect the privacy of children and families. Parents are more likely to trust and share personal information to their child’s teacher if they believe she/he can maintain privacy. Releasing of information about a child might lead to discrimination or cause prejudicial treatment. That is why it is important to maintain privacy, security, and trust in personal and professional relationships. As an early childhood educator, I think

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

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.

As a teacher, one of my main roles is to motivate my learners, to develop their ability to learn also to develop my learner’s aspiration to learn. When you train to teach you read about delivering training and how to facilitating learning, but in reality you do much more than that, your role as a teacher is not just about teaching your subject or preparing learners for assessment. The focus of your role as a teacher I feel relates very much to inspiring your learners to change and develop their personal, social and professional skills to the best of their

As a course lecturer my responsibilities in identifying and meeting the needs of my learners will start from the initial interview with them when I will assess if the learner has any additional needs. This will carry on throughout their time at Oaklands College periodically. This enables me to arrange for additional learning support for example. If they have any medical conditions or a criminal background I will take steps so as to ensure this does not affect their learning or the learners around them. This equality allows all learners the same chance on the course selected.

I will need to include learners in agreeing their individual learning plan so ensure it meets their needs.

Recognising that the learner’s needs are important so gathering as much understanding of the learner is important. Gathering information of student’s knowledge/understanding through an initial assessment. Learners can have literacy, numeracy and ICT skills tests prior to being accepted on the course or during the course so that understanding of any learning needs can be determined.

The most effective method of differentiating is to ensure that resources and assessment methods, as well as teaching and learning approaches meet individual learner needs. According to Francis and Gould (2013) setting a single objective for a whole group will not be appropriate for all learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must identify the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers and boundaries should be identified, so the teaching and learning approaches, assessment methods and resources can be planned accordingly.

In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learner involvement in the assessment process, what are the benefits of learners taking ownership and responsibility for their learning journey:It is important to involve learners