Understanding Inclusive Learning and Teaching in Lifelong Learning

In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach.

This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves, how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructive feedback to assist with motivating their learning. That student’s should be encouraged to contribute, discuss and learn from the feedback. Additionally the briefing will inform participants can use opportunities to advise students to

Inclusive learning is as Wilson (2009) states 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”

I confirm that the evidence for this unit is authentic and a true representation of my own work.

Scouting and guiding for both boys and girls growing up in Victorian era Britain where two organizations that fit in a binary relationship when thinking of the roles each member of these organizations played, but more so when discussing imperialism in Britain. Within this essay, we will discuss the ideal scout from Robert Baden-Powell’s point of view, the Girl Guides and their affiliation with the Boy Scouts, imperialism, and the ideal British figure.

After researching my ethnography and interviewing my informants, I’ve felt like an insider in this culture because I was really able to grasp the meaning of everything my informants were explaining about their definition of being in the Scouting program. In addition, all members of the Boy Scouts of America are expected to conduct themselves in

Ever since I became a Boy Scout, I had prided myself on the Scout Law- “A Scout is trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean, and reverent.” And I was helpful in my school, American Indian Public Charter School II, where all subjects except Foreign Language Arts and Physical Education are taught together by one teacher.

Inside the classroom, inclusion benefits all kind of students with their communication skills. Within inclusive classrooms, students have the opportunity to learn how to communicate with students who communicate in a non-traditional way. Whether it is through brail, sign language, computers, or writing, individuals learn how to understand one another. In addition, individuals are given the opportunity to express themselves in the way they feel comfortable. The peers in the class without disabilities, in essence, are learning a second language because they too need to be able to communicate with their peers (Kliewer). Along with the students growing in communication, teachers themselves grow in their knowledge and expertise with the different forms of communication skills.

Recently, a girl form New York, Sidney Ireland, made headlines when she began petitioning the Boy Scouts of America (BSA) to allow her to join a Boy Scout troop, aspiring to earn the Eagle Scout Award. Of course, she could join Girl Scouts and ascend through their ranks, but she had been an honorary member of her brother’s Boy Scout troop and wanted to follow in his footsteps. So far, her appeal to the national office of the BSA in Irving, TX has been denied (Khan). Their official response referred to the charter of the Boy Scouts which was approved by Congress and President Woodrow Wilson in 1915, “to promote, through organization, and cooperation with other agencies, the ability of boys to do things for themselves and others, to train them in Scoutcraft, and to teach them patriotism, courage, self-reliance, and kindred virtues, using the methods which are now in common use by Boy Scouts.” But the history of the Scouting movement can be traced to England in 1908 when General Robert Baden-Powell created both boy scout and girl guide programs

Over the years, the Girl Scout organization has grown and has become a national organization. They still build characters with learning values, leadership skills, and practical skills to lead to empowerment, but they also address issues in the communities. Girl Scouts train girls who will become the future leaders in society. The organization address issues such as racial equality, environmental, and social problems. They encourage peers positively in issues such as drugs, body image and emotionally healthy lives through physical activity and higher education. Girls Scout also proactive with social issues gay, lesbian and transgender community they

|Online/offline and on demand tests |sustainable i.e. no need for paper instant results e.g. |May highlight lots of work |

The aim of this paper is to critically analyse the use of teaching and learning resources within my role as a Lecturer and Facilitator in the Lifelong Learning Sector and review the benefits and limitations of different resources in the delivery of inclusive

The inclusive education movement has been recognized internationally by the Salamanca Statement of UNESCO (UNESCO, 1994). Which, reflects the ‘Education for All’

In the last few decades the education system has changed drastically. As a result of The Salamanca Statement which highlights right of education for all children (UNESCO, 1995) implementation of inclusive education has been the goal in many countries (Leyser & Kirk, 2004). Although the movement of inclusive education has gained momentum in recent years, there are number of factor that plays important role for inclusive education to be successful, such as training, resources, legislation and teachers (Kavale & Forness, 2000).Therefore regular school teachers is one of the key element in successful implementation of inclusive education (Hegarty, 1994; Meijer, 2003; Norwich, 1994).

To be part of an inclusive school, as a teacher, student or administrator, you need to consider four items. One, address attitudes and values – have involved persons identify what areas of inclusion they are comfortable with and what they are not comfortable with. Do not put values on this, just identify them. Two, information – read books, watch videos, talk to teachers of inclusive classrooms, do simulation activities for an inclusive classroom, visit inclusive schools to get information to build self-confidence and self-esteem for teachers and students. Three, application – take the risk of a support system in place to be receptive and willing to accommodate children with greater needs. This takes leadership from principals, teachers and students, and means a whole attitude of acceptance, tolerance and respect. (The Renaissance Group, 2009)