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 …show more content…
These are called energizers and can be subject specific such as a quiz or a fun activity or game which gets the learners moving about. Always have a contingency plan in case anything you planned to use isn’t available, or if some learners finish before others or don’t wish to partake. Whichever way you use an icebreaker or energizer, it should be designed to be a fun and light-hearted activity to: • Build confidence • Create a suitable learning environment • Enable learners to talk confidently in front of their peers • Encourage communication, motivation, interaction, teamwork, and inclusion • Establish trust and respect • Get the programme off to a good start • Help learners relax • Introduce learners to each other • Minimize barriers • Reduce apprehension and nervousness • Reduce intimidation (The Award in Education and Training, Ann Gravells pages 98-100) Offering equality of opportunity to all your learners means making sure that you are up to date with your knowledge on the Equality act 2010: The Equality Act 2010 The Equality Act 2010 replaced all previous anti-discrimination legislation and consolidated it into one act (for England, Scotland, and Wales). It provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or because they are wrongly perceived as disabled. To ensure you comply with the Equality Act, you need to be proactive in all aspects of
Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by
Inclusive practice simply means that we as care workers, are managing diversity, including all of our clients and over coming barriers. It is important that we get to know our clients and their strengths and weaknesses and make activities and learning inclusive for every one. We must respond to certain clients and ensure that we apply unconditional positive regard to all. It is important to understand that certain clients can do some tasks better then others for example some clients may be able to assist with some of their personal care and choose what they would like to wear where other clients may need to rely solely on my assistance to wash and choose their clothes and accepting that I must manage this accordingly and with compassion.
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
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 a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a
The Equality Act became law on the 1st of October, 2010, replacing prior legislation such as the Race Relations Act 1976 and the Disability Discrimination Act 1995. Broadly, it ensures regularity in what employers and employees are required to do to make their workplaces a fair environment, conform and abide with the law, defining the nine protected characteristics, Age, Disability, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion or belief, Sex, Sexual orientation
Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs, culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential.
Equality- means treating people in a way which is appropriate for their needs.make sure they have fair treatment and access to opportunities even if they
First of all is important to define what is meant by inclusion and inclusive practice. Inclusive practice is a process of identifying, understanding and breaking down barriers that compromise the children participation in their educational process, in their feeling of belonging and in their wellbeing in the
An inclusive classroom contains students with different forms of diversities who may differ from each other in terms of readiness levels, interests, skills, intellectual abilities, disabilities, learning styles and so on (Salar, & Turgut, 2015). The educational
With the expansion of social justice within Scotland, and therefore an increase in inclusive practice there are many implications for teachers and pupils. The implications of an inclusive classroom for pupils with disabilities and SEN are numerous and generally positive. Exposure to inclusive learning can lead to them feeling more accepted, with improved relationship skills as well as improved academic performance due to daily contact with peers and teachers. Combined with higher expectations then children with disabilities and SEN can go on to achieve much more than if they were excluded from mainstream education (Grider, 1995).
Researchers have shown that mainstreamed autistic students excel when compared to their isolated peers. The children’s language abilities and social skills increase. Also, mainstreamed autistic students have access to more qualified teachers. Classrooms should be more inclusive for the benefit of everyone.
Inclusive teaching means recognising, accommodating and meeting the learning needs of all students, regardless of age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have a range of individual learning needs, and deserve equal opportunity to access the learning experience.
XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults. Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have
As such, effective models provide specified, compelling models of inclusive training benefits for students with disabilities, as well as make a situation in which each student, including the individuals who don 't have disabilities, has the chance to flourish. As stated by Mara Sapon in her article Learning in an Inclusive Community “ In truly inclusive classrooms, teachers acknowledge the myriad ways in which students differ from one another (class, gender, ethnicity, family background, sexual orientation, language, abilities, size, religion, and so on); value this diversity; and design and implement productive, sensitive responses. Defining inclusion in this way requires us to redefine other classroom practices”. Here are a few directions in which