Equality and Diversity in Learning
According to Gravells, 2006 equality relates to the right of all learners to attend and participate in lessons, whereas diversity is about valuing the differences of the learners.
It is important for teachers to create a learning environment that is inclusive and celebrates diversity, it should be free from bias, stereotyping and prejudice. A college must provide a curriculum content that promotes equality and diversity through its teaching, assessment, learner progression and achievement, student support and learning resources. Colleges have a responsibility under equality and diversity legislation relating to gender, age, race, disability, religion or belief, sexual orientation and gender reassignment. Other differences that may be experienced and catered for in the learning environment include dyslexia and other learning difficulties, autism, attention deficit hyperactivity disorder, long term medical conditions, mental health difficulties and mobility, speech, hearing or visual impairments.
In order to ensure physically disabled learners are not discriminated against, colleges must ensure that the physical environment of the school allows access to education and associated services for physically disabled persons and teachers must ensure that learning information is accessible in a range of different ways for disabled pupils. For an Animal Care Diploma there is obviously a large amount of practical work involved. The main barrier for practical work for a physically disabled learner is the resources available on the animal unit.
It is also the responsibility of teachers and colleges to ensure that all areas of the curriculum are accessible to both genders by ensuring that both genders are equally encouraged to participate. The teacher should ensure that no bias is given to either gender in terms of teacher attention, discipline, resources or grades. Sexual stereotypes and gender bias should also be avoided. Teachers should also ensure that the learning
It is important for teachers to create a learning environment that is inclusive and celebrates diversity, it should be free from bias, stereotyping and prejudice. A college must provide a curriculum content that promotes equality and diversity through its teaching, assessment, learner progression and achievement, student support and learning resources. Colleges have a responsibility under equality and diversity legislation relating to gender, age, race, disability, religion or belief, sexual orientation and gender reassignment. Other differences that may be experienced and catered for in the learning environment include dyslexia and other learning difficulties, autism, attention deficit hyperactivity disorder, long term medical conditions, mental health difficulties and mobility, speech, hearing or visual impairments.
In order to ensure physically disabled learners are not discriminated against, colleges must ensure that the physical environment of the school allows access to education and associated services for physically disabled persons and teachers must ensure that learning information is accessible in a range of different ways for disabled pupils. For an Animal Care Diploma there is obviously a large amount of practical work involved. The main barrier for practical work for a physically disabled learner is the resources available on the animal unit.
It is also the responsibility of teachers and colleges to ensure that all areas of the curriculum are accessible to both genders by ensuring that both genders are equally encouraged to participate. The teacher should ensure that no bias is given to either gender in terms of teacher attention, discipline, resources or grades. Sexual stereotypes and gender bias should also be avoided. Teachers should also ensure that the learning