Inclusive Learning
Contents
Contents 1
Introduction 2
Findings 3
What is Inclusive Learning? 3
Learning Environment 4
Access for all 4
Inclusive Learning in Initial Assessment 6
Inclusive learning in the classroom 6
Assessment 9
Conclusion 10
Bibliography 12
A critical evaluation of the principles and practice of Inclusive Learning within XXXXXX XXXXXX.
Introduction
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 gained the consent from those directly involved.
In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided.
Findings
What is Inclusive Learning?
Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others.
Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’.
It is important to consider the need to be proactive as opposed to being
Contents 1
Introduction 2
Findings 3
What is Inclusive Learning? 3
Learning Environment 4
Access for all 4
Inclusive Learning in Initial Assessment 6
Inclusive learning in the classroom 6
Assessment 9
Conclusion 10
Bibliography 12
A critical evaluation of the principles and practice of Inclusive Learning within XXXXXX XXXXXX.
Introduction
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 gained the consent from those directly involved.
In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided.
Findings
What is Inclusive Learning?
Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others.
Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’.
It is important to consider the need to be proactive as opposed to being
Bibliography: • ACCESS UNIT. (2006, December 18). Access Unit - Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www.bristol.ac.uk/accessunit/disabilityinfo/accessible33.html • ADAMS, M., & BROWN, S • BLOOMER, M., & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Development Agency (FEDA). • CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. • CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion.uwe.ac.uk/csie/csiefaqs.htm • DCSF • Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www.everychildmatters.gov.uk/ete/ • FEFC • GREEN, M. a. (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). • LEARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. • MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. • OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www.open.ac.uk/inclusiveteaching • SMITH, V., & ARMSTRONG, A • TILSTONE, C., FLORIAN, L., & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. • WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. • What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www.hobo-web.co.uk/tips/12.htm