Inclusive learning
Inclusive learning and teaching
The tutors are to facilitate inclusive learning and teaching. To effectively deliver and promote inclusion, equality and diversity within a learning environment without any discrimination in respect to gender, colour, race, nationality, sexual orientation, or disability.
All learners’ are entitled to learn in an appropriate environment, to be given equal opportunity, freedom of expression, to be treated fairly and with respect. For example for those for whom English is a second language, we may need to provide extra support, alter the pace of the lesson and speech and carry out assessments more frequently or if the student has a disability the classroom equipment may need to be adapted. Tutors need to be aware that resources or sessions may need to be adapted to the individual needs and requirements of the learners so that everyone is treated as an equal. For example some may require hand outs on coloured paper. Tutors’ I need to ensure that the, “language, handouts and other learning materials are free from bias, and that inappropriate comments are challenged and excluded from the classroom,” (Wilson, 2008, p.28). At no time should any learner feel they are being excluded in any way for any reason.
Tutors should also consider what motivates learners; it could be the learner wants to develop their skills, knowledge, gain promotion, qualification needed for a job or financial reward. Motivation in the classroom can take the form for referring to a learner’s earlier comment/s and so affirm they have been heard and valued, displaying the learners’ work, progress, given responsibility or some form of reward. “In motivational terms, if you start to achieve things you are more likely to want to continue. A learner enters a Can DO – Will do mindset.” (Wilson, 2008, p.188.) Tutors must also remember that the line between the teacher’s role and the specialist is vague and learners can be referred to other internal and external agencies
The tutors are to facilitate inclusive learning and teaching. To effectively deliver and promote inclusion, equality and diversity within a learning environment without any discrimination in respect to gender, colour, race, nationality, sexual orientation, or disability.
All learners’ are entitled to learn in an appropriate environment, to be given equal opportunity, freedom of expression, to be treated fairly and with respect. For example for those for whom English is a second language, we may need to provide extra support, alter the pace of the lesson and speech and carry out assessments more frequently or if the student has a disability the classroom equipment may need to be adapted. Tutors need to be aware that resources or sessions may need to be adapted to the individual needs and requirements of the learners so that everyone is treated as an equal. For example some may require hand outs on coloured paper. Tutors’ I need to ensure that the, “language, handouts and other learning materials are free from bias, and that inappropriate comments are challenged and excluded from the classroom,” (Wilson, 2008, p.28). At no time should any learner feel they are being excluded in any way for any reason.
Tutors should also consider what motivates learners; it could be the learner wants to develop their skills, knowledge, gain promotion, qualification needed for a job or financial reward. Motivation in the classroom can take the form for referring to a learner’s earlier comment/s and so affirm they have been heard and valued, displaying the learners’ work, progress, given responsibility or some form of reward. “In motivational terms, if you start to achieve things you are more likely to want to continue. A learner enters a Can DO – Will do mindset.” (Wilson, 2008, p.188.) Tutors must also remember that the line between the teacher’s role and the specialist is vague and learners can be referred to other internal and external agencies