PTTLS ASSIGNMENT – UNIT 002
PTTLS ASSIGNMENT – UNIT 002
TASK A – BRIEFING DOCUMENT FOR A STAFF DEVELOPMENT SESSION
(a) Aspects of inclusive training
Not everyone is the same. Always bear that in mind.
Different people will learn in a variety of different ways, which means that anyone teaching must be aware of these differences and ensure their teaching methods take this into account.
Society today is incredibly diverse. Your class could include learners from many different socio-economic backgrounds, of widely varying ages and of different intelligence levels as well as people for whom English is not their first language. You may also teach people with differing learning needs and requirements. These may include disabled people (physical and mental), people who are dyslexic, discalculaic or dispraxic, visually impaired or colour blind, hard of hearing or with “invisible” illnesses like diabetes, epilepsy or fibromyalgia.
The basic premise of inclusive learning is that each learner is treated equally the same, is treated with fairness and is not excluded (directly or indirectly) from any teaching activities.
It helps you, the tutor, with fulfilling the lesson requirements if you can ascertain in advance any special learning requirements or needs your learners have during the time they are in your class. This may, for example, be access for a wheelchair, being aware if someone is dyslexic, if someone has particular religious beliefs which must be catered for or whether someone needs to take medicine at a certain time. Then, when aware of any special needs, ensuring that these needs are met in a caring and professional manner.
You can aim to discover some of these requirements either through a pre-lesson assessment, if time and opportunity allow, or by asking learners at the start of the first lesson, or alternatively, asking them to complete a questionnaire (this could ensure confidentiality) before the first lesson commences.
If the tutor can instil a
TASK A – BRIEFING DOCUMENT FOR A STAFF DEVELOPMENT SESSION
(a) Aspects of inclusive training
Not everyone is the same. Always bear that in mind.
Different people will learn in a variety of different ways, which means that anyone teaching must be aware of these differences and ensure their teaching methods take this into account.
Society today is incredibly diverse. Your class could include learners from many different socio-economic backgrounds, of widely varying ages and of different intelligence levels as well as people for whom English is not their first language. You may also teach people with differing learning needs and requirements. These may include disabled people (physical and mental), people who are dyslexic, discalculaic or dispraxic, visually impaired or colour blind, hard of hearing or with “invisible” illnesses like diabetes, epilepsy or fibromyalgia.
The basic premise of inclusive learning is that each learner is treated equally the same, is treated with fairness and is not excluded (directly or indirectly) from any teaching activities.
It helps you, the tutor, with fulfilling the lesson requirements if you can ascertain in advance any special learning requirements or needs your learners have during the time they are in your class. This may, for example, be access for a wheelchair, being aware if someone is dyslexic, if someone has particular religious beliefs which must be catered for or whether someone needs to take medicine at a certain time. Then, when aware of any special needs, ensuring that these needs are met in a caring and professional manner.
You can aim to discover some of these requirements either through a pre-lesson assessment, if time and opportunity allow, or by asking learners at the start of the first lesson, or alternatively, asking them to complete a questionnaire (this could ensure confidentiality) before the first lesson commences.
If the tutor can instil a