Explain how you could promote inclusion‚ equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. Susan Wallace states that equality in this context “....requires us‚ as teachers‚ to ensure that we show no favouritism or antipathy towards any learner and that we are entirely non-partisan in our dealings with them. Whether they are keen and motivated or bored and disengaged; or whether they are friendly and sociable
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PTLLS Assessment Describe what your role‚ responsibilities and boundaries would be as a teacher or trainer in terms of the teaching and learning cycle. How might “equality”‚ “diversity” and “inclusion” impact on a learner’s experience? Give examples from your own experience and research to support your assertions. “This submission is entirely my own work unless I have used quotation marks to indicate my reference to the work of others” As a teacher or trainer‚ there are a variety of roles
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equality whilst also doing so themselves. All individuals have the right to be treated with respect and dignity‚ as everyone is an individual with different needs‚ abilities and experiences. As a Youth Worker in Charge I practice and promote Inclusion‚ Equality and Diversity for all by implementing my own responsibilities as a worker in charge by carrying out constructive and effective individual and group work with young people‚ which involves promoting • Diversity and value the differences
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1. Outline current legislation‚ guidelines‚ policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. • Working together to safeguard children (2006-2010) • Children act (2004) • Education act(2002) • Disability discrimination act (1995) • Special education needs (SEN) couch practice (2000) • Data protection information handling and sharing 2. Explain child protection within the wider concept of safeguarding children
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diversity • Resources are adapted to ensure that learners can access information and to meet individual needs (large print‚ on tape‚ using symbols) • Learners have the opportunity to fully evaluate the course in an open and anonymous way Inclusion The teacher should promote an environment that makes the learners feel relaxed and able to have a point of view without fear of ridicule. The teacher should also ensure that the learning environment is welcoming to all‚ e.g. neither too hot nor
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The traditional TOK diagram indicates four ways of knowing. Propose the inclusion of a fifth way of knowing selected from intuition‚ memory or imagination‚ and explore the knowledge issues it may raise in two areas of knowledge. Our whole life is a continuous process of gaining information. This information is our basic knowledge about the world. It is coming in different forms‚ from different sources. And it is vitally important to store this information‚ in order to understand your own present
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Pros and Cons of Inclusion in a general education classroom Inclusion in a general classroom is one of the largest controversies that schools face today. Most administrators‚ parents and teachers question the likely academic impacts associated with the placement of students with special needs into general educational classrooms. Inclusion is the educational approach that requires students with disabilities to learn together with non-disabled students. Rather than the segregation of students based
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equality‚ inclusion and discrimination in adult social care settings. 2.2 Explain the possible consequences of not actively complying with legislation and codes of practice relating to diversity‚ equality‚ inclusion and discrimination in adult social care settings. 2.3 Describe how own beliefs‚ culture‚ values and preferences may affect working practice. 2.4 Describe learner can: 2.1 Describe key legislation and codes of practice relating to diversity‚ equality‚ inclusion and discrimination
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omissions therefrom. The recipient must not reproduce‚ disclose or distribute the information contained herein without the express prior written consent of M-CRIL and Federation of Indian Chambers of Commerce and Industry. Promoting Financial Inclusion Can the constraints of political economy be overcome? Knowledge Partner Please contact FICCI at: E-mail: Fax: Tel: Mail: finance@ficci.com o Website: www.ficci-banking.com +91 11 23320714‚ 23721504‚ attention FICCI/Permissions +91 11 23738760-70
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ATTITUDE TOWARDS INCLUSIVE EDUCATION IN KERALA Dr. Santhosh Kumar Vallikkat Principal Farook B.Ed College ‚Kottakkal Malappuram‚ Kerala Abstract Attitudes about inclusion are extremely complex and vary from teacher to teacher and school to school. This article explores the attitudes of elementary teachers about inclusion of special needs children in general education. This study adopted a descriptive survey research design‚ with 600 teachers as participants from selected elementary schools
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