As a tutor it is vital that I do not discriminate when teaching, the act lays out the following characteristics as its ‘protected characteristics’: age, disability, gender reassignment, marriage and civil partnerships, pregnancy and maternity, race, religion or belief, sex and sexual orientation. Therefore, every learner is entitled to the same opportunities to succeed and should be treated with respect. This is supported by Petty, 1998, p69:
All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e. g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work” The learners could all be from different backgrounds and different levels of knowledge as a result but should all be given the opportunity to further ones knowledge and gain a qualification.
The qualification could be at a different level to others in the class but nonetheless all the students must have the same opportunities. A tutor needs to be careful not to treat all learners the same as this will discriminate learners that have disabilities. Every learner is different and their differences can sometimes be noted prior to enrolling into the class through the application and assessment stages.
Learners do not always disclose whether they have a disability therefore it is ones duty as a tutor to be constantly assessing and monitoring students to ensure everything reasonably practicable is done to differentiate and promote equality and inclusion. An example could be where a learner has disclosed that they are visually impaired. Once this has been flagged with the learning support department a further assessment will take place to identify the learner’s individual needs and requirements. The outcome of the assessment would then be made available to the learner’s personal tutor.
Through educational history, various learning theories have been developed. How these theories relate to high-stakes standardized testing has a profound effect on schools in relation to accountability. Traditional learning models are based on two underlying assumptions, namely, decomposition and de contextualization. Yin (as cited in Gimps, 1994) maintains that standardized testing is built upon ...
Paper colour, size and typeface of text, magnification on computers and a reader could all be provided if required. Should this not be investigated further and the learner enter the class and the tutor not be aware they would immediately feel discriminated against and be put at a disadvantage in the classroom. The learner wouldn’t have met the first stage on Maslow’s (1954) Hierarchy of Needs ‘physiological needs’ as the learner may need to sit at the front of the class but a space has not been reserved for them.
Should one have learners in their classroom that do present with disabilities be them physical or mental it could also be good practise to educate the other learners in the class about these disabilities. This could combat any future bullying but must be delivered in such a way as to not single out the learners with these disabilities. A learner’s privacy must be respected. Maslow refers to this again in the ‘safety needs’ stage of the hierarchy.