I would ensure the course documents take into consideration the individual needs of the learner. E. g. Initial Assessment, Scheme of work, ILP and APL • Provide a suitable learning environment conducive to learning with regards to layout and accessibility. I would include varied styles of learning throughout the teaching. • Ensure the booking form has sections included to highlight any special needs. • I would provide teaching resources that are accessible for all learners.
I would do my upmost to include provision to ensure learners that may require additional resources have access to the information and the resources. Delivery I would introduce during the learner’s induction information and discussion on equality and diversity, including policies, complaints procedure etc. Setting appropriate ground rules with learners during induction. Ensure appropriate assessment methods used for all learners. I would insist on appropriate and sensitive use of language and would challenge the inappropriate use of language.
I would ensure materials and topics are presented in ways that are sensitive to equality and diversity I would ensure discussion and comments within the learning environment are managed to ensure learner language is appropriate and non-discriminatory. Language I use is non-discriminatory and appropriate I would ensure that any assessment was fair and would not discriminate against any learner Ensure diversity is included within my teaching – making reference and using examples from a variety of cultures, religions etc.
The Review on The Importance of Fluency and Accuracy in Language Learning
Acknowledgments: This work gratefully acknowledges the help of many individuals, who had contributed in doing this study. First, I would like to thank my module coordinator Mrs. Sanghvi for her effective feed back on my papers. Second, I would love to thank my family and especially my father Dr. Talib for his support of my work. Also thanks for every effort that has been made by my uncle Mr. ...
How you communicate with learners (make sure they can understand – use appropriate vocabulary and terminology, ensure your comments will not be taken as discriminatory or offensive, check that your body language is appropriate); The resources you use (consider whether they could be viewed as discriminatory or stereotypical and that are they suitable for the learners’ needs)The teaching methods (make sure all learners can participate and that the methods are varied and support all learning styles).
The environment (gives learners opportunities to establish working relationships effectively, ensure everybody is being included, check that the room is accessible and safe especially for people with sensory disabilities or lack of mobility).
Inclusive teaching Inclusive teaching and learning is only possible when equality and diversity policies are positively promoted. Inclusion means that learners’ needs (and an individual learner may have more than one need) are appropriately met to enable full participation in the learning process.
Inclusive practice relies on a range of differentiation strategies which could include some of the following: additional classroom tutor support (or learning support assistant), adapted or specific resources, peer support; varied presentation; content selection; reducing or increasing time for activities or expected output. Consider the scenarios below and think about the inclusive strategies that would be needed to support the learners. Points of referral Although inclusion is about supporting learners’ needs, it is not always possible for teachers to do this without support themselves.
The Business plan on Understanding Inclusive Learning and Teaching in Lifelong Learning
... address in regards to their learning. 1.3 Evaluate aspects of inclusive learning Inclusive teaching means recognising, accommodating and meeting the learning needs of all students. It ... it is vital to choose the correct resources to support and meet the needs of the learners. For me to teach the BDS ...
You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners. If you have a line manager, he or she should be your first point of contact for referral. If you have team meetings or contact with other teachers, your colleagues may also be able to help through their own previous experiences. Support may be available in your own organisation, through a learning support department or from Skills for Life specialists. Some organisations have specialist resources for supporting disabled learners or may be able to provide a learning support assistant.
