Examine the Key Factors Influencing Inclusive Teaching and Learning

Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by

Students use basic skills every day from looking at the clock to tell the time to handling money when paying and making change. Students who have jobs need to

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

In essence, inclusive teaching means teaching in ways that do not exclude learners, accidentally or intentionally, from opportunities to learn. By inclusive we mean valuing the contribution of learners regardless of their backgrounds and value systems. It is not about providing ‘remedial’ or ‘special’ measures for certain groups of learners.

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

An inclusive environment is a condition where everyone has an opportunity to fully participate. In education, this means everyone has the same opportunity, there should be no borders such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group be in a safe and positive environment.

Inclusive education is defined as an appropriate learning environment for students with disabilities while in the general education (Lamar-Dukes and Dukes 2005). We have seen more and more students with disabilities being placed in inclusive environments around the U.S and abroad (Cramer and Nevin 2006; Etscheldt 2006; Lindsay 2007; US Department of Education 2007). Because of this integration of diverse student populations there is a need to have more welcoming school environments, appropriate resources both in and outside the classroom, and qualified professionals willing and able to meet the needs of

This report will analyse some of the theories, principles and models in education and training. I will report on how these can be applied, and how they can enable inclusive learning, through exploring my own research. The report will also show how learners preferences should be taken into account as per of inclusive teaching and learning.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The importance of inclusion and access to the general curriculum for students with disabilities is an on-going issue when it comes to special education. Inclusion is define as” educational practice of providing within the general education setting all the educational services students with disabilities require” (Raymond, 2012). Inclusion can be beneficial for students who have disabilities. It opens doors for students to experience new opportunities for learning. Making new friendships, long lasting relationships, peer role models, and developing social skills. Students no longer feel segregated, they feel like they belong. Not being single out, but part of the in crowd. Students in inclusion do not look at their peers with a disability, they

"It's about embracing the idea that diversity is the reality and, therefore, each child is a unique learner," (Hopkins, 2000) An inclusive classroom is a general education classroom that students with or without disabilities learn together. “In this context, students with disabilities attend the same schools as their neighbors and peers without disabilities where they are provided all support needed to achieve full access to the same curriculum. Inclusion

“Inclusive education is where all children and young people are engaged and achieve through being present, participating, learning and belonging” (Ministry of Education, 2017). To define inclusive education, I believe it means that child with or without special needs are welcomed and achieve at school (Ministry of Education, 2010). In addition, an inclusive school understand that all children learn at different speed, and in different ways. Hence, with the appropriate help and support, every student is able to achieve (Ministry of Education, 2010). Through volunteering at Mission Heights Primary school and working with ESOL and hearing impaired students I got a taste on how these students learn. I got to observe how they work with other,

Inclusive classrooms are classrooms where the teacher and students work together in order to create and maintain a safe learning environment where everyone is supported and able to participate.

Inclusive learning and teaching is about involving all our learners, treating them equally and fairly, without directly or indirectly excluding anyone, creating interesting varied and inspiring learning opportunities for all learners and ensuring that all learners contribute. Also make sure that learners are not disadvantaged by methods, language or resources, embed sufficient minimum core in lesson plan. Use wide range of teaching strategies and learning materials, give sufficient feedback to learners, positive attitude are develop and maintain, motivate learners and maintain safety and security teaching environment include inclusive. In addition we can choose teaching methods, resources and assessments to meet individual needs like dyslexia, visual problems, etc and we need to make sure that we have something in every lesson for the visual, auditory and kinaesthetic learners. In our inclusive teaching we need to have a balance of teacher- and learner- centred activities like exercises, essays, exams, assignments, course work, etc. (Gravells, 2012)