Features Of Inclusive Teaching And Learning

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

Once the students have completed the lesson, they can use all of the skills out of the classroom and into their everyday life.

Explain why it is important to provide opportunities for learners to develop their English, Mathematics, ICT and wider skills (1.3)

(1.2) Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs?

It is possible in my field, (NLP, Presentation Skills and performance enhancement) to present students with opportunities that require them to practice their literacy, language, numeracy and ICT skills in a variety of ways.

For learners with a lower academic ability you may need to adapt recourses bearing this in mind for example having a lower expectation of their achievements, but without making this obvious to other class members, and even having additional support such as a teaching assistant who can work closely with those who are struggling, is extremely useful and helps the student to feel more supported.

| Individual Learning -Teachers understand each student has a unique learning style and require uniqueness in being taught.-Teachers will need to be resourceful and try different ways to teach.-Teachers will seek student’s background and use those resources to best reach that student’s teach ability level.-By delving into a student’s background, the teachers can provide each student with a meaningful and challenging learning environment.Learning Environment & Social Skills-Teachers will produce actively engaged students through fostering environments in which diversity is valued and individuals live harmoniously and productively in a culturally diverse society.-Teachers “shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

At the level of school systems, aspects which appear to be common to inclusive school practice for pupils with ASD are ethos, leadership and environment. An important starting point is a shared commitment across all staff towards the inclusion of pupils with ASD (Humphrey and Symes 2013). This can be facilitated through staff training which incorporates whole staff awareness (Ravet 2011) and targeted training according to need (Glashan, Mackay, and Grieve 2004), both of which have been found to reduce teacher stress and increase strategy use (Probst and Leppert 2008).

It is important to me that students develop a belief in themselves that they can do it and that they can develop independence in their learning. It is important to me that they can develop social skills that enable to them to develop friendships with their peers and to make positive behaviour

5.3 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners

Researchers have shown that mainstreamed autistic students excel when compared to their isolated peers. The children’s language abilities and social skills increase. Also, mainstreamed autistic students have access to more qualified teachers. Classrooms should be more inclusive for the benefit of everyone.

Students learn through reading, thinking, writing, listening, note-taking, observing, and by communicating with others, however there are still

People are not alike; the world is seen in a way that makes the most sense to each individual. Since two persons are not basically alike, not all benefits from the same approach. Each individual has his or her own unique learning strengths and weaknesses. Thus, educators must use a variety of method to reach the students.

Teachers who are able to analyze the characteristics of diverse learners, individually, have an understanding of the motivation, behavior factors, and various learning styles that play a role in the learning process. Furthermore, teachers should have knowledge of different cultural heritage, and understand that cultural perspective plays an important role in motivating a student. With these considerations, the educator is able to incorporate instruction styles and strategies that will focus on the specific learning needs and different cultural backgrounds of each individual student.