Ptlls Understanding of Inclusive Learning and How Inclusive Learning Approaches Suppotrs Learners

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.

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.

2.1. Creating an inclusive learning environment benefits all students to enable effective learning to take place. The environment in which you are teaching the subject can sometimes be restricted but teaching can take place anywhere not necessarily just in a classroom, for example, colleges, learning centres, the workplace, prisons are to name just a few.

Providing a rich and varied context is essential, tutors should utilize a range of different methods to engage all students interests and learning styles. Identifying and meeting the learners needs are important so that tutors can facilitate students learning and ensure that both the students and tutors meet the required goals. Each learner is unique and brings to the learning situation their own different learning style, knowledge set, past experiences and motivational levels. It is important for tutors to consider the level of knowledge and skill development attained by the learners prior to instruction through a variety of different types of assessment, in order to offer a high quality learning experience, delivered and resourced to suit the needs of the learner. Tutors can assess learner needs through numerous means, such as; informal and formal assessment strategies, pre-course interviews and learning style tests. This will allow tutors to tailor lessons and activities to support learners individual needs.

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

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.

The most effective method of differentiating is to ensure that resources and assessment methods, as well as teaching and learning approaches meet individual learner needs. According to Francis and Gould (2013) setting a single objective for a whole group will not be appropriate for all learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must identify the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers and boundaries should be identified, so the teaching and learning approaches, assessment methods and resources can be planned accordingly.

Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).

Although, I have not had the opportunity to work in an inclusion classroom, it is clear that these components are fundamentals for student success. Student success is correlated with more than academic achievement, but in noncognitive factors such as motivation and social systems. Schools following an inclusion model provides students with a community that fosters collaborations and teamwork. In addition, inclusive education has been shown to help students without disabilities become more tolerant of student differences. Overall, I would encourage others to follow an inclusive model which is centered on differentiated instruction and social interaction.

Inclusion is the notion of children being educated regardless of any disabilities they may have. It allows students with disabilities to learn side by side with those who are not disabled. This is achieved by providing an array of experiences that all students are able to participate and be successful in a regular classroom. Inclusion has been a topic of debate for centuries. Some experts conclude that inclusion within classrooms is beneficial to all students. In contrast, others argue that inclusion within classrooms is problematic to achieve and could become detrimental to some students. Students with disabilities should be educated alongside their neighborhood peers unless the differences between the two are so great that even with extra support; the regular classroom is not able to meet the disabled student's various needs.

Creating an inclusive classroom can be challenging, but it is so rewarding. This gives all students the opportunity to be in the least restrictive environment and truly grow. However, affective teachers cannot generalize or peg-hole students, so deliberate planning and instruction is required to create an inclusive classroom. As a future teacher, I lack the experiential knowledge needed to adequately plan and create an inclusive classroom. Speaking with an experienced educator allowed me hear of successful ways to teach diverse learners. I was then able to create a plan for my own classroom.

A setting of an inclusive education would require all students particularly students with any kind of disabilities to feel welcomed. Age is of no restriction students and adults with disabilities all are to feel no sense of hostility from anyone. Inclusive education emphasizes entirely upon developing and designing a comfortable environment inclusive of an educative curriculum suitable for children with disabilities.(Jamie, 2012)