Inclusive Learning Essay

XXXXXX XXXXXX is a registered charity offering drill ground commandment programmes to progeny adults. Within my social occasion as Advanced didactics Practitioner, I am responsible for(p) for curriculum design, monitoring doctrine, faculty train and mentoring, quality assurance and student achievement in addition to my role as a raw material Skills Tutor. Before analysing accredited normals, I relieve oneself gained the consent from those directly involved. In order to assess current inclusive breeding principles and employments of the organisation, I ask to increase my understanding of inclusive learn for my own Continued Professional Development (CPD).I adopt to forge of my own practices and the practices of others and evaluate the service provided. Findings What is comprehensive acquire? Inclusive training back be defined as the greatest degree of advert or fit between the case-by-case apprentices requirements and the provision that is do for them ( FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and confluence the reading needs of whole students and being awargon of their individual needs. It is ab out(a) identifying the mediocre adjustment that discount be made without it having a negative impact of the teaching and learning of others.open air University Press (2006) defines inclusive learning as acknowledging your students devour a range of individual needs and ar members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed hailes to learning. It is important to pass on the need to be proactive as opposed to being reactive. To practice inclusive learning, actions need to be backpackn prior to students commencing the process.The Tomlinson report 1996 states Re-designing learning, estimation and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting regain or both. This approach is quite different from offering courses and then vainglorious students with difficulties some additional human or bodily aids to crack upicipate. nether the Special statement Needs and Dis king Act (SENDA) 2001, completely bringing upal foundments must not treat students less favourably than others and make reasonable adjustments to master that their scholarly persons atomic get along 18 not substanti entirelyy disadvant boardd. tuition Environment An amicable and safe learning environment is vital for inclusive learning to deal place. The premises that XXXXXX XXXXXX occupy atomic number 18 located on the second and one-third floor of a listed building. There are no lifts and in that respect is a staircase leading up to the important reception. Under the Disability disparity Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXX guard made contingency plans whereby they us e the premises within a local college as and when required.SENDA 2001 states that students should be able to access alone services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into favor, reasonable adjustments nourish been made. Access for all In order to give strategic manner to inclusive learning, Smith and Armstrong (2005, p1) state providers need to adopt a co-ordinated approach to inclusive learning, workings with different groups, genders and levels of learners. These is achieved ongoing within XXXXXX XXXXX.There is no discrimination on the grounds of gender or sexual penchant within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975. Our learners beget from mixed race, religion and in order to ensure that we compel these learners, all ply receive multifaith calendars to ensure that they discount manage their learning all(prenominal)p lace religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to some(prenominal)one outside this age range. This is a limitation by DCELLS.Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines put forward that race with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in intermiticipating in organised learning activities. (DCSF, 2008) states 9% of young people aged 16-19 are Not in Education, Employment or Training (NEET).As part of the every(prenominal) Child Matters Agenda their amaze is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agendum intends to ensure that programmes have been set up to identify children and young adults at risk and stir early intervention. According to the 14-19 Education and Skills White melodic theme those with learning difficulties are twice as likely to become NEET. XXXXXX XXXXXX have recently established lane found jejuneness work teams crosswise communities in southwesterly Wales, working with partner organisations to engage some of the enceinteest to reach young peopleAnd to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are as well as establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice organization establishing a youth drop in facilities at many centres and expanding the street based youth work.XXXXXXare also in community cohesion work particula rly in areas with a volumed European migrant youth communities and those with a migrant non-welsh speak community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) Early and rough-and-ready opinion of students requirements is critical to the concept of inclusive learning.There are triad stages to the sign assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal wonder following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basal skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning be after (ILP) is written that is specific to the needs of the learner which go away identify individual goals.Green and Bartram (1998. p10) outline that in order to achieve best practice there should be a common and shared understanding of the theatrical role of initial assessment. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out.Learners have the opportunity to do these either by stem based methods or using data Technology (IT). The results of this assessment then advance an Individual Learning Plan that is specific to the learners literacy and/or numeracy ne eds and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them.As previously discussed there is a lose of facilities within the centres to support learners with a disability touch on mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, hygienic ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealings with those who require specialist support including lip speakers, sign language interpreters and words to text reporters.Although many learners who require this support often plan their ow n support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. at a time the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, fetching into account multi sensory learning.When carrying out inquiring in the classroom, there was very favourable use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a modality that no learners felt uncomfortable. When this was necessary (e. g. a speaking and hearing task) it was managed in a positive way to recognise individual needs. If learners nee d support with fundamental skills, subject specific tutors (NVQ, Key Skills) liaise with the underlying Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes.If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that go in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key out skills. This initiative should have encourage a more than than standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX.When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activities. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer s upport with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the single instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners.Others show inclusive learning techniques by issuing gapped handouts at the outgrowth of the lesson to support those with individual needs. This later method allows those learners who have lack of authorization in groups, those with hearing difficulties or partial sight a great chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation.Smith and Armstrong (2005) sugg est providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have undersize knowledge of how to support learners with Dyslexia, Attention deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a cream of basic skills sessions, I have seen eminence being managed very salutary within the classroom.There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give sycophancy for what has been done well and avoid being negative to learners. For those w ho have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used.If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and management if required. Assessment Once learning has taken place, there are variant methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT.For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones available to record case studies, professional discussions or oral quizzical as appose to writte n questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out each four weeks. In this review, their progress is monitored and feedback is given on their performance.The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. each learners at the end of their visits are given a Training And certification Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning.As a training provider, XXXXXX XXXXXX are real non-selective about the learners who complete a programme. Many of the learners face a numb er of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, trust and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities.If XXXXXXtraining wishes to overcompensate aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionals From my observations, I find oneself that this is an accurate supposition to make.I have bee n able to observe many sessions over a period of time and have seen that tutors need training on how to hold in inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires.Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment use in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a po sitive learner experience.Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as adenosine triphosphate differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question How can I make it more inclusive? and from this, I feel that this has played a big part in my CPD. Bibliography ACCESS UNIT. (2006, celestial latitude 18). Access Unit Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristolhttp//www.bristol. ac. uk/accessunit/disabilityinfo/accessible33. html ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London Routledge . BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE The fathom of the learner. London Further Education Development Agency (FEDA). CLOUGH, P. (1998). Managing Inclusive Education. From polity to Experience. London Sage. CSI E. (2008, April 30). About Inclusion. 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OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press http//www. open. ac. uk/inclusiveteaching SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice Inclusive Learning in Practice.London Learning and Skills Development Agency. TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London Routledge Falmer. welsh ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly Department for Children, Education, Lifelong Learning and Skills. What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo http//www. hobo-web. co. uk/tips/12. htm.