Explain How You Could Promote Inclusion

February 14, 2017 Religion

Explain how you could promote inclusion, equality and diversity with your current/ future learners. Identify other points of referral available to meet the potential needs of leaners

As a tutor I have a responsibility and a duty of care to all learners who participate in the sessions. Wayt (2008) suggest for students to effectively participate in learning any barriers or boundaries must be initially identified and then continuously monitored or removed. This promotes a sense of inclusion, equality and diversity at an individual level, which translates to a more beneficial group learning experience. The identity of every learner must be recognised and valued in order to promote inclusion by identifying boundaries and working towards overcoming those boundaries. I.e. Financial pressures, learning difficulties, travel issues, access to resources and cultural or peer pressure can all contribute to learners boundaries; however access to learning should be open to all regardless of race, religion, age, disability, gender or special needs. Petty (1998:69) cited by (Reisenberger & Dadzie 2002) Supports this by suggesting that. ???All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued.
Inclusive learning
The Tomlinson Report (1996) cited by (Reisenberger & Dadzie 2002) promoted a student-centred approach that makes learners??™ individual needs the starting point for developing a responsive, ???tailor-made??™ curriculum. Instead of the learner having to fit in with existing provision, Tomlinson makes the case for fitting the provision around the needs of the learner: By inclusive learning we mean the greatest degree of match or fit between how learners learn best, what they need and want to learn, and what is required from the sector, a college and teachers for successful learning to take place. Tomlinson 1996 this involves identifying learners??™ specific and additional needs, providing resources and appropriate support, meeting their preferred learning styles and giving them access to fair assessment.

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Promoting Inclusion
Using the five key stages which Gravells (2011) suggest in my lessons will allow me to ensure that I am promoting inclusion and equality.
Identify needs
* Ascertaining individual needs, learning styles and goals.
* Use initial assessment results to plan individual learning
* Explore flexible programmes delivery or blending learning approaches
* Ensure support is therefore individual needs for example learners with dyslexia, epilepsy
Planning learning
* Agreeing individual learning plans and action plans
* Creating resources and materials which positively promote all aspects of community and society, equality and diversity.
* Creating schemes of work and session plans to reflect how you will include all leaners in sessions
* Planning opportunities to develop motivation, self- esteem and confidence within leaners
* Planning the session to meet the needs of all learning styles
Enabling learning
* Avoiding favouritism and positive discrimination
* Being approachable and accessible enabling your leaners to feel comfortable to communicate with you
* Being aware that everyone has different experiences, interests skills and knowledge which will affect their ability to learn
* Challenging stereotyping , discrimination and prejudice as it happens
* Encouraging group work where leaners can mix and participate with other members of the group
* Use of correct language, when communicating with leaners
* Involving all leaners within the session, using their names and making eye contact
Assessing learning
* Adapting assessment activities where possible to meet any particular requirements or needs
* Recognising and valuing individual achievements
* Giving on going developmental feedback at a level to suite the leaner
* Ensure assessment planning is individual

Quality assurance and evaluation
* Communicating with other members of staff to ensure they are aware of any leaner requirements
* Evaluate your own delivery to ensure you have included all leaners fully in your session.
* Obtain feedback from leaners in a variety of ways (verbally, written etc.)

It is important to remember as a teacher it is not just inclusion that you must promote in the classroom equality and diversity have key roles in learners, learning and experience??™s Wayt (2008) adds to this by suggesting Promoting diversity encourages widening participation and gives pupils the opportunity to share their own understanding while learning from their peers experiences. This encourages on going peer support by challenging perceptions and introducing diverse attitudes at an appropriate learning level.
How can we promote equality and diversity
* Treating all staff and students fairly
* Creating an inclusive culture for all staff and students
* Ensuring equal access to opportunities to enable students to fully participate in the learning process
* Enabling all staff and students to develop to their full potential
* Equipping staff and students with the skills to challenge inequality and discrimination in their work/study environment
* Making certain that any learning materials do not discriminate against any individuals or groups
* Ensuring sure policies, procedures and processes dont discriminate
(U. E 2009)

It is vital to remember that some leaners will have needs, barriers or challenges to learning that may affect their attendance or achievements. It is important that these needs are dealt with in a sensitive manner and the leaner is referred to the appropriate specialist or agency in order to the best support for their needs. Points of referral are there in order to help and support leaners in order to achieve their best possible potential. As a tutor it is vital that I am aware of the different points of referral. For example,
Internal Referral
* Accommodation staff
* Counsellors
* Examine officers
* Learning support staff
* Information, advice and guidance
* Careers adviser
(Gravells 2011)
External Referral
* Childcare agencies
* Awarding organisation
* Motoring and transport organisation
* Carers
* Health centres and general practitioners
(Gravells 2011)

Inclusion, equality and diversity are key roles in everyday life in the class room; they offer leaners a safe learning environment where by they can express their views and opinion??™s without the fear of discrimination. As well as giving leaners a sense of belonging to a group.

* Gravells, A (2011). Preparing to teach in the Lifelong Learning Sector. 4th ed. Glasgow: Bell & Bain.
* Reisenberger, A & Dadzie, S. (2002). Equality and diversity in adult and community learning. Available: http://www.excellencegateway.org.uk/pdf/A1181.pdf. Last accessed 29-10-11
* University of Edinburgh. (2009). What are equality and diversity. Available: http://www.ed.ac.uk/schools-departments/equality-diversity/about/equality-diversity. Last accessed 29-10-11.
* Wayt, S. (2008). Explain how you would promote inclusion, equality and diversity. Available: http://www.balance-therapy.co.uk/Assignment%208.1.3.pdf. Last accessed 29-10-11.


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