Explain How You Could Promote Inclusion
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- Category: Politics: Moral Issues
- Date Submitted: 11/28/2011 03:52 AM
- Pages: 5
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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...
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...