Ptlls Level 3

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  • Date Submitted: 01/18/2011 02:31 PM
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Ptlls Level 3

PTLLS Level 3

Theory Assignment Question 3

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 learners

I am going to address ways to promote inclusion, equality and diversity with learners and identify other points of referral to meet the needs of learners.

According to Ann Gravells inclusivity is “involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly” Gravells defines equality as “the rights of learners to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age. Gravells definition of diversity is “valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have”.   (Gravells, A., 2008, page 18)

The above definitions suggest that the objective of teaching is to impart the knowledge and to assist the learners in achieving their educational goals regardless of their background. Teachers must make sure that they don’t show favouritism or make anyone feel unimportant. They must know that everyone is an individual with various abilities, needs, backgrounds and experiences and that all learners have the right to be treated with respect and dignity. Sessions should be planned to take into account learners different individual learning needs.

Some learners may have potential needs which are outside the scope of what I can be provided by a teacher. Completing an individual learning plan for all learners’ this gives scope for making any possible adjustments to the course or classroom environment, referring learners for internal or external help and support where required. Points of referral which are available to meet the potential needs could be learning support, citizen’s advice bureau, job centre plus, deaf association,...
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