Evaluate Aspects of Inclusive Learning

Inclusive learning is a well known concept required in order to meet the needs of all learners, in particular the need for belonging as defined by Maslow. It has been given many definitions but can be broken down to mean teaching approaches that include the following factors as demonstrated by the writing of Gravells (2012).

Involves all students
Treats all students fairly
Considers all students to be equal
Without the direct or indirect exclusion of any leaner

The learning needs of individuals can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of group. However when considering inclusive learning and the need for belonging there are additional measures a teacher can take.

In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style (Gavells 2012) to encourage group communication and ensure all students can view or access their teacher equally.

In social learning theory Albert Bandura (1977) states behavior is learned from the environment through the process of observational learning, he argued that people can learn new information and behaviors by watching other people.
By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning.

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