Pttls Assignment T3

City & Guilds Preparing to Teach in the Lifelong Learning Sector 7303

Section 1 Understand own role, responsibilities and boundaries of role in relation to teaching

Assignment T3 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.

To promote inclusion, equality and diversity in the classroom you need to respond positively to the diverse needs of your learners.
      ‘Equality means ensuring everyone is able to participate in all our activities on an equal footing. Diversity acknowledges there are differences between people which should be recognised, respected and celebrated’. Kingston University (2010)
      Promoting inclusion can be as simple as recognising an individuals right to be given the same access to resources as everyone else, rather than excluding them for any reason. This may be either directly or indirectly. Barriers to inclusion may involve different or specific learning needs, language problems, physical/emotional difficulties or the fear of joining a group. By using a combination of different approaches and resources when teaching (differentiation), different individual needs can be met thereby benefiting the group as a whole.
      ‘At its most basic level, differentiating instruction means "shaking up" what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.’ Tomlinson (2001:1).
      Promotion of equality in the classroom is not just an expectation; it is a requirement; achieved by understanding the issues students, and not forgetting, staff can face in relation to race, disability, gender, age, religion or belief, sexual orientation and other barriers. It means giving equal support to all learners as well as ensuring any resources used are appropriate and not offensive or stereotypical.