Discuss_Issues_of_Equality_and_Diversity

Task 3 Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. “Entitlement, equality, inclusivity, diversity and differentiation. Basically, all of these are about acknowledging and respecting the individual needs of your learners, helping and supporting where appropriate” Gravells, A, 2008, Preparing to teach in the lifelong learning sector. Equality is about all learners having the same rights and opportunities to participate regardless of gender, race, ethnic origin, religion disability, sexual orientation or age. Diversity is about valuing the differences that people have and appreciating their individual characteristics. It is important as teachers and tutors that we find ways to promote inclusion of all learners, yet through differentiation by using different approaches and resources, we find ways to meet the needs of individuals within the group. Referring back to the teacher / training cycle, preparation and planning will enable us to best promote inclusion for all learners, and enable us to access other points of referral if necessary. During the planning process, all learners should have an initial assessment for suitability and to diagnose strengths and weaknesses. The need to potentially access other points of referral could appropriately be picked up in this initial assessment. Learners will be diverse on the basis of many different backgrounds and needs. These may include learning needs such as dyslexia, dyspraxia, Asperger’s syndrome, socio economic status, health – both mental and physical, age, ethnicity, gender, sexuality, religious beliefs and size to name but a few. Differentiation will enable the teacher to meet the needs of these individuals yet value their diversity. The main ways to differentiate are by Task, Outcome, Resource and Support. Different tasks can be set for different people but with the same aim in mind allowing for their different needs and diversity. The same task can be set but a different outcome is expected from individual learners. Different resources and different support can be provided for learners allowing for the individual needs of the whole class to be met. Group work and buddying up can be used so that peers can support one another. Students with a learning disability will benefit from a scaffold to their work and the environment can be adapted to help, by for example integrating learning support into classes. An example of differentiation to promote inclusion of all learners is where a child with muscular sclerosis is given a different exercise in a swim group to do at the same time and in the same area as all other learners. This child has been given a different task as due to his / her diverse needs the task set is not possible. Inclusion is promoted by the fact that the child can achieve the same outcome and it makes no difference to other group members. A good example of inclusion can be seen when teaching different age groups. This is demonstrated by Ann Gravells in her book Preparing to teach in the life long learning sector. As a teacher, you sometimes have to teach a broad spectrum of ages. All learners have experiences that they bring with them to the session and they need to be treated as individuals and with respect. In a technology course open to 16 – 65 year olds there is a broad spectrum of learners and on introduction and initial assessement it is apparent that older learners have minimal experience with computers and younger learners are more confident. By seating a younger learner next to an older learner, they can help and support one another. Each learner works individually at their own pace but can gain support from one another when necessary. This is a good example of using differentiation to promote inclusion. There may be a point at which it is assessed that a learner’s needs cannot be met adequately within the specific learning environment due to some of the above diversities. Here, it is appropriate to refer the learner so that their needs can be met. College counsellors, welfare officers and connexions advisors may be appropriate where it is deemed that the learner’s needs are not being met. If we refer to Maslow’s hierarchy of needs 8 stage model we can see that basic needs must be met before learning and growth can occur. Perhaps the learner’s basic biological and physiological needs are not being met so referral to a finance officer or government funding and adult learning grants may be necessary. College counsellors can support with family and relationship needs or a child protection officer and welfare officer will be appropriate where it is apparent that the child or learner may be suffering some form of abuse such as physical, emotional, sexual psychological or neglect. As a teacher and tutor it is important to be aware of ways in which to safeguard vulnerable adults and meet their needs, so that equality and diversity are valued and inclusion is always promoted.