Dtlls_Year_1_Inclusive_Practice

Introduction This assignment will cover the optional unit for the Year 1 DTLLS course, looking at Inclusivity, this work has been researched using recognised text books as well as web based resources. Influences and barriers to learning There are a large number of things that can influence learning the list below is not definitive to this it is just where my research has taken me. 1. Clarity - This refers to the ability of the learner to clearly see, hear, and understand what is being said. Threats to clarity include small fonts, jargon, slurred speech, obstructions to sight, and ambiguous language. 2. Task Orientation - People tend to learn better when they are engaged in a task. If they spend time with introductions, attendance, or other "housekeeping" chores, they have less time to spend on task. Teachers and lecturers who keep guiding their students back to the topic have a better chance of achieving their objectives. 3. Student Opportunity - Students should be given the opportunity to engage the material. This could mean that the teacher is quiet at times to allow the learners to digest what they've heard. Or maybe there is an activity where the learner writes something, or discusses an issue with the person next to them. If a hands-on activity is indicated, be sure to budget adequate time, space, and materials for all learners to adequately engage the material. 4. Variety - Some people learn better by listening, some by seeing, and some by doing. Regardless of their best mode of learning, it would help everybody in your group if you covered the material in a variety of ways. For example, if you are teaching learner how to properly install a wireless network, you might wish to show a short video, use a large illustration sample network, hand out a brochure with text and graphics, and have everybody practice. (This might seem time consuming, but each could probably be done in a class session.) The variety of approaches has a better chance of removing negative influences than if you had used a single approach. There has been a great deal of research done on this topic one statement that I would like to discuss is. “We know that students in lectures learn most in the first 8 minutes, only recall three things at most after one hour, and that if the content does not shake their prior beliefs they file away the fascinating facts in the deepest recesses of their brain, if at all.” (http://www.geoffpetty.com July 2009), which reinforces my statements, in that variety, opportunity and clarity in delivery are key, factors in ensuring we positively influence our learners. There are many barriers that can impede a learners ability to succeed in further education, some that I have experienced are, the learner feels they are too old to return to education, they have experienced a poor or negative teacher in a previous school or college, learning disabilities such as dyslexia, also having a low self esteem. All of those issues are extremely common, every academic year I have learners who will experience one or more of those barriers. This is not only in mature learners but it is becoming more common in school leavers. To overcome any of those barriers can take a great deal of time and patience with the learner(s), it is often appropriate to have extensive 1 to 1 sessions with them very early in the program to find solutions or give reassurance. There are times however where a barrier does not always become obvious to the teacher, in situations like this we may have to rely on the learner coming forward for support or notification of the problem through submitted work or tests. When a barrier highlights itself in this manner it can often mean that the learner is sometimes unaware of the problem or not willing to share or talk about it. If this is the case it is often more prudent in my experience not to single the learner out in front of the group but make arrangements to either meet or refer the learner for guidance. Legislation Legislation governing further education is extremely complex and extensive, some of the legislation that should be included in further education policies are:- • “The equality act 2006. • The Employment Equality (Age) Regulations 2006. • Disability Equality Scheme 2006 (with several amendments). • Race Relations Act 1976 (Amendment) (RRAA) 2000 • Human Rights Act (HRA) 1998 • Sex Discrimination Act 1975 including the Gender Recognition Act 2004” http://www.dcsf.gov.uk accessed June 2009 “Equality legislation needs to be taken into account whether delivering and managing services; communicating with partners or customers; carrying out responsibilities as managers; or working with colleagues.” (http://www.opsi.gov.uk/). This statement requires anyone working in further education to be aware of the key points in them, not only when working with or teaching learners but when communicating and working with colleagues. It is also a requirement when representing the institution to external parties such as employers. “The Equality Act 2006 (c.3) is an Act of the Parliament of the United Kingdom covering the United Kingdom, and covers the following areas - the creation of the Equality and Human Rights Commission (EHRC), replacing the current equality commissions - the Commission for Racial Equality, the Equal Opportunities Commission and the Disability Rights Commission, the outlawing of discrimination on goods and services on the grounds of religion and belief (subject to certain exemptions) and allows the Government to introduce regulations outlawing discrimination on the ground of sexual orientation in goods and services in both Great Britain and Northern Ireland (the Sexual Orientation Regulations 2006) and a provision relating to the creation of a public duty to promote equality on the ground of gender.” (http://en.wikipedia.org/wiki/Equality_Act_2006) As can be read from the text this one piece of legislation covers extensively any acts that relate to, Race, Gender, Age, Sexual Orientation or Disability. It does not however mean that any institution can ignore acts relating to any of those issues, as they must all form part of the institutions policies on inclusivity and equality and diversity. It is about time really that there is one overarching policy that all educational establishments should follow, that way all learners could expect the same standard no matter where they went. This would also make it easier for educational establishments to interpret guidelines and regulations. It would also make it easier for college staff to stay in touch with legislation. The consequences in not following any of the legislation that I have listed are extremely severe not only to the individual lecturer who could face disciplinary procedures for failing to follow them. The college or educational institution could face reprimand from OFSTED if they are seen to be failing in any of these areas, that reprimand could take the form of sanctions or a reduced grade. This would then result in a loss of students who will not want to come to a college under sanctions or with a lower OFSTED grade. Any College and my practice Any College has policies in place that cover every aspect of Equality, Diversity and Inclusion. They also have several ways of ensuring that these are understood by lecturers. Firstly at induction as a new member of staff we would be made aware of the policies and encouraged to read through them at our first opportunity. There is also a staff training session for new members of staff to highlight key areas of legislation that is pertinent to their area within the college (teaching or support staff). In terms of delivery of teaching to learners, we are required to write schemes of work and lesson plans, within the lesson plans there are specific areas where a lecturer is required to identify how the session includes the following:- • How the lesson will promote equality and diversity • Use ILT to enhance the lesson • How the lesson is differentiated for learners • What learning support might be needed • Ensuring a safe learning environment for learners • What basic and key skills are covered in the session Having all of these points addressed in the lesson planning will hopefully ensure that each and every session promotes inclusivity. However this is only how the college promotes inclusion in my role, it is then up to me to ensure that I am not just writing this on my lesson plans, I need to ensure that I am implementing them in my delivery. Once the college has promoted and I have implemented Inclusivity it is then the responsibility to check that the procedures are being followed and adhered to. This is done by several methods. • Teaching observations • Ensuring Schemes of Work are available on the college intranet site for learners to see. • Student survey’s on their experiences in the class rom. • Departmental reviews to monitor quality. • Regular team meetings to verify assignments and learners work. All of these systems are designed to support and guide the lecturer to ensure that Equality and inclusivity are part of our lesson planning and included into our sessions. Bibliography • http://en.wikipedia.org/wiki/Equality_Act_2006 (last accessed 20th June 2009) • http://www.dcsf.gov.uk (last accessed 19th June 2009 • http://www.geoffpetty.com (last accessed 19th June 2009) • http://www.opsi.gov.uk/ (last accessed 22nd June 2009)