Equality,_Diversity_and_Inclusion_–_in_What_Ways_Can_You_Integrate_These_Principles_Into_Your_Teaching

The nature of our society today demands that diversity and equality principles are upheld, within a teaching and learning environment, in order to ensure that all learners are included and treated fairly. For clarity, a short definition of each of the principles in the context of teaching and learning is provided below: Equality – refers to the creation of fair teaching and learning environment, where everyone can participate and have the opportunity to fulfil their potential. Diversity – literally means difference but in the context of teaching and learning environment, it refers to the recognition of individual as well as group differences, treating people as individuals, and placing positive value on individual or group differences that may exist. Inclusion – means acknowledging that learners have a range of individual learning needs and are members of diverse communities. We all expect equality in one form or another so it is my duty as a teacher to ensure learners are treated fairly and not discriminated against in a learning environment, regardless of their race, religion, gender, disability, age or learning needs. Given the diversity of learners in today’s teaching and learning environment, teachers are faced with the challenge to provide education that is able to flexibly respond to that diversity. It is my duty as a teacher to respond in such a way that barriers to participation, learning and achievement are removed. Therefore it is important for me to identify any individual or group needs of the learner(s). I could achieve this using a number methods such as, interviews, written assessments, questionnaires etc. Information from this assessment will help me identify whether the learners are activists, reflectors, theorists or pragmatists and promote inclusive learning. This means viewing the learner as deficient in some ways, and not as the problem; so I can determine suitable methods and resources that would help the learner feel at ease and part of the group, such as: • Providing visual or audio aids (consider seating arrangements) • Providing handouts at the beginning of the lesson • Ensuring suitability of learning environment e.g., comfort and accessibility for wheelchair users.