Inclusion

Inclusion can cause many challenges for lecturers within education, the equality and diversity of learners must be acknowledged to ensure that each learner is catered for in the best possible manor. Students on sports courses often show variations in learning abilities across all levels, and those who excel in practical sports can often develop low self-esteem when in theory lessons. This can cause students to not fully engage themselves or misbehave and will often mean they become excluded from learning. These students may also have a much more hands on approach to learning and need more visual aids and kinesthetic tasks to capture their interest, so lecturers must be aware of each students requirements as students should not be excluded from learning through disregard of their needs (Equality Act, 2010). It is also important to consider that learning styles may differ throughout the classroom and not all students can be put under one umbrella of learning. Lecturers must be aware of the requirements that each of their students has, regarding learning styles, disabilities or special educational needs and even individual strengths and weaknesses in order for each student to reach his or her potential. Lecturers must also be aware of different views and opinions students have, as one persons ideas may be seen as offensive to another. Subjects such as Gender in sport and society raise issues about the dominance of males in many sports and the stereotyping of women throughout society. Although students should be urged to express themselves, lecturers must be aware of when delicate subject matter such as this may become offensive or controversial. Therefore avoiding learners becoming offended, discouraged or unable to be involved in class discussions. Learners may also need further points of referral beyond the classroom if they have needs which cannot be dealt with by the lecturer. It is important that any issues or needs the learner may have are dealt with correctly and efficiently so that they do not disrupt the student’s education. Learners with problems at home may have less access to learning materials, be financially troubled or simply struggle to engage themselves while in class. In instances such as this, the safeguarding team should be made aware of such problems so that the student’s learning is not compromised, safeguarding can then work with organisations such as Social Services to make sure all the learners needs are met