Inclusive_Practice

The term ‘Inclusive learning’ was first defined in 1996 with the release of the “Tomlinson Report”. Inclusive practive enables us to recognise and accomodate the requirements of all learners, therefore removing barriers to learning. The report revolutionised the way we teach and how students with barriers to learning are perceived within the educational system. The report highlighted the transition from old methods to new. It also recognised that previous approaches to teaching and learning had been less successful such as making “students with learning difficulties and/or disabilities different from or more special than other learners” The report indicates a requirement to move away from labeling students and creating difference between them. Instead, there must be greater emphasis for the institution to create a positive and inclusive learning environment for all students. Much of the way we perceive others is defined by actions and events around the world which have lead to policies and acts changing our attitudes and actions towards others. Countless acts, policies and legislation have been passed to get where we are today. In the 70’s the Race Relation act was passed following marches in America. Women were considered equal after the post-war womens movement. In 1995 the first Disability act was passed but was improved a number of times until the current Equality Schemes we operate today. “The aim is not for students to simply take part in further education but to be actively included and fully engaged in their learning. At the heart of our thinking lies the idea of match or fit between how the learner learns best, what they need and want to learn and what is required from the FE sector, the college and teachers for successful learning to take place” (http://www.csie.org.uk/publications/tomlinson-96.pdf) All students are different and require individual support. However, some students require additional support. Some students may also have socio-economic barriers such as requiring religious holidays which may conflict with the typical college time-table or may miss certain parts of the day. Others may have financial problems which will require additional college support to assist them in their transport or purchasing of essential resources to complete their course. Medical barriers could include Deafness, visual impairment, Epilepsy, ASD. There also Specific Learning Difficulties such as Dyslexia, Dyspraxia, Dysgraphia and Dyscalculia. When developing lesson plans and other, the tutor should pay attention to planning for specific learners experiencing barriers to learning and assessment in class. An inclusive environment needs to be present within every part of the educational system. This will include government policy and legislation, curriculum support, the educational institution’s policy, support, technology and functionality and staff training. Government, LSC and college policy is passed down to the tutor for implementation within the classroom. This is the level at which a student will spend the majority of their time within the FE process. Therefore it is vital that there are sufficient opportunities for staff training to address new and current policies / legislation. A good example is “Every Child Matters” which aims to improve the welfare and well-being of learners within all institutes responsible for the welfare of young people. This includes 5 main themes, each of which tutors are advised to include within their delivery, course reviews, programme and lesson planning. “In the aftermath of the Victoria Climbie enquiry, there was recognition of the need to bring more coherence to the inspection of services for children. The intention of the Children’s Act (2004) was to ensure that there was a ‘joined up’ approach to all inspections of children’s services to ensure improvements in the monitoring and planning of all the services designed to protect and promote the interests of children and young people.” (Clark. R. “Every Child Matters: What it means for colleges”. 2006. P2) Educational institutions are frequently assessed either internally through ongoing self assessment or by external bodies such as OFSTED. College’s work to the ‘Common Inspection Framework’ (CIF). This consists of 5 key as follows: KQ1 – How well do learners achieve' KQ2 – How effective are teaching, training and learning' KQ3 – How well do programmes and activities meet the needs and interests of the learner' KQ4 – How well are learners guided and supported' KQ5 – How effective are leadership and management in raising achievement and supporting all learners' All of the above Key Questions require input from all levels within the college system. Effective inclusive practice operates on all levels in order to be successful. Within a FE college, a student can expect to find a great deal of support within the college system covering many areas. Some of which are listed below. • Financial Support • Student Support • Learning Support • Financial Support • Disabled access o Parking o Lifts o Ramps • Asperges Support (ASC) o LSA • Counseling • Behavioral Management • Crèche facilities • SLD support o e.g. Dyslexia support • Deaf Support o British Sign Language interpreter o Communicators / Interpreters o Hearing / Induction Loop • Support for visually impaired o Note taker The aim is to support students within their learning experience, to help them achieve, continue with their studies and provide supportive measures for all students regardless of their status or changing personal circumstance. During 1:1 tutorial sessions, students have frequently offered personal information which is affecting their learning, either through requiring time off, explaining recent absenteeism or medical / emotional issues. Although it is important to be understanding and sympathetic to a learners personal problems, there are times when it is appropriate to refer the learner to appropriate student support. In my own practice, this is typically counseling or financial support. One of my students uses a wheel chair and suffers from Cerebral Palsy. Our college offers excellent facilities and such as ramps and lifts which enable him to access all areas of the college with ease. Please see the “Disability Equality Scheme” (Appendix 1.3) At a class level, it is the responsibility of the teacher and LSA to ensure that disabled students have access to learning and facilities within the teaching environment. For example, when demonstrating, the tutor should ensure that all students can see properly. Because of this, we must make sure that the students are in a sensible position to allow them to see clearly. This can occasionally mean re-organising the class room or moving able-bodied students. Before officially enrolling on a course within FE, the initial assessment process will help students to highlight and discuss any special requirements which should be provided within the college system. This includes the application form, interviews and previous school reports or references. Once enrolled on a course, many students will take a BSA which will help determine the students level of literacy and numeracy. They will also undertake a short test which helps to determine the learning style of the student. This information is important for all teaching staff on a programme as it enables all tutors to pitch their lessons to a level appropriate to the learner. My role as a tutor is to assist learning and ensure learning is taking place. A common barrier to learning within my area of expertise the technical nature and associated terminology. In order to help students, I give them a glossary of technical terms when they start their course. (Appendix 1.4) Low self-esteem can be a barrier to learning, this can be tackled in a number of ways, many of which will be the support offered by the college and personal tutor. Encouraging a positive and inclusive environment will often help boost moral and self-esteem within a student. As a course co-ordinator, it is my responsibility to create Individual Learning Programmes (ILP) with my students. This provides both parties with an opportunity to negotiate on strategies to aid progression within the course. It is imperative that the process is transparent and realistic for both parties in order for this to be successful. Creating individual goals for a student will often assist them in overcoming difficulties with assignments / projects. It also opens a frequent channel of communication between the student and tutor. Throughout my teaching practice, I have constantly found that changing methods to ensure inclusivity is taking place often benefits others. For example, creating visually orientated handouts for the benefit of students with Asperges will often help others equally. Some of my students have a range of Specific Learning Difficulties. Most commonly Dyslexia. Some may have a short attention span and find it difficult to remember the next task. In this instance it is the tutors responsibility to ensure that the student is catered for sufficiently. I will often produce handouts for each task, recap and write on the board. Note taking can also be problematic – one of my students occasionally struggles to read his own handwriting in addition to making poor notes. In this instance a student may either require comprehensive notes from the tutor, or might benefit from the use of a Dictaphone. A few of my students with SLD have weekly meeting with Dyslexia Support which provides them with additional 1:1 time to go through their work. This can make a dramatic improvement to their organisational skills. Note some details have been removed relating to specific cases and individuals