Promotin_Equality,_Diversity_and_Inclusion

Explain how you could promote inclusion, equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. ‘Every learner has the right to expect that they will receive high quality learning, appropriate to their needs and circumstances in a safe and healthy environment’. (Success for All, DES 2002) The new Equalities Act now makes it illegal to treat people differently if they have a protected characteristic (PC) These PCs are race, disability, pregnancy and maternity, gender, gender reassignment, age, sexual orientation, religion and belief. What we mean by equality and diversity is treating everyone equally which helps to create a fairer society and recognising differences in groups or individuals. A tutor has the responsibility to take into account the different experiences, needs and abilities of all his students. Diversity aims to recognise, respect and value people’s differences to contribute and realise their full potential by promoting an inclusive culture for all staff and students. Diversity is something that should be encouraged and celebrated. Inclusion is about ensuring that all students are able to participate as fully as possible in the activities of their chosen course and not excluding them, directly or indirectly, for any reason. We can promote equality and diversity by: ▪ treating all staff and students fairly ▪ creating an inclusive culture for all staff and students ▪ ensuring equal access to opportunities to enable students to fully participate in the learning process ▪ enabling all staff and students to develop to their full potential ▪ equipping staff and students with the skills to challenge inequality and discrimination in their work/study environment ▪ making certain that any learning materials do not discriminate against any individuals or groups ▪ ensuring sure policies, procedures and processes don't discriminate The new Equalities Act now makes it illegal to treat people differently if they have a protected characteristic (PC) These PCs are race, disability, pregnancy and maternity, gender, gender reassignment, age, sexual orientation, religion and belief. What we mean by equality and diversity is treating everyone equally which helps to create a fairer society and recognising differences in groups or individuals . The following mnemonic, MASTER, can be used to help in embedding aspects of equality and diversity into professional practice. M Materials A Assessment S Social and emotional T Teaching and learning methods E Environment (management of) R Role Model (tutor as) Materials • Use positive images to illustrate diversity. Promote them positively .For example female electricians, male nurses etc. • Teaching materials are clear and easy to understand, fonts are adjusted for learners with any learning difficulty, language is clear and easy to understand for the level of learner Assessment • Variety of assessment methods used • Adjustments to support disabled learners or those with some recognised learning difficulty • Honest and open feedback that clearly identifies how learners can improve • Feedback is given in a supportive and sensitive manner • Tutors have active listening skills • Questioning techniques that involve all learners • Assessment is used to improve confidence and self esteem • Assessment is used regularly to identify learners requiring ALS/ALN • Learning environment fostered so learners feel safe to make mistakes • Tutors avoid key assessment on culturally significant days Social and emotional aspects to learning • The different experiences and social backgrounds are drawn on and valued , for example if you have a Jewish or Muslim student in the class you can highlight the different aspects of their faith ( if the student is happy for you to do this) this will help other learners appreciate the differences in their culture • The tutor enables learners to bring their life experiences into the classroom • Using personalised teaching and learning techniques Teaching and Learning Methods • T+L methods challenge stereotypes and counter stereotypical assumptions, e.g. he, she • Avoid reinforcing stereotypes, e.g. housewife’s, firemen, policemen • Linking curriculum to Equality and Diversity calendar e.g. Black history month , you could highlight famous black artists, hairstylists, actors, politicians etc. Management of the Environment • Seating arrangements • Ensuring ‘isolated’ learners are included • Avoid cliques forming, taking care to form groups • Discriminatory behaviour is always dealt with • Learners treat each other ( and staff) with respect • Learners listen to each others views • Teachers address individual needs of learners and avoid potential isolation e.g. the only male or female in a class, the only gay person, the only Muslim etc • Room is arranged to encourage the maximum involvement of learners • Respect is shown for religious beliefs and practices e.g. appropriate break times during Ramadan Gravells A (2007) Preparing To Teach In The Lifelong Learning Sector Exeter: Learning Matters Daines J, Daines C and Graham(2002) Adult Learning Adult teaching Cardiff:Welsh Academic Press (Success for All, DES 2002) http://www.globalgateway.org.uk/pdf/PZ-Success-2002.pdf http://www.ed.ac.uk/schools-departments/equality-diversity/about/equality-diversity http://hartlepoolfe.blackboard.com/bbcswebdav/orgs/qapps2/6%20Single%20Equality%20Scheme%20-%20Annexe%205.pdf