Promoting_Inclusion,_Equality_and_Diversity_in_Teaching

C&G 7303 PTLLS COURSE ASSIGNMENT TWO Promoting inclusion, equality and diversity in teaching Setting and negotiating ground rules and identifying potential learning barriers Kathryn Fackrell March 6th 2010 Introduction. I am employed by Telford and Wrekin Council for Voluntary Service (CVS); as a BASIS project worker. I will be delivering training to local community and voluntary groups as part of the project. This involves training voluntary and community group members about how using social media has the potential to benefit their organisation. I may also be helping deliver part of our listed training sessions for both the voluntary and statutory sector. This assignment will define inclusion, equality and diversity and suggest how learners can be given ownership to establish ground rules to promote this, and how this is actively ‘teacher-managed’. I will then identify barriers to learning and list points of reference for learner support. Inclusion means that learners are involved in relevant activities, ensures that they will not feel or be excluded from taking part in any learning activity, for any reason, either directly or indirectly. Equality states that all learners have the right to attend and participate, regardless of their, gender, race, ethnic origin, religion, disability, sexual orientation or age. They will not be discriminated against, either directly or indirectly. Diversity is all about celebrating and valuing the differences in people whether that relates to gender, race, age disability or any other individual characteristic they may have. This is a legal obligation, and must be adhered to. Promoting Inclusion. Learning activities must not exclude anybody. Information gathered from prospective students at the information and guidance session, will be utilised by the teacher when planning schemes of work and session plans. This ensures that appropriate learning aids are included in the classroom: • Provision of Braille learning aids for a blind learner. • Provision of coloured paper, if there is a dyslexic student in the class. • Using ‘Ease of Access’ when using a computer, enable setting adjustments, designed to facilitate using a P.C. for students who may have disabilities. These include settings which can make a monitor easier to see, make the mouse or keyboard easier to use and also enable text or visual alternatives for sounds. As most of the future training will be IT based, this may be especially important to me. Promoting Equality. The Telford College of Arts and Technology (TCAT) Equality and diversity positive Action plan 2009 states that all teachers must: “Embed equality in the curriculum to ensure the all students have access to the best provision for their individual needs”. Again, this will be shown on the front page of the scheme of work and incorporated into the session plan. • Any imagery and illustrations used in the preparation of handouts or PowerPoint slides have to observe these principles. • Stereotypical language must not be used. • Provision for support for English speakers of other languages (ESOL) or an interpreting service. • Assessment is fair and does not discriminate against any learner Promoting Diversity. The ‘NIACE’ Guidelines by the Learning and Skills Development Agency state that diversity in the classroom can be implemented by: • Supplying materials and resources appropriate to the student group and challenge stereotypes and preconceptions. • Different achievements are recognised and celebrated. • Ensure group work involves students and does not sideline or isolate any of them. • Develop varied and inclusive teaching approaches that provide opportunities appropriate to individual learning styles. Ground rules. Ground rules are commonly used in the classroom to ascertain what is and is not acceptable behaviour. E.g. mobile phones will be switched off or left on silent in class. These ground rules can also be applied to promoting inclusion, equality and diversity. Example • Discriminatory language will not be used. • Everyone’s opinion will be respected. Negotiating ground rules needs to be sensitively managed by the tutor, so that they can be negotiated fairly. With future students, I would initially consider a brainstorming approach at the commencement of the course session, to gather ideas from the group, which could be displayed on a flip-chart and printed as a handout for each student to keep. These can be referred back to in the classroom should it become necessary. It may be preferable to ask students to post their rules into a suggestion box; this could prevent any possible concerns relating to their suggestion. Alternatively students could be given headings initiated by their tutor; with the onus of responsibility on them, to create those specific ground rules. Once identified and created, they can be posted visibly in the classroom for a specified period of time. Ground rules can be revisited and adapted during the course if deemed necessary. Barriers to learning. There are many possible reasons why learning may be inhibited. These are identified as barriers to learning. We can apply Maslow’s (1954) Hierarchy of Needs as an educational model. If basic and fundamental requirements e.g. cold, hunger, thirst are not met; students might find it difficult to remain motivated. These may become barriers to learning. Examples of potential barriers to learning are shown in the table below. Barrier Points of referral/signposting Internal external 1. Disability/physical health Student Services G.P. / P.C.T 2. Disability/mental health Student Services G.P/referral to local services e.g. MIND 3. Language barriers Sign language/interpreters Sign language/interpreters 4. Childcare difficulties Crèche Family information service 5. Phobias e.g. agoraphobia College counselling/mentoring G.P/Counselling 6. Transport/location Induction to training location Local transport services 7. Student reluctance Additional learner support Careers guidance 8. Other commitments e.g. pressure of work Additional learner support Discuss with employer 9. Lack of funding Student services DWP benefits info/funding 10. Limited functional skills Tutor Support/referral Access to courses Conclusion. By completing this assignment, I have realised with more clarity, the implications and obligations of promoting inclusion, equality and diversity in an adult learning context. The onus of responsibility falls on the teacher; in embedding these human rights into everything they produce. From the schemes of work and session plans to the methods of session delivery and assessment protocol, thus ensuring accessible, fair and achievable learning for all.