Ptlls_Inclusive_Learning

This literature review will examine different areas of inclusive learning and teaching in the lifelong sector. Inclusive learning is defined by Wallace (2005, p47) as “creating learning activities which are accessible to all students, and which do not make any student feel excluded, directly or by implication”. Inclusive learning incorporates various learning and teaching strategies, and according to Wilson (2009) they will vary depending on what you want to get out of the lesson and on what the learners will be able to achieve during the time frame provided. A strategy described by Wilson (2009) as easy to understand is known as the VAK approach, VAK has three teaching approaches Visual, auditory and kinaesthetic. Wilson (2009) states that a learning environment should be able to meet all learners’ needs and to do this an initial assessment should be carried out. It is important to carry out an initial assessment on all learners in order for individual specific needs to be included In the planning of as lesson, Wilson (2009). This is supported by Gravells and Simpson (2012) who also add teachers should actively promote Equality and diversity in each lesson. Gravells and Simpson (2012) point out that by including equality and diversity in lessons; it encourages learning to develop in a positive and inclusive learning environment. Gravells (2012) explains how keeping, maintaining and assessing records will help support the teaching and learning process. Keeping records is important for 5 key reasons, Wilson (2009) explains how these reasons are for auditing purposes, information gathering, quality assurance systems, health and safety management and financial accountability. This is supported by Gravells (2012, p17) but only as long as the records are up to date, accurate and factual.