Ptlls_T3

Level 4 Preparing to Teach in the Lifelong Learning Sector Theory Assignment T3 Discuss Issues of Equality and Diversity and ways to promote Inclusion with your learners. Review other points of referral available to meet the needs of learners The purpose of this essay is to look at how you as a facilitator can promote inclusion with your learners. To do this I am going to look at how you can ensure that equality and diversity does not have a negative impact on the potential needs of the learners. Ann Gravells defines inclusivity as “involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly” (Gravells, A., 2008) Inclusive teaching requires thorough preparation, you can facilitate this by ensuring that you as the tutor have analysed the requirements of the learning programme and written a scheme of work which has been designed to meets the needs of the different learning styles of the students. It should be SMART (specific, measureable, achievable, realistic and timed) and should take into account the entry behaviour of the learners, the students will be coming from all different backgrounds & cultures therefore consideration must be taken to represent the diverse range of learners who are there to learn . . Gravells defines diversity as “valuing the differences in people, whether that relates to gender, race, and age, disability or any other individual characteristics they may have”.   ( Gravells, A., 2008, page 18) A variety of teaching methods should be used following an assessment of different learning styles. Learning styles have been classified into three categories, visual, aural and kinaesthetic learners. Visual learners like to read instructions and like to observe rather than talk. Aural learners have difficulty with written instructions and like talking to others,Kinaesthetic learners don’t like reading and like learning by doing something (adapted from:- Preparing to teach in the lifelong learning sector Ann Gravells 2007 and Jan Foster2011) All of your lessons plans should reflect and include activities for each of the learning styles in the class. Lesson plans should be adaptable and subject to change as you continually assess and reflect on the learning taking place. The language used by the teacher should be appropriate and not offensive to any of the students regardless of age, gender or culture. The facilitator should promote an environment that makes the learners feel relaxed and able to have a point of view without worrying about negative comments. Humour can be used to promote a feeling of relaxation and belonging.   The learning environment must be welcoming, not hot or cold and equipment should be accessible to all A mixture of teaching methods should be built into the lessons to ensure that everyone is included and feels included. Activities such as DVDs which are sutable to visual learners and group discussions which suit aural learners should be included. Differentiation of assessment according to needs can also be used, questioning to gauge understanding and activities which are designed for different learning styles are useful tools in meeting the needs of a group of diverse students. The classroom layout must be considered and should allow the learners to participate in all activities and provide easy access for everyone; extra equipment such as computers should be available for those who need them. Wheelchair access should also be considered, and be available for those who may need it. We must remember that equality and equal opportunity is about ensuring that everyone has the same access to learning as any other. . Ann Gravells defines equality as “the rights of learners to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age (Gravells, A., 2008) To sum up the learning environment should respect the learners and their differences regardless of age, gender, race or sexual orientation and provide a safe place for them to flourish taking into account their individual needs and enabling them to not be disadvantaged in any way because of them in relation to learning.