Ptlls_Theory_Task_3

Unit 1: Preparing to Teach in the Lifelong Learning Sector. Level 4 theory assessment, task 3. ‘Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners.’ Equality and diversity are terms that are often used interchangeably. However, they are not the same. Equality means providing individuals with equal opportunities, treating them fairly and catering for their individual needs equally. In order to promote equality, any form of discrimination should be removed and we as teachers must ensure that our learning environment is free from bullying, harassment or victimisation. On the other hand, diversity is the variety of people’s differences such as race, gender, age, abilities, socio cultural background and beliefs which should all be recognised and respected so that individual learners can exploit their full potential. Inclusion suggests recognising and valuing people’s differences and promoting equal opportunities for all which can be achieved in a number of ways. Firstly, all members of staff as well as students must be treated equally and fairly by creating an inclusive environment for all which should reflect the educational institution’s ethos. Also, we need to ensure that all learners have equal access to opportunities, both career and intellectual, so that they can fully participate in the learning process. Moreover, a learning environment needs to be created where students can develop to their full potential and where they can be equipped with the skills to challenge inequality and discrimination. Furthermore, all learning materials need to be carefully selected and used in order to ensure that they do not discriminate against any individuals or groups. Finally, all policies, procedures and processes should apply equally to all students as well as members of staff. ‘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) Despite the fact that we as teachers should do our best to support our learners, sometimes this may not be possible depending on the complexity of our students’ needs. Therefore, we need to be aware of our responsibility limits as well as all available support both within our organisation and from external agencies like the Learning and Behaviour Support Services (LABSS) or the NHS Learning Disability Services. However, most educational institutions have a Special Educational Needs Coordinator (SENCO) who should be our first point of contact when we need further help to meet our learners’ needs. If the institution we work in has not got a SENCO then we should seek advice from our line manager as well our student support department, who may be able to provide specialist resources or even a learning support assistant. To sum up, catering for our learners’ needs both intellectual and emotional has to be our priority but at the same time we need to be aware of our limitations, therefore it is crucial that we become familiar with our organisation’s learning support protocols as well as all available external services.