Pttls_Assignment_T3

City & Guilds Preparing to Teach in the Lifelong Learning Sector 7303 Section 1 Understand own role, responsibilities and boundaries of role in relation to teaching Assignment T3 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. To promote inclusion, equality and diversity in the classroom you need to respond positively to the diverse needs of your learners. ‘Equality means ensuring everyone is able to participate in all our activities on an equal footing. Diversity acknowledges there are differences between people which should be recognised, respected and celebrated’. Kingston University (2010) Promoting inclusion can be as simple as recognising an individuals right to be given the same access to resources as everyone else, rather than excluding them for any reason. This may be either directly or indirectly. Barriers to inclusion may involve different or specific learning needs, language problems, physical/emotional difficulties or the fear of joining a group. By using a combination of different approaches and resources when teaching (differentiation), different individual needs can be met thereby benefiting the group as a whole. ‘At its most basic level, differentiating instruction means "shaking up" what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.’ Tomlinson (2001:1). Promotion of equality in the classroom is not just an expectation; it is a requirement; achieved by understanding the issues students, and not forgetting, staff can face in relation to race, disability, gender, age, religion or belief, sexual orientation and other barriers. It means giving equal support to all learners as well as ensuring any resources used are appropriate and not offensive or stereotypical. Promoting diversity can be achieved in one instance by encouraging a widening participation amongst the group that gives learners the opportunity to share their own understanding of life and religions while learning from their peers experiences, thereby encouraging ongoing peer support. ‘It is important though to avoid stereotyping, as all religions have internal diversities and those who subscribe to a religion may have varying levels of observance.’ Avis and Thompson (2010:64) Teaching methods should include all learning styles and check that the room is accessible and safe especially for people with sensory disabilities or lack of mobility. Sizer (2004:194) giving a light hearted spin on this, writes: ‘The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids. As a teacher you should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners. Much of this support though must be undertaken by professionals in that particular area, because as Minton (2005:220) writes ‘You must not attempt to take on roles which demand a high level of professional skill and training. It is easy to make tragic mistakes if you attempt to do so.’ A learners’ need could be due to Social, Physical, Intellectual, Cultural or Emotional pressures. It may be referred to your line manager or specialist learning support department or ‘Study Skills Centre’ whom may be able to give an ‘Information, Advice and Guidance’ session. Students may require external bodies that are better equipped to deal with their particular needs. Finances can be a major barrier to learning. Key support elements for young people in this area are the Education Maintenance Allowance (EMA) Care 2Learn (C2L) and Discretionary Learner Support (dLS); information of which can be obtained from the ‘Young People’s Learning Agency’ (http://www.ypla.gov.uk/). Word count 378 REFERENCES: Avis, A., Fisher, R., Thompson, R. (2010) Teaching in Lifelong Learning [Online e-book] Glasgow: Open University Press Available at: http://books.google.nl/books/Teaching in Lifelong Learning Accessed: 1 November 2010 Kingston University. (2010) Single Equality Scheme [On-line] Available at: http://student.kingston.ac.uk/Single_Equality_Scheme_20_February_2010(2).pdf Accessed: 1 November2010 Minton, D. (2005) Teaching skills in further and adult education. 3rd ed. London: Thomson Learning. Sizer, T.R. (2004) Horace’s Compromise – the dilemma of the American high school [Online e-book] New York: Available at http://books.google.nl/books/Horace's Compromise Accessed: 1 November 2010 Tomlinson, C. A., (2001) How to differentiate instruction in mixed ability classrooms (2nd ed) [Online e-book] Alexandria VA: Association of Supervision and Curriculum Development. Available at: http://books.google.nl/books/How to differentiate instruction in mixed-ability classrooms Accessed: 1 November2010