Simple_Guide_to_Inclusive_Learning

SIMPLE GUIDE TO INCLUSIVE LEARNING Policies, Procedures: (These may need to be reviewed/developed/ implemented/monitored) • Learning Policy, Learning Support, Equal Opportunities, Health & Safety, Quality, Disciplinary, Attendance, Disability Statement, etc. Marketing • Market Research - has this happened' • Collaboration - with other providers' • Aimed at whom' • Is it accessible to all potential learners' • Is it the right type of marketing' • Is the product right' Curriculum • Audit of the curriculum' • Are there gaps' • Levels: Pre-entry/Entry 1,2, 3/Foundation/Intermediate/Advanced/Higher Education' • Progression routes – horizontal/vertical/diagonal' • Is the curriculum flexible' • Is the curriculum modular/unitised' • Collaboration with other providers' Information, Advice & Guidance • Pre-entry/entry/on-course/exit' • Collaboration with other providers' • Effective' • Honest' • Knowledgeable' • Outcomes informing Curriculum Development, access, Learning Support & Equal Opportunities' • Provider and community based' • Inter-agency working' Course Skills Analysis (What skills does the learner need to access the course') • Research/Study skills' • Level of reading' • Level of Writing' • Level of Communication' • Level of Numeracy' • Level of IT' • Time management' • Portfolio management' • Underpinning prior knowledge' Induction • Initial assessment – effective assessment helps to decide the right learning goals • Induction should not only be the first few weeks of the course. It should be a thread through the course as new topics are introduced. • Screening – Who will support identified learners' How will you ensure that learners are supported throughout their course, if the need arises' Learner skills Analysis • Interviews • Tasters • Identification of prior learning • Screening results • Course specific assessment • Diagnostic tool for key skills/basic skills • Other diagnostic tools in use by staff (N.B. no one assessment can give accurate results. Use a mixture of assessments) • Review assessment procedures and feedback • Outcomes of assessments should be monitored through: • Coursework – what skills am I developing in this learner' • Tutorial – what support can I put in place' • Additional Learning Support – is the support right for this learner' • Is the learner on the right course' • Is the learner at the right level • Is the learner on the right programme • Is the learner working towards the right learning goals • Are the learning goals reviewed regularly' • Does the outcome of initial assessment inform your lesson plans' Learning Styles Analysis • It is useful for learners to know where their strengths and weaknesses lie with regard to learning. Many may not have thought about this before. • Learning styles can be identified through a variety of different methods. Teaching Strategies • In the light of mapping the learner’s learning styles, it would then be wise to review the methods of delivery to enable the learners to learn in the way, which suits them best. E.g. Many teachers deliver in the way that suits themselves the best. The best methods of teaching are to think about all the different learning styles and deliver in a multisensory way. • Adjust teaching materials to differentiate for different styles and levels • Do learners know how to learn' Check and teach the appropriate study skills for your course – don’t assume that learners know, e.g. revision techniques. • Make sure that you know that learning is taking place • Make sure that the learners own their own learning Support Needs • Many learners have an undiagnosed learning difficulty. Screening can be a useful tool to aid diagnosis, however, it is often the case that difficulties will only appear when the learner is well into the course. It then becomes urgent to give the appropriate support. • What type of support is offered' Is the support to be in-class or out of class' Is the support emotional, academic or financial support' Do you know who is responsible for organising the support in each case' Do you know when to refer learners for support' Do you use your Additional Learning Support staff as consultants to help you' Tutorials Do tutors: • Understand how learners learn' • Understand and deliver the provider’s tutoring curriculum' • Plan and manage activities for individual and group tutorials' • Know how to be active listeners' • Show confidence in dealing with learner problems' • Are they approachable' • Understand how to make referrals for specialist help for individuals' • Have positive relationships with learners' • Have confidence in action planning' • Have time management skills' • Have organisational skills' • Have training' • Monitor achievement, retention and progression' Resources and Materials • Very often course manuals and handouts are written in academic language. Many people in this country have a low reading age. Check the reading age on your course manual and handouts to see whether it is compatible with the reading age expected of learners at the start of your course. • Where possible, use simple, clear language, particularly if there are a number of learners in your group from ethnic minorities. • Check the font you use on your handouts and overheads for legibility and clarity of presentation. • Many dyslexic learners read better if materials are not printed on white paper – try off-white or blue. • Are resources adequate and appropriate o Staffing o Physical Resources o Material Resources Transition • Where is the learner moving from/to: another course, university, work' • Are the learners prepared for their move' • What skills will they require to complete the transition process smoothly' (E.g. managing on a small budget when they go to University or finding their way around another, larger institution.) • Is appropriate guidance offered • Tracking' Learning Environment • Where do you teach the learner' • Is the classroom the only place in which to learn' • Is the classroom accessible' • Is the resource centre accessible together with learner canteen, etc.' • What are the signs like – could they by read by a person with a visual impairment' • What is the décor like' Is it dingy and dirty' How could this be improved' • How comfortable are the chairs' Could you sit on them all day' • Are there examples of learner work on display in the teaching areas' • Are there any positive image posters anywhere' • Are the administrative staff friendly – can front line staff use sign language' Staff Development • What staff development do you require to help you meet the needs of your learners' • What staff development do administrative staff and support staff need' • What staff development do managers (senior management and middle/junior management) need' • What staff development do governors need' Other Issues • Pursue drop-out exhaustively • Irregular attendance • Lateness • Disciplinary procedures may need to be reviewed in the light of Widening Participation.