Ptlls Unit 002

Furthermore, knowledge of social disadvantage, cultural diversity, and inequality of students can broaden educators' understanding. Knowledge in these areas can be understood as forming part of the ‘hidden curriculum’. Blaise & Nuttall (2011) describe the hidden curriculum as unintentional actions which surround curriculum (p. 82). Due to the importance of the impact of factors in the hidden curriculum, it can be understood that it is critical for teachers to develop a broad understanding of the hidden curriculum so that they can be mindful while interpreting and delivering curricular experiences. Teachers need to consider the hidden curriculum to ensure children's needs are acknowledged and that a safe environment that is free from stereotypes, prejudice and discrimination is

Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own

An inclusive environment is an environment where everyone has an opportunity to fully participate. In education, this means everyone has the same opportunity, there should be no boundaries such as ethnicity, gender or disability. All students should feel valued, be able to mix and participate with all members of the group be in a safe and positive environment.

This report will analyse some of the theories, principles and models in education and training. I will report on how these can be applied, and how they can enable inclusive learning, through exploring my own research. The report will also show how learners preferences should be taken into account as per of inclusive teaching and learning.

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

I will need to consider the resources I use to ensure they meet the needs of the learners. It will be important to use a wide variety of resources when I am teaching, the main reasons for this is to accommodate different learning styles but also to help learner stimulation and interaction.

The amount of mental processing power needed to absorb new content has a profound impact on a person’s ability to learn.

Individuals learn in different ways, whether it be verbal, auditory, kinaesthetic, visual or logical (Brady, 2013). A range of methods incorporating each learning style needs to be considered.

Outlines general education teachers’ attitudes toward inclusive education. There is a growing majority in favor of inclusive education; however, there is a lack of direction in how to implement it. The author outlines several strategies for creating a smooth transition into inclusive education.

Pearce (2009) did a study on what it means to be an inclusive teacher, they found that in relation to behaviour management and disabilities, inclusive teachers accept responsibility for all class members and have a continuing goal to improve their behaviour management skills.

In my practice I would like to work towards creating an inclusive classroom. Inclusive education can enable teachers, schools and the wider community to create environments where students can feel valued and experience success. Throughout the chapter Developing classroom culture: creating a climate for learning, communication is an underlying tool that underpins inclusive education and the creation of classroom culture (Fraser, 2016). This chapter makes explicit assumptions about teaching and learning but provides examples of how to use inclusive education in practice. Developing an inclusive classroom culture is a dynamic process which requires a lot of hard work therefore teaching as inquiry is a necessary tool to achieve these developing

Teachers in particular have a major influence on their student’s individual learning. Their attitudes towards inclusion have a significant impact on the strategies they may or may not use within their classroom. The teacher’s views towards inclusion can be determined by many factors. Teachers who have been more educated in this area may have a more positive outlook on inclusive education.

This paper will be about differentiating within an inclusive classroom. Differentiating in the classroom today is basically that “students have multiple options for taking in information, making sense of ideas and expressing what they learn” (Woodcock, Dixon, & Tanner, 2015, p. 62). And inclusive classroom is basically a classroom where students have and fair and equal opportunity to learn. As inclusion is basically about the school adapting to the students, and not the student adapting to the school, which is defined as integration. Teachers today need “to find more constructive ways to collectively respond to and take responsibility for helping our children and youth” (Ellis, Hart, Small-McGinley, 1998, p.142). I