Applying Theories and Principles for Planning and Enabling Inclusive Learning
All learners are different and each will develop their knowledge and skills at different times depending on numerous practices: the learning methods I include into my sessions, the individual training and information they receive at their place of work and their past knowledge and life experiences. With this there are also five main challenges and barriers to learning that I also must take into account; these are disability, emotional behaviour, language, technology and ability. These challenges and barriers will present themselves in every session that I deliver and I need to be aware of the individual needs of each learner during the teaching cycle.
The group of learners are worked based learners that are on a NVQ Level 2 Hairdressing apprenticeship programme. All of the students have a work placement in a hairdressing salon and their progression is expected to develop at different rates depending on their salon training programmes. Some learners will have the opportunity to attend salon training sessions and also the stylists may include training and observations into every day salon services.
Our responsibility as a training provider is to ensure that they are timetabled to attend their training session once every two weeks. This training includes practical, theory, functional skills, ERR and PTLS sessions all of which make up the framework. To ensure each student receives individual learning they are set targets for each unit dependant on their skill level, time of delivery for each unit and the amount of input they receive in their place of work.
Each learner is linked to a tutor who delivers the entire curriculum and also completes assessments, reviews, development plans, and offers and delivers ALN support. The reviews, development plans and additional learning support is completed with each learner in their workplace to ensure that they receive effective one to one support from the tutor.
One member of the group disclosed at induction that she has
The group of learners are worked based learners that are on a NVQ Level 2 Hairdressing apprenticeship programme. All of the students have a work placement in a hairdressing salon and their progression is expected to develop at different rates depending on their salon training programmes. Some learners will have the opportunity to attend salon training sessions and also the stylists may include training and observations into every day salon services.
Our responsibility as a training provider is to ensure that they are timetabled to attend their training session once every two weeks. This training includes practical, theory, functional skills, ERR and PTLS sessions all of which make up the framework. To ensure each student receives individual learning they are set targets for each unit dependant on their skill level, time of delivery for each unit and the amount of input they receive in their place of work.
Each learner is linked to a tutor who delivers the entire curriculum and also completes assessments, reviews, development plans, and offers and delivers ALN support. The reviews, development plans and additional learning support is completed with each learner in their workplace to ensure that they receive effective one to one support from the tutor.
One member of the group disclosed at induction that she has
References: Wilson, L. (2009) Practical Teaching: A guide to PTLLS & DTLLS: Hampshire, Melody Dawes