Explain How You Could Promote Inclusion, Equality and Diversity with Your Current and Future Learners. Identify Other Points of Referral Available to Meet the Potential Needs of Learner.
To answer this question one would have to first define the terms ‘inclusion, equality and diversity. According to Ann Gravells inclusivity is “involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly” Gravells defines equality as “ the rights of learners to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age. And finally Gravells definition of diversity is “valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have”. ( Gravells, A., 2008, pg. 18). The Government defined inclusion in 2001 as
“… a process by which schools, local education authorities and others develop their cultures, policies and practices to include pupils”(http://www.csie.org.uk/). The essence of the definitions of all three terms is acceptance it implies that the objective of teaching is to impart the knowledge and to assist the entire group in achieving their educational goals regardless of their background. As a teacher I must ensure that I do not allow anyone to feel marginalised or show favouritism and know that everyone is an individual with various abilities, needs, background and experiences and that all learners have the right to be treated with respect and dignity.
Any barriers or boundaries to learning must be identified at the outset thereafter continuously monitored throughout the course for students to successfully and effectively participate in learning. The individuality and characteristics of each learner should also be identified and respected and if there is a cultural diversity in the group then the teacher should be culturally sensitive when delivering sessions. Adoption of such method can promote a sense of inclusion, equality and diversity at an individual level, which can translate to a more beneficial collective learning practice throughout the
“… a process by which schools, local education authorities and others develop their cultures, policies and practices to include pupils”(http://www.csie.org.uk/). The essence of the definitions of all three terms is acceptance it implies that the objective of teaching is to impart the knowledge and to assist the entire group in achieving their educational goals regardless of their background. As a teacher I must ensure that I do not allow anyone to feel marginalised or show favouritism and know that everyone is an individual with various abilities, needs, background and experiences and that all learners have the right to be treated with respect and dignity.
Any barriers or boundaries to learning must be identified at the outset thereafter continuously monitored throughout the course for students to successfully and effectively participate in learning. The individuality and characteristics of each learner should also be identified and respected and if there is a cultural diversity in the group then the teacher should be culturally sensitive when delivering sessions. Adoption of such method can promote a sense of inclusion, equality and diversity at an individual level, which can translate to a more beneficial collective learning practice throughout the
Bibliography: Gravells A., Preparing to Teach in the Lifelong Learning Sector, 3rd Edition, 2008, Learning Matters Ltd. Francis M and Gould J., Achieving Your PTTLS Award,: A Practical Guide to Learning in the Lifelong Learning Sector, 2009, Sage Publications Ltd. Reece R. Walker S., Teaching Training and Learning: A Practical Guide, 3rd edition, 1997, Tyne and Wear Business Education Publisher Ltd. http://www.csie.org.uk/ Centre for Studies on Inclusive Education