Explain How You Could Promote Inclusion

To answer this question one would claim to initial lay out the terms inclusion, equality and diversity. According to Ann Gravells inclusivity is involving either(prenominal) learners in relevant activities kinda 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 interpretation of diversity is valuing the differences in people, whether that relates to gender, race, age, disability or any other separate characteristics they whitethorn have. ( Gravells, A. , 2008, pg. 18). The Government defined inclusion in 2001 as a process by which schools, local education authorities and others explain 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 o f teaching is to impart the knowledge and to assist the entire multitude in achieving their educational goals regardless of their background. As a instructor I must(prenominal) ensure that I do not allow anyone to feel marginalised or show favouritism and know that everyone is an idiosyncratic 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 scholarship must be identified at the outset thitherafter interminably monitored through with(predicate)out the course for students to successfully and effectively participate in schooling. The laissez faire 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 stomach promote a sense of inclusion, equality and diversity at an individual(a) level, which c an translate to a more beneficial collective information practice throughout the course.Cultural and language differences disabilities/age/medical issues, family commitments lack of nourishment, equal pressure, foregoing learning experience, travel issues, lack of confidence, emotional or mental problems and learning difficulties, all these issues can potentially act as barriers to learning. (Gravells, 2008, pg. 16) As my subject will be Third World Development I could expect some learners with extreme passion to issues of developing countries which can at times affect students morale and potentially result in move out or being very pessimistic this could be a potential barrier.As a teacher I will have to get over with such cases by motivating those students and include them in all activities and discourse by telling them that they need to learn about causes and solutions to developing universes problem so that they can become part of the solutions. promotion of inclusion , equality and diversity can be achieved by the teacher first having the knowledge of the existence of potential barriers then identifying these barriers within the learning group thereafter finding ways towards overcoming them.Francis and Gould assert It is important to recognise the differences in the learners we teach as these may influence how we interact with them. To act professionally as teachers we will want to ensure that we behave in ways acceptable to all our learners, taking into account factors such as race, gender, age, previous experience or background. (Francis M and Gould J. , 2009, pg. 70) During the course enrolment forms, discussions, perspicacitys and individual learning plans can ensure that no learner is disadvantaged or subjected to partial discrimination on any grounds in relation to accessing withdraw learning methods and resources.Collecting this data also helps identify areas that may require referral to counselling, foundling hospital facilities, he alth advice or a basic skills tutor in say to overcome obstacles. Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment is valuable when analysed, acted upon and continuously monitored to ensure consistency in inclusion through equality. Advocating equality through more effective provision of resources according to individual need is essential to the learning experience.Planning and implementing various strategies throughout the course to support learners with various learning requirements such as VAK style or learners with dyslexia may benefit from having different colour and bigger fonts on the teachers projector screen can help tackle exclusion and inequality. If there is wheelchair users on the course the appropriate venue for teaching should be considered. For students that have a disability (such as being blind or deaf, etc. ) it may be useful for the student to have l earning support whilst attending the classes.Carefully prepared resources can also help with inclusive learning e. g. handouts should be in a font size which is big enough for part impaired vision learners. Any resources need to be in elementary English (i. e. avoid unnecessary jargon). A good layout combining act upon and pictures for easy reading. Using non-discriminating language, resources that echo the diversity of the group and that are filmable to meet the needs of the learners can be a conscious, active and uniform way of tackling exclusion.Use constant assessment methods to give equal opportunity to all the learners and at the end of the course give the learners the option to evaluate the course. In conclusion, processes of inclusion are wide-ranging, dynamic and varied. They consist of ? forging relationships ? building familiarity ? increasing participation Inclusion in education is concerned with prison-breaking down barriers to learning and increasing participat ion for all students, treating all learners on the basis of equality and non-discrimination. In educational and social settings of all kinds, working(a) towards inclusion entails celebrating differences of ? ulture ? ethnicity ? gender ? needs and abilities (http//www. csie. org. uk).Bibliography Gravells A. , Preparing to Teach in the Lifelong skill Sector, 3rd Edition, 2008, culture 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 learning and Learning A Practical Guide, 3rd edition, 1997, Tyne and Wear Business raising Publisher Ltd. http//www. csie. org. uk/ Centre for Studies on Inclusive Education