Inclusive Learning

Topics: Educational psychology, Learning, Assessment Pages: 11 (3028 words) Published: April 23, 2013
What is Inclusive Learning?3
Learning Environment4
Access for all4
Inclusive Learning in Initial Assessment6
Inclusive learning in the classroom6

A critical evaluation of the principles and practice of Inclusive Learning within XXXXXX XXXXXX. Introduction

XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults. Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved.

In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided.

What is Inclusive Learning?

Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others.

Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’.

It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, actions need to be taken prior to students commencing the process. The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate.’

Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged.

Learning Environment

An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimination Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required. SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all

In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX.There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all...

Bibliography: • ACCESS UNIT. (2006, December 18). Access Unit - Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol:
• BLOOMER, M., & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Development Agency (FEDA).
• CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage.
• CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education:
• Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters
• GREEN, M. a. (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA).
• MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education.
• OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press:
• TILSTONE, C., FLORIAN, L., & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer.
• WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills.
• What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo:
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