Critically review your findings in relation to their impact at strategic and personal level. 4. Using your reflective learning journal and feedback from learners, evaluate your own approaches, strengths, and development needs in relation to inclusive practice, and plan opportunities to develop and improve your own skills. There is a need to address all the learning outcomes… See descriptor Section 1 Section 1 – ‘Critically analyses the characteristics that influence learning, including environment. Definition of what inclusive learning is and why it is important! Inclusion is a process.
That is to say, inclusion has to be seen as a never-ending search to find better ways of responding to diversity. It is about learning how to live with difference, and, learning how to learn from difference. In this way differences come to be seen more positively as a stimulus for fostering learning, amongst children and adults. (Anionic, M: 2004) As the Tomlinson Report (2004) states, we too “believe that learning can only be fully effective if it is inclusive”.
On its own ‘inclusion’ is easily understood. When you combine them together and create the concept of ‘inclusive learning and teaching’ it is much harder to define. This is because there is no single definition, its meaning is dependent n the specific nature of a situation – practice which includes one person/ student may exclude another. The only constant is its purpose that all are able to achieve. What are the positives that influence learning? Genes? Motivation to learn….
Values According to Ryan and Decide (2000) (up. 56), Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures, or rewards. Motivations to learn Qualifications/work ? “Extrinsic motivation is motivation to engage in an activity as a means to an end.
Individuals who are extrinsically motivated work on tasks because they believe that participation will result in desirable outcomes such as a reward, teacher praise, or avoidance of punishment. ” –Paul R Pinprick & Dale H. Chunk, Motivation in Education Cultural background? Learning opportunities and accessibility? Literacy levels? A further converse relationship between language and literacy development is that weak literacy skills may impact on learning, on the later growth of vocabulary and / or conceptual understanding.
Children who read well and more extensively acquire more knowledge in numerous domains as they have more exposure to complex vocabulary and sentence structure 32 The link between supportive parental involvement and early literacy development in children has been well established, and much research shows that children who are from homes where parents model the uses of literacy and engage children in activities that promote basic understanding about literacy are better prepared or school overall 37 .
Initiatives such as Talk to Your Baby 38 , and Bookstore 39 have raised the profile of communication at home, but the role of the family continues to be important as children move through school, so that reading is made as functional as possible. I CAN’s Early Talk 40 emphasizes this bridge between school and home; families have a vital and continuing role in developing the early language skills crucial for the development of literacy Some learners may present themselves in our classes with long term barriers, challenges and attitudes to learning.
Need to look out for these!… What may be helpful Can be categorized using D. E. L. T. A. i. E. Disability, Emotional, Language, Technology, Ability. Disability Chronic pain Dexterity Disclaim Dyslexia Hearing Long Illness Mental Health Mobility Visual Emotional Behavior Child care Commitments Concentration Confidence Discipline Employer pressure Fear of the unknown /stress / worry Finance / poverty Hormones Parental pressure Peer Pressure Personal problems Previous experience Language Accent Basic skill needs Communication Cultural differences Foreign Language Pace
Rapport Terminology Technology Car breakdown Computer skills Fear of Technology Heating Lighting Temperature Transport Ability Absence Inaccurate advice Large classes Motivation Personal skills Punctuality Resources Short illness Study support Support Teaching styles Linda Williamson pop Strategies for effective management of the learner and learning in the inclusive environment………. What will these be… Pages 52, 53 and 54 Section 2 Review and analyses legislative requirements relating to inclusive practice, and their implications for the organization and own practice Includes..
Duty of care plus Single Equality Act 2010, Disability Discrimination Act 1995 >, SENDS 2001, Health and Safety at Work Act, Children Act and Safeguarding Legislation The UN Convention on the rights of the child article 28 says that “Every child has the right to an education” article 2 says” The convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what type of family they come from”. Schools have a duty to adhere to this legislation, they way that they do this is by adopting anti-discriminatory ND inclusive practices.
In order for us to promote these practices we must firstly understand how they impact on children and young people and what would happen if we did not promote them. Section 3 – Explore and evaluate the key components and resulting benefits of an effective inclusive learning environment. Critically review your findings in relation to their impact at strategic and personal level. What will be the key components of an inclusive learning environment? What hopefully will be the resulting benefits of an inclusive learning environment?
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