Inclusive Practice Handout 03 03 2012

Unit (1) Inclusive Practice:

Objective (1)

DTLLS: 2012, Term (2) Tutor: Mark Jones

2

Unit (1): Inclusive Practice

Diploma in Teaching Life Long Learning Sector

Learning outcomes

There are five outcomes to this unit. The candidate will be able to understand:

Factors which influence learning

Impact of legislation on practice and organisations

Legal and contractual responsibilities and role boundaries in relation to inclusive

practice

Management of an inclusive learning environment

How to evaluate and improve own inclusive practice

3



Unit content

In delivering this unit, the following will need to be considered:

Cultural, personal and social factors, including barriers to learning

Embedding good practice from Access for All into teaching

Legal and statutory requirements, e.g. DDA (1995), SENDA (2001), Every Child

matters

Health and Safety

Leaning difficulties and disabilities

Learning preferences, e.g. Dunn and Dunn, Honey and Mumford, multiple

intelligences

Issues of equality and diversity, and strategies to promote inclusion

Effective management of an inclusive learning environment

Organisational structures, e.g. roles, responsibilities and boundaries (including

support roles, specialist support, etc)

Collaborative working practices

4



Assessment Criteria 1/2 will be delivered today

Criteria Page Understood

1 Discuss personal, social and cultural factors that influence

learning

11-19

1 Review the impact of different cognitive, physical and

sensory abilities on learning

20-21

2 Identify and summarise legislation relevant to inclusive

practice

26 28

2 Review the impact of legislation related to inclusive

practice on organisational policies

29-31

2 Discuss implications for own practice of legislation related

to inclusion and inclusivity

33

3 Review own role and responsibilities in relation to inclusive

practice, identifying the boundaries

3 Identify and discuss a range of learner and learning

support roles and their role boundaries

3 Review points of referral available to meet individual

learning needs

3 Review key components and resulting benefits of an

effective inclusive learning environment

3 Discuss issues of equality and diversity and ways to

promote inclusion

4 Review strategies for effective coordination between the

teacher and learner and learning support team(s),

identifying good practice

4 Review own approaches, strengths and development

needs in relation to inclusive practice, using reflection

and feedback from learners

4 Discuss ways to develop and improve own skills in

inclusive practice

5

Pre-workshop notes

Workshop (1): Inclusive Practice

Date: March 3rd WISE Campus

Room: WS18 / WS17

Time: 09:30 / 12:30 13:15 / 16:15

Requirements: Writing materials / PC login / relevant materials (E&D Policy) from place of

work / Lunch

Dear learner, its that time again, the Saturday workshop. This next session is on

inclusive practice that is one of the optional units on the DTLLS programme (Unit (1)). It

has been chosen because of its obvious relevance to the new Common Inspection

Framework (CIF) and also because it is critical to understand how to deal with an

increasingly diverse range of learners. I list of pre-reading materials are attached

below and if you could ensure you have looked at them before Saturday that would

be great. If you have any problems accessing the materials or are unable to make it

for any reason, please contact me directly on 01179 092 333 or at

[email protected]

Pre-reading materials

Leading Inclusion: A Guide to Practice in Leadership of Equality, diversity and

Inclusion in the Learning and Skills Sector

Equality and Diversity Impact Policy: Filton College (2012)

A small scale study into inclusive practice (2002)

All of the relevant documents can be found on a wiki which has been set up:

https://inclusivepractice.wikispaces.com/

mailto:[email protected]://inclusivepractice.wikispaces.com/

6

Unit (1): Inclusive Practice (IP)


Time Aim/s Objectives

1/5 09:30 General introduction to Unit (1)

Inclusive Practice

Understand assessment criteria

Map assessment tasks against

criteria

1 10:15 Discussion, context and comment:

what exactly is inclusive practice

Provide a written definition of

inclusive practice (pairs)

Engage in debate: what does

inclusive practice mean

Discuss how IP has been

embedded into FE

1 11:00 Provide a summary of the

personal, social and cultural

factors that influence learning

Explain, with reference to

appropriate theorists, how

learning is influenced by IP

11:00 / 11:15 Short break

1 11:15 Provide a summary of the

personal, social and cultural

factors that influence learning

Cite relevant examples from

your own experiences

1 11:45 Review the impact of different

cognitive, physical and sensory

abilities on learning

Analyse the impact of cognitive,

physical and sensory abilities on

learning

Explain at least one theory of

learning in the context of IP

12:30 - Lunch

2 13:15 Provide a brief overview of

relevant laws relating to IP Explain at least 3 relevant acts

of parliament relating to IP

Summarise the links between

theory and practice

2 14:15 Assess the impact of current

legislation on policies, procedures

and working practices

Analyse the impact of current

legislation on SGS policies and

procedures

14:45 / 15:00 Short break

2 15:00 Assess the impact of current

legislation on policies, procedures

and working practices

Analyse the impact of current

legislation on current practice

Review current teaching and

learning strategies embedding

IP

1/5 16:00 Plenary and next steps Evaluation of session

Targets arising from session

7


Objectives 1/5: General Introduction

So what will I have to do to pass this unit?

How does this unit link with the other core modules?

How will this Unit benefit me as a practitioner?

How will this unit impact my learners?

8


Discussion, context and comment: what

exactly is inclusive practice?

In pairs, briefly discuss what you understand by

the term inclusive practice. Once you have come

up with a list of relevant terms, try to write a brief

definition. This will then be shared with the group.

Key terms relating to IP

*Learners / personalisation / equality / access

Write a definition of IP

9


Discussion, context and comment: what

exactly is inclusive practice?

Whole class discussion: Bringing together definitions

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. (Ainscow, M: 2004)

As the Tomlinson Report (2004) states, we too believe that learning can only be fully

effective if it is inclusive.

10


How has IP been implemented into the FE

sector?

Setting the scene ~ 21st century education

In recent times, change has been a constant feature of education. A major reason

for this is the desire to increase participation and achievement in the UK education

system to better respond to the demands of a global economy.

As Ball, S. (2008:1) notes: Education is now seen as a crucial factor in ensuring

economic productivity and competitiveness in the context of informational

capitalism...

As Ball argues, the general political consensus appears to be that continued

economic success is dependent upon harnessing the skills and abilities of the nation

within a high skills equilibrium. Continued economic success in an ever-changing and

technologically advanced economy requires those both within and outside the

labour market to engage in a constant reformulation of their employability profile

through a process of constant re-engagement in education and training. This need

for a flexible labour force has opened challenges of constant up-skilling and

retraining of the workforce.

To achieve the goal of a high-value, high-skilled economy, the UK Government has

set a target of 50% participation rate of 18 - 30 years old in Higher Education by 2015.

Record your notes here: objective (1))

How will IP influence the implementation of the government agenda?

11


Some theory: Models of IP?

Critical thinking: Social model

The social model of disability moves away from the deficit focused approach to

disability where the differences of the individual are seen as personal inadequacy or

abnormality. The social model places a greater emphasis on how individuals are

disabled by the actions of people and institutions. The social model of disability

proposes that systemic barriers, negative attitudes and exclusion by society

(purposely or inadvertently) are the ultimate factors defining who is disabled in a

particular society. It recognises that while some people have physical, sensory,

intellectual, or psychological differences, which may sometimes cause individual

functional limitation or impairments, these do not have to lead to disability, unless

society fails to take account of and include people regardless of their individual

differences. The model does not deny that some individual differences lead to

individual limitations or impairments, but rather that these are not the cause of

individuals being excluded.

The medical model of disability

The medical model is based on an assumption that the child must adapt to the

environment which exists. This model promotes an atmosphere of dependence. The

social model starts with the assumption that the way a school operates, the barriers

present and different attitudes can prevent individuals from participating in society.

This view of disability works to empower children and young people.

Critical thinking supplemental question:

What are your thoughts on the 2 models? How do they relate

to your own understanding disability?

12


What personal, cultural and social factors that

influence learning?

This next section discusses how personal, cultural and social factors influence learning. Before

proceeding to discuss the theory, lets first discuss your own understanding of how your

learners backgrounds influence their progress

Factors that influence learning

Personal

Social

Cultural

Personal

Social

Cultural

13



influence learning?

Personal

The view that educational achievement is solely based upon innate characteristics within

one child compared to another, has, at its roots, the concept of individual causal factors.

Seeking reasons within the child, diagnosing the problem and then recommending remedies

places the child as the problem. In this way, the solution to the problem of a child who finds

learning in the classroom problematic is to suggest that the child needs to change and

adapt to circumstances (if they can). There is generally little attention paid to the view that

the educational context around the child needs to change. Learning happens internally in

the brain, but is heavily dependent upon environmental factors. Consequently, any

approach to understanding cognition and learning that seeks to explain this process in a

deterministic and universal manner is unlikely to be a sufficiently comprehensive to explain

the reality of learning across the whole population. In other words, there will be cognitive

processes involved in learning and these differ from individual to individual. These internal

cognitive processes are affected by, and are in a dynamic relationship with the social and

environmental factors and meanings that individuals place upon all aspects of this context

Case study: An Extract from the Ravensbourne College Staff Handbook David Grant

My dyslexia goes to bed with me, gets up with me, and goes on holiday with me

and to the toilet. NW, 2005

Being dyslexic is a way of life. It shapes and colours a wide range of everyday

experiences and behaviours. It is far more than an unexpected difficulty with reading

and spelling. Through becoming aware of the everyday signs of dyslexia it is possible

to recognise dyslexic-type behaviours in a wide variety of settings Being dyslexic is a

way of life. A surprisingly high number of students have gone through primary and

secondary education without their dyslexia being picked up and have often

significantly underachieved as a result. By being aware of the many soft signs of

dyslexia and their causes, you have an opportunity to do two significant things: firstly,

to refer on for screening a student you suspect of being dyslexic; secondly, to adjust

your teaching style to better accommodate the needs of dyslexic students.

(Taken from Hewlett, K. and Crabtree, D. 2005)

14


The classification of factors that affect learning

Group task

To understand how we categorise

the factors affecting learning, let us

begin by considering the following

examples: In each instance

consider whether the influencing

factor is personal or environmental

Ravi is sixteen years old and wants to please his mother by getting good results in his

board examinations. He is so eager to please her, that he spends long hours of

concentrated time and energy on his studies. He consciously tries to control other

sources of distraction in his life and reduces the time spent on watching television,

playing games and chatting with his friends.

Rita Williams wants to be a famous tennis player. To achieve her goal, she practices

tennis whenever she can, even though she gets no encouragement from her family.

She makes it a point to watch tennis matches and maintain a good rapport with her

sports teacher.

Yuvraj is a good student, but lately he has been scoring very low marks at school. He

is not able to concentrate or pay attention and his class work and home assignments

reflect a very poor quality. Sources revealed that his parents fight a lot with each

other and are about to get divorced.

Arti and Kavita are two sisters. Arti is very good at art and craft and can sketch just

about anything she sees. Kavita has a ear for music. She knows most songs and can

sing them even if she has heard them only once. Both of them spend hours together

pursuing their respective interests.

Sayeeda is tall, attractive and has a very good figure. She wants to be a model or an

air-hostess and nurtures this secretly as her dream. She is too scared to share her

wishes with her family, since she belongs to an orthodox family, where girls at best

can pursue teaching as a career. When she tries telling her mother what she wants,

she is firmly told that she must take the traditional route of A-Levels and then

University.

15

The above cited examples illustrate that everybody learns in accordance with higher unique,

individualized blend of personalised environmental factors. For example, in case of Ravi, the

desire to please his mother, striving to do well in his board exams and managing his Life

situations appropriately constitute the key factors which influence him.

For Rita Williams, it is her intrinsic desire to be a good tennis player which is paramount. She is

not deterred by the lack of family support and continues to make efforts to promote her love

for tennis on her own and fulfil her desire to be successful.

In case of Yuvraj, in spite of his innate capacity to study and perform well, his lack of

achievement can be attributed to the emotional insecurity stemming from his parents'

divorce.

As far as Arti and Kavita are concerned, their special interests and talent in art and music

respectively, seem to guide their activities. For Sayeeda, the home environment and family

culture and values determine her professional choice.

In all the examples cited, you can find evidence of both personal and environmental factors

influencing the process of learning.

Personal factors like motivation, interest and abilities can predispose an individual towards

learning, as in the case of Rita Williams, Arti and Kavita. Environmental factors on the other

hand, are those contextual factors which highlight the role of the environment in learning,

such as the socio-emotional, societal and cultural factors as seen in the case of Yuvraj and

Sayeeda.

Although the two factors represent different categories, they operate in a common system.

The environmental factors provide the context within which the personal factors, operate.

The learner and the learning process can only be completely understood with reference to

the interaction of both environmental and personal factors.

Write your own definition of how personal factors can influence learning and development

16



influence learning?

Cultural

Other cultural aspects influence student learning. Many students experience a gap

between their natural learning style and how material is presented in class. Anderson

(1988) posited that learning styles differ among ethnic and racial groups, given that

they reflect different cultural, social, and environmental backgrounds. Learning styles

are the ways students begin to concentrate on, process, internalize, and remember

new and difficult academic information (Dunn, 2000, p. 8). These learning style

differences are expressed in the classroom.

A second learning style area focuses on sociological aspects. Students sociological

preferences include working alone, in pairs, or in larger groups; learning with an

authoritative versus a collegial instructor; and learning with a routine structure or with

a variety of social groupings (Dunn, 2000). Euro-Americans tend to prefer learning

alone, whereas Native Americans tend to be more peer oriented (Dunn & Griggs,

1995). As stated earlier, each of the groups of students includes wide within group

variations. Faculty who understand different learning styles and integrate a variety of

teaching techniques to address them will likely help a diverse student body learn

more effectively in the classroom.

Our culture teaches us how to think

Cultures and social groups are also characterised by particular ways of thinking. For

effective participation in social activities in the culture, members of the culture are

expected to learn these. Some theories of learning and thinking propose that

individuals learn ways of thinking directly in their social interactions with others,

particularly they are engaged in solving socially defined problems. They internalise

this activity and later use the newly-learnt mental processes by themselves, without

the support of others; cognitive development is "the conversion of social relations into

mental functions" (Vygotsky, 1981, p. 165).

Cultural beliefs about how learning occurs

Cultures differ in how they believe people learn. The teaching they provide reflects

these beliefs. Some cultures believe that ideas are learnt best by learners accepting

them without question and 'taking them in'. The culture will present the content 'gift

wrapped' in its final form. The assumption is that learners will simply add it to their

existing knowledge. Other cultures believe that people learn best by discovering new

ideas for themselves. These cultures will encourage learners to analyse and question

the teaching information, re-organise and transform it, explore and trial ideas. These

different beliefs lead to the cultural groups valuing different ways of learning and

different learning outcomes.

17

The cultural contexts in which learners learn provide a restricted set of ways in which

they can display what they know. The cultural groups value some ideas more than

others. A tension can arise when the ideas that one social group wants students to

learn, or the ways in which they allow the ideas to be displayed, clash with the

expectations of another group. Many children who are seen as gifted have difficulty

coping socially and interpersonally because their social peer group doesn't

encourage honest display of knowledge by them. They may believe that a particular

set of ideas is the most appropriate solution to a problem, but not communicate

these because past experiences suggest that their peer group will reject the ideas

and them as individuals.

How do cultural factors influence learning and development?

Do you take account of cultural factors when planning your own delivery?

How could you improve your own delivery by reconsidering the cultural diversity of your learners?

Does the college encourage staff to have a cultural understanding of the learners and if so, how?

18



influence learning?

19



influence learning?

Social Learning Theory: Bandura, A

Record your notes below: this will then inform our discussion....

http://www.youtube.com/watch?v=wrzzbaomLmc

20

Theory

Social learning theory is derived from the work of Albert Bandura which proposed that

observational learning can occur in relation to three models:

Live model in which an actual person is demonstrating the desired

behavior

Verbal instruction in which an individual describes the desired

behavior in detail, and instructs the participant in how to engage in

the behavior

Symbolic in which modeling occurs by means of the media,

including, movies, television, Internet, literature, and radio. This type of

modeling involves a real or fictional character demonstrating the

behavior.

An important factor of Banduras social learning theory is the emphasis on reciprocal

determinism. This notion states that an individuals behavior both influenced and is

influenced by the environment and characteristics of the person. In other words, a

persons behavior, environment, and personal qualities all reciprocally influence each

other. Bandura proposed that the modeling process involves several steps:

1. Attention in order for an individual to learn something, they must pay

attention to the features of the modeled behavior.

2. Retention humans need to be able to remember details of the

behavior in order to learn and later reproduce the behavior.

3. Reproduction in reproducing a behavior, an individual must organize

his or her responses in accordance with the model behavior. This ability

can improve with practice.

4. Motivation there must be an incentive or motivation driving the

individuals reproduction of the behavior. Even if all of the above

factors are present, the person will not engage in the behavior without

motivation.

How can the work of Bandura help us to understand our own learners?

21


More Theory: Review cognitive, physical and

sensory abilities on learning

Review the following short videos

and reflect upon the extent to

which a learners cognitive,

physical and sensory abilities have

on their learning

22


Multiple intelligences theory

http://www.youtube.com/watch?v=KLi-vJSNP6U

23


Plenary, reflections and further thoughts

Please discuss the following statements in your groups and then complete the sheet on the

next page. This is just for you and does not need to be shared.

What will I do next?

How will I do it?

When will I do it?

What will be the impact on

the learner

How will I share my new skills

24


How will I do it?

When will I do it?

What will be the impact on my learners?

How will I share my new skills?

25

Reflections and further thoughts

Critical thinking supplemental question: What theories of learning influence your own

professional practice?

1. Learning is a complex activity. At least 15% of learners learn in a different way

than they are generally taught. Learners whose cognition involves processing of

information and methods of learning that are different from the traditional

teaching and learning methods are disadvantaged in education if an inclusive

approach to pedagogy is not adopted.

2. Learners with different approaches to learning report problems with their

education. For some of these learners, the process of education becomes a

process of rejection. As identified by Crabtree, D. and Maguire, D (2008:3)

Nearly three quarters reported that school life was negative with a school history

of incremental marginalization.

26


Relevant laws relating to IP

Understand the importance of promoting equality and diversity in work with children and

young people

Each college must produce a range of policies which formally set out the guidelines

and procedures for ensuring equality. These must take account of

the rights of all individuals and groups. When considering the way

policies work to ensure equality and inclusion, we often just think of

the teaching and learning that is happening in the classroom.

Policies must also pay regard to the values and practice which are

part of all aspects of college life. Before exploring the policies at

Filton, it is helpful to gain an understanding of relevant legislation

and its purpose. You do not need detailed knowledge of each

one, but it is important to understand the legal duties of the

college. This will help you to understand your own role and

responsibility to adhere to legislation and policy.

The rights of all children and young people are stated in the United

Nations Convention on the Rights of the Child (1989). The UK

government ratified the treaty in 1991 and must ensure that the

rights of children in the UK are protected through law.

27


Relevant laws relating to IP

28


Relevant laws relating to IP: Research Task

In small groups undertake a short piece

of research which identifies the how

the Act of Parliament actively

promotes inclusion, equality and

diversity. Come prepared to discuss

your findings with the group. What are

the links between theory and practice

?

29


Analyse the impact of the Legislation of SGS

The college has recently produced an equality and diversity impact assessment. The extract

below is taken directly from the policy and indicates how the college is approaching the

issue of inclusion.

An Overview of Success Rates at Filton College

Overall, there were well over 15,000 students enrolled at Filton College during 2010

2011. The following graph shows the success rates of all students at the College over

a three-year period and compares these to the national FE Sector success rates in

England.

The success rates of students at Filton College are consistently above the national

success rates of the FE Sector in England, showing a significant increase in 2010

2011. Students are very satisfied with their experience at the College; the student

survey results in 2010 2011 show that 90% of students would recommend the College

to a friend and 81% of students state that the College is either Very Good or

Good.

Filton College Success Rates vs. National FE Sector Success Rates

83%84%

90%

80% 80%81%

75%

77%

79%

81%

83%

85%

87%

89%

91%

93%

95%

2008 - 2009 2009 - 2010 2010 - 2011

Filton College National FE Sector Success Rates

30

Disability

During 2010 2011, 16% of all students at Filton College had a disability, a 2% growth on the

previous two years. The graph below shows the success rates of students with disabilities and

compares these to the national FE Sector success rates in England.

Success rates for Disabled students at Filton College are consistently above the

National FE Sector success rate every year during the three-year period.

In 2009 2010 the success rates of Disabled students at Filton College was just 2%

lower than the College success rate for Non-Disabled learners, but 4% higher than the

National FE Sector success rate. In the year 2010 2011, the success rates of Disabled

learners was just 1% lower than the College success rate for Non-Disabled learners,

but 10% higher than the National FE Sector success rate.

In 2010 2011, the overall success rate for adults with disabilities was 88%, and for 16

18 students with disabilities undertaking long courses, the success rate was 87%; both

of which are significantly greater than the National FE Sector success rate for

Disabled students.

Comprehensive support is provided for students with learning difficulties, disabilities

and additional learning needs which supports the progress made and enhances

attainment. Appropriate specialist staff and specially adapted learning resources are

in place. A well equipped room is set aside for students with autism.

The Learner Services team work effectively with external agencies, for example, links

with Young Carers, Looked after Children Services and Mental Health Services,

enables the College to identify at risk learners prior to enrolment to ensure early

intervention and maximum/additional support to be put in place. There is an

effective process in place to support students with complex learning

difficulties/disabilities or medical conditions prior to beginning a course. Students

Filton College Success Rates - Disability

83%79%

83%79%

83%79%

85%79%

89%

79%

90%

79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Disabled Learners

Success Rates

National Disabled

Learners FE Sector

Success Rates

Non-Disabled Learners

Success Rates

National Non-Disabled

Learners FE Sector

Success Rates

2008 - 2009 2009 - 2010 2010 - 2011

31

attend case conferences with parents/carers, support workers and professional

advisers. The Learner Services department works in partnership with curriculum

departments, tutorial staff and external agencies to provide support for students.

A programme is provided for students with learning difficulties/disabilities with the

focus on progression to independent living and work. This embraces a variety of

vocationally specific sessions and work experience, in particular, Horticulture, working

with Bristol Zoo at Hollywood House and transforming the College gardens at main

site. In response to learner suggestions, further work experience options were

available in 2010 2011, for example, a monthly market staffed by students with

learning difficulties/disabilities selling produce. These provide excellent opportunities

to develop skills such as customer service.

Additional Learning Support (ALS) is any activity that provides direct support for

learning to individual learners, over and above that which is normally provided in a

standard learning programme that leads to their learning goal. The need for

additional learning support may arise from a learning difficulty and/or disability, or

from literacy, numeracy or language support requirements. At Filton College, 1 in 6

students received ALS in 2010 2011; for 16 - 18 students, the success rate was 87%

and for adults receiving ALS, the success rate was 95%

32


Relevant laws relating to IP: Impact on current

practice

Consider all of the teaching and

learning strategies you employ and the

extent to which they cater for all of the

needs of your learners. Write a

summative statement for one of your

groups, addressing a specific issues of

inclusion, this could be the inclusion of

BMEs, students with mild or extreme

disabilities or even age (19+). In doing

so, complete the box on the right

which identifies appropriate strategies

to ensure full inclusion.

Act of Parliament of

relevant policy

Relevant issue Current teaching and

learning strategy

Impact on the learner Proposed new strategy

Summative statement: How will I embed this new practice into my delivery of the curriculum?


Plenary, reflections and further thoughts

Please discuss the following statements in your groups and then complete the sheet on the

next page. This is just for you and does not need to be shared.


How will I do it?

When will I do it?

What will be the impact on

the learner

How will I share my new skills

35


How will I do it?

When will I do it?

What will be the impact on my learners?

How will I share my new skills?

Inclusive Practice Handout 03 03 2012

Documents

Transcript of Inclusive Practice Handout 03 03 2012