"Adopting strategies to ensure success in learning for all, by accommodating differences of any kind." Geoff Petty
After using the colour cards to assess our confidence with the topic/subject. We had a brief review of Equality and Diversity (E & D) and the legislation covered in the previous 3 sessions. We had a quick recap by use of two teams. Each had to write down questions for the other, based on the 4 main areas of legislation covered last week. We then swapped question sheets to answer the questions and swapped back to mark the work. This is how our group looked:
We then divided in to Mixed Ability Groups and had a Carousel Activity on the following:
Reasonable Adjustments
Stretch and Support
Active Learning
Equality and Diversity
We rotated around the Carousel, spending about 20 mins at each station. Each of the above 4 topics presented a situation/scenario to consider how we could as Geoff Petty puts it 'accommodate differences of any kind.' The whole lesson itself embodied the very principles that Tam was trying to teach, and part of the session was an evaluation of the methods used in the lesson: (Inclusion, E & D, Engagement, Support, Stretch)
We followed this up with a discussion of our findings. One person from each group was nominated to chair a topic to bring out the main point form their group and then draw more information from the whole class.
Reflections:
This lesson further embedded the principles and legislation that we have previously considered. I rather like the way Geoff Petty discusses his topics, he loves to illustrate a point. It makes for interesting reading.
"You won’t be surprised to hear that it is illegal for a teacher to sprinkle students with sulphuric acid or hurl them through windows. Less obviously it is also illegal to tell a student who uses a wheelchair that they can’t study art because the art room is on the top floor, or to tell a student she shouldn't become an engineer because she’s a girl." Geoff Petty (2004). Teaching Today. 4th ed. Cheltenham: Stanley Thornes. 91.
This weeks lesson summarised the earlier weeks and took a deeper look at the existing legislation and we were tasked to write a report that summarises the policy and regulatory frameworks that guide inclusive practice.
This lesson formed the basis for the following summary. During the lesson we discussed and researched the main areas of the summary requirement. Four areas were under discussion:
The Equality Act
The Tomlinson Report
The Human Rights Act
Access for All
The Summary - To address criteria (2.1, 2.2, 2.3)
1. The Equality Act:
The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society.
It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations. It sets out the different ways in which it’s unlawful to treat someone.
Before the Act came into force there were several pieces of legislation to cover discrimination, including:
Sex Discrimination Act 1975
Race Relations Act 1976
Disability Discrimination Act 1995
The following characteristics are protected characteristics— age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; sexual orientation.
Discrimination can be Direct (Overt) or Indirect (Covert).
Example of Direct:
A person (A) discriminates against another (B).
ie: (A) discriminates against (B) because they are Woman. (A) may feel (B) as a woman is unable to carry out a given task as well as a man might and directly implies such.
Example of Indirect:
A person (A) discriminates against another (B) by applying a proviso or criteria. A potential employer might suggest that the successful candidate would ideally be: male, white.
This legislation has a huge influence on teaching practice and it's extremely important that we, as teachers are thoroughly familiar with the legislation and make it part of teaching practice. It has played a strong influencing factor in my teaching practice both at Horticare and more recently at Kendal College. We did some earlier work on this and other aspects of legislation, there is a small presentation there too.
2. The Tomlinson Report
The Tomlinson Report is designed to develop a more Inclusive Practice in FE. It found that there needs to be an adequately funded, nationally co-ordinated staff training initiative for inclusive learning to cover teacher training, management training and organisational development. To encourage the production of long term strategy and action plans on inclusive learning, along with inclusive learning managers. FE funding reviews and methodology should promote inclusive learning and participation, including the measuring of progress toward inclusive learning through self assessment. That there should be inspections of how colleges provide learning which is inclusive. A national framework will recognise all student achievements within a national framework which gives value to their learning.
The Tomlinson Committee's Report Inclusive Learning is based on evidence from providers, parents, carers, organisations and services and is strongly influenced by the views and experiences of students. It finds that while some colleges have made great strides towards an inclusive approach, overall the quality of learning for students with disabilities and/or difficulties is poorer than for other students, and many disabled people are not receiving any further education at all.
The report sees an individually-designed learning environment or 'learning eco-system' as the best way of securing this match between provision and individual learning styles and goals. An individual learning environment would have the following components:
an individual learning programme
a curriculum which promotes progress
in learning
effective teaching
counselling, guidance and initial
assessment
opportunities for students to discuss
and manage their own learning
support for learning
support for learners such as creche
facilities
procedures for assessing, recording and
accrediting achievement
learning materials and resources
technical aids and equipment
learning technology
trained staff
physical surroundings, for example
teaching rooms, canteen and library
The Tomlinson Report (1996) promoted a student-centred approach that makes learners’ individual needs the starting point for developing a responsive, ‘tailor-made’ curriculum. Instead of the learner having to fit in with existing provision, Tomlinson makes the case for fitting the provision around the needs of the learner:
By inclusive learning we mean the greatest degree of match or fit between how learners learn best, what they need and want to learn, and what is required from the sector, a college and teachers for successful learning to take place. Tomlinson 1996
This involves identifying learners’ specific and additional needs, providing resources and appropriate support, meeting their preferred learning styles and giving them access to fair assessment. Although the report focused in particular on ways of helping students with learning difficulties or disabilities to succeed, it highlighted the relevance of inclusive approaches to all adult learners. Equality and diversity in adult and community learning
This legislation is a very important foundation on which to build a learning program. Certainly during my practice at Horticare, did inclusive practice play a large part of lesson plans and teaching practice. Organisationally, Horticare is very much about Inclusive Practice. Teaching at Kendal College is influenced by this legislation too. Interestingly though, an earlier assessment we did during a lesson, established that Kendal College did not currently address Inclusive Practice for some: Eg; Deaf and Blind, we found would be particularly disadvantaged at Kendal - This is further addressed in the section 'Access for All'.
3. The Human Rights Act
Came in to force in the UK in October 2000. Is also known as The Act or the HRA. It is composed of a series of sections that bring the protections of the European Convention of Human Rights into UK law. All public bodies (The courts, Police, Government, Schools...) and other public bodies carrying out public functions have to comply with these rights.
The Act sets out fundamental rights and freedoms that individuals in the UK have access to:
Right to Life
Freedom from torture and inhuman or degrading treatment
Right to liberty and security
Freedom from slavery and forced labour
Right to fair trial
No punishment without law
Respect for your private and family life, home and correspondence
Freedom of thought, belief and religion
Freedom of expression
Freedom of assembly and association
Right to marry and start a family
Protection from discrimination in respect of these rights and freedoms
Right to peaceful enjoyment of your property
Right to education
Right to participate in free elections
An interesting enquiry can be seen here On page 7 of that document there are some positive and encourage comments made about the effects of the legislation in schools. Some notes on education: Everybody has the right to an effective education. Parents also have the right to ensure that their religious and philosophical beliefs are respected during education, though it is not an absolute right (an education authority can depart from them but only if there are good reasons for doing so and it has been done in an objective, critical and pluralistic way). The right to an education however, does not give you the right to learn whatever you want, whenever you want. The right to education relates to 'the education system' that already exists. It does not require the government to provide or subsidise any specific type of education. The government is allowed to regulate the way education is delivered.
During our classroom discussion we also watched this video:
The Human Rights Act and it's associated legislation is fundamentally one of the most important pieces of legislation currently in use in the UK and absolutely without question it has to be considered within teaching. It's principles should always influence our teaching practice. Whilst the law sets out rights for everyone, we do well to remember that with rights comes responsibility and accountability. For example, The Human Rights Act gives: Freedom of Expression, however that right has to be exercised in consideration of the other sections of the Law and indeed other form of legislation such as The Equality Act.
4. Access for All Access for All and ESOL Access for All were developed to support teachers using the adult core curricula in literacy, numeracy and ESOL who had learners with learning difficulties or disabilities in their classes.
Learners with learning difficulties or
disabilities have a wide range of
strengths and weaknesses, which may
affect their learning in different
ways and to varying extents.
It is important to acknowledge that
these differences exist and that
learners with the same disability may
have very different needs.
It is important to address the
individual strengths and weaknesses of
learners in planning learning and in
determining teaching approaches.
When working with learners with a
learning difficulty or disability, it is
important not to focus on the specific
disability, but to follow certain
generic principles.
● Focus on what makes people
individuals, not on their conditions.
● Don’t assume you know what the
implications of a disability are; ask the
learners themselves, and listen to what
they say – they are the experts on
the effects of their learning
difficulty or disability.
● Understand the social dimension of
disability – the implications of an
impairment are the effects it is
allowed to have in current circumstances,
and these circumstances can change.
● Be aware of your own attitudes –
it is often staff attitudes (eg patronising
behaviour, pity or embarrassment)
rather than an individual’s disability
that can create barriers.
There is a world of difference between,
on the one hand, offering
courses of education and training and
then giving some students
who have learning difficulties some
additional human or physical aids
to gain access to those courses, and,
on the other hand, redesigning
the very process of learning,
assessment and organisation so as to
fit the objectives and learning styles
of the students. FEFC 1996, p4
Earlier we mentioned the 'Access for All' at Kendal College is far from ideal. During a practical session in one of our lessons (Level 4 Cert. in Education and Training) we experimented at being Blind and Deaf. Particularly for the Blind, would Kendal College be totally unsuitable. Some of us in the class (including myself) use BSL and are familiar with deaf culture. Whilst the situation for potential deaf students isn't as dangerous as in the case for the blind, nevertheless, there is little provision made for either case.
This legislation formed an important point for consideration at Horticare and it was important there to use differentiation in the development of lessons. To take on board any expressed difficulties expressed by the students and to make changes to meet those needs where appropriate.
Some key points of this legislation are:
• • Understand that you have a shared responsibility to contribute to the development
of an inclusive culture. Seek advice and information pro-actively about what you can
do to promote change through your role, using internal and external sources.
• • Recognise that working towards an inclusive culture is an incremental and
ongoing process of enhancement and as such the undertaking is never complete.
• • Ensure equality and widening participation is routinely considered as part of all
institutional functions, activities, processes and future plans.
• • Actively seek to engage students in developing inclusive practice and recognise
them as partners and key change agents in developing an inclusive culture.
Foster positive relationships with students in order to ensure your individual
practices and approaches are effective in promoting the success of all students.
• • Look for opportunities to enter into dialogue and discussion about the meaning
and implications of inclusion with colleagues.
• • Engage in a range of activities (such as continuing professional development;
events; advisory/action groups; research; self-assessment tool kits) to promote
your understanding and use of effective inclusive practice. Use such activities as
an opportunity to share effective practices and experiences with colleagues, as
well as to reflect on any personal prejudices or misassumptions you may have
about particular equality or student groups.
Lynn Machin, Duncan Hindmarch, Sandra Murray & Tina Richardson (2013). A Complete Guide to the Level 4 Certificate in Education and Training. Nothwich: Critical Publishing. Geoff Petty. (2009). Nelson Thornes Teaching Today. Cheltenham: Nelson Thornes
This session started with a review of our understanding of the information covered in earlier lessons. This was achieved by the use of a Glossary of terms relating to Inclusive Practice and a corresponding definition field (left blank). The aim of this part of the lesson. To complete the missing definition fields. There was a choice of two different lists 1 and 2. The number 1 list being a little easier than number 2.
Here is an example of the Number 2 list:
Time and research was permitted and here is a completed list 2that I did for homework.
On the evening of the lesson I chose to do List and here is the completed version:
In peer pairs we then assessed our findings/answers and that was followed by a class discussion. This process further deepened our appreciation and understanding of Inclusive Practice.
Visual Impairment
Basically it means walking around college blindfold (With safety assistant)
We paired up for this exercise. Our findings:
Kendal College has basically made no accommodation for Visual Impairment. Quite literally it has hazards everywhere. No Braille or Audio in any shape or form, even at the Emergency information notices. A discussion with a member of staff in the LRC demonstrated that they could not point us to any efforts made to assist the Visually Impaired. We asked about Deaf too, seeing that we held a personal interest in the subject. Apparently one person who is deaf has a full time assistant (signer) with them at college. Overall, our impression of the facilities and accommodations made for such conditions is probably as bad as it can get.
Group Discussion
We were tasked to prepare for and contribute to a small group discussion on the impact of personal, social and cultural factors on learning. Reviewing the impact of different physical and cognitive and sensory impairments.
My source notes (incl. Images) were printed from: Source 1 Source 2
Also research from: Petty 'Teaching Today Fourth Edition' Chapt 7
Our group including Myself, Karl, Trevor and Clive.
Following the discussion we each reviewed each others participation. Trevor reviewed me:
This session started with a 1 hour special visit by Amanda Redmayne. We had an earlier visit by Amanda. This session was focusing on 'Dyslexia'.
We conducted some interesting practical experiments to test our own skills. These were designed to help us see how dyslexic students view everyday events/tasks as complex.
You are likely to come across students who are much better at answering questions verbally than they are at writing and especially at reading. In some cases this can be extreme, and the student seems very bright, but is not able to read one sentence or one phrase at a time, and instead seems to labour over each word in turn. However, there are a number of possible causes of reading difficulties, so only a qualified person, often an educational psychologist, is able to diagnose dyslexia.
The following is a very interesting snip from Geoff Petty. It's really kind of odd how easy it is to read:
Amanda did stress the importance of proper diagnosis. Especially in Further Education as only then will the addition funding be available, which can aid learners in funding special needs.
Because a student who has dyslexia often finds it hard to read text or numbers, it may help if you:
• Keep information that must be read to a minimum. Keep it concise, clear and
very structured, with helpful headings and subheadings, for example.
• Introduce new words explicitly. Write them on the board and explain what
they mean with some concrete examples. Give students a glossary.
• Produce handouts that include a mind-map summary of the key points,
preferably at the beginning.
• Leave notes on the board for as long as you can.
• Use colour coding of handouts if there is a lot of material.
• Allow students to tape lessons.
• Don’t force students to read large amounts of text, and don’t require learners
to read out loud, as this will embarrass them in front of their peers.
In addition, you may be able to arrange for the students to have someone to read to them during exams, or for them to have extra time in exams, or both. Because writing and spelling may be difficult for a student who has dyslexia, it may help if you:
• Produce written handouts. If the students make their own notes, check that
they can read them.
• If you grade work, grade the content, not the spelling, handwriting and
grammar.
• Don’t judge understanding by writing; students may limit their writing to
words that they can spell, and they may use odd grammar.
• Allow students to present their ideas verbally where possible.
• Consider the amount of written work you set. A dyslexic student may take
four or five times longer to complete this than your other students – is the
workload fair?
• Allow students to use a laptop for written work so they can check spelling
and grammar and read their notes easily. They may need careful tuition in
how to type, though.
• Accept dictated homework.
• Allow students to use speech-recognition software. This reduces typing time,
Following Amanda's discussion we moved on with the lesson, briefly recapping on the following 3 sections:
Specific Learning Difficulties
Inclusive Practice
Learning Outcomes
This moved us on to a practical review of Mental Health. 20 minutes research to consider the impact of Mental Health on learning. We were grouped to cover the following areas:
Self Harm
Bi Polar
Depression
Research was done mostly online via the 'Mind' website, also NHS Choices. The above information was then discussed via the Market Place technique and later through open classroom discussion.
This session formed an important part of developing our understanding of a wide range of learning difficulties and inclusive practice. It certainly heightened our awareness of these and stressed the importance of being alert to the signs. As teachers, we are not the experts and need to refer students to the Learning Services for proper assessment. We do though and would need to, differentiate our lessons to meet any new circumstances.
Inclusive Practice Task 1 11/03/2014 Ref: (1.1, 1.2)
Prepare for and contribute to a recorded small group discussion on the impact of personal, social, and cultural factors on learning. Review the impact of different physical, cognitive and sensory impairments.
I have a review of the material we have covered here and in the previous post to this.
I will use this information in part of my discussion. And later include a summary of the above task.
Petty,G. (2009). The learner's practical and emotional needs. In: Teaching Today a practical guide. Cheltnam: Nelson Thornes Ltd. 88-89.
