Roles and Responsibilities relating to Inclusive Practice:
In week 18 we looked at personal, social and cultural factors that can impact on learning. Inclusive practice requires that you, as a teacher, recognise that every learner is different and should be considered as an individual, with specific needs, likes, dislikes, background, motivators and behaviours. In week 19 we looked at cognitive, physical and sensory abilities that impact on learning. That we have a role to play. It may be, seeing the signs and then ensuring appropriate action is taken, in particular that a proper diagnosis be made. Then, in order to be inclusive, we need to consider the needs of each individual learner, this will mean working closely with other professionals and remembering too that the student understands their condition best. In week 20 we reviewed week 19 and took part in a group discussion, which was part of our overall assessment and served to clarify our understanding of cognitive, physical and sensory abilities that impact on learning. In week 21 we looked at the existing legislation and had to write a report/summary of policies that guide inclusive practice. This includes: The Equality Act, The Tomlinson Report, The Human Rights Act and Access for All. This further emphasised the on going nature of Inclusive Practice, we are always trying to improve and that it involves others, we are a contributory element that includes other professionals and regulatory bodies.
And perhaps week 22 offered one of the most telling statements: That Inclusive Practice is dependant on Differentiation. Differentiation requires we understand and work to apply Equality and Diversity legislation in our teaching. And week 24 looked at collaboration: Working with other professionals to ensure inclusion. And week 25 was a culmination of all the above, providing a mini teach session of how we have achieved inclusion in our teaching.
Audio Summary
Evaluating our Inclusive Practice:
This can be done in a number of ways. Evaluating self, requires blunt honesty if we are to truly improve in our inclusive approach. Truth is, we are probably not honest enough with ourselves, it's just human nature. But we can work at it. Certainly, on it's own, self evaluation wouldn't be sufficient. Fortunately, we don't have to rely on just one type of evaluation. Personally, I have found peer evaluation (feedback) to be very useful. We have practised that religiously during our classroom teacher education sessions, which has often included feedback from the tutor (acting as a peer in the lesson). Feedback from the assessment of my teaching practice has been possibly the most valuable as far as identifying areas for improvement, principally because the feedback is so accurate and identifying of the problem areas.
From the outset, emphasis has always been on inclusion. Inclusion can't be won easily either, it requires diligent application of the methods discussed through this entire blog relating to the subject. Together with an effective liaison with other professionals. That might be as simple as being ready to share information about differentiation requirements of learners with other teachers, that process works both ways. We must work closely with other professionals who might be assisting learners with their learning differences and of course, most importantly, we should hear exactly how the learner feels about their needs. I find I can look back too at the reflective practice I have used whilst teaching at Horticare and at Kendal College. We were encouraged to use this practice of reflection to improve our teaching by becoming more inclusive. I can see a pattern of improvement, very much helped not just by personal reflection but also by the more critical assessments of my teaching practice. It's actually a practice we encourage our students to use.
Geoff Petty. (2009). In: Nelson Thornes Teaching Today. 4th ed. Cheltenham: Nelson Thornes. 339.
To present a 10 minute teaching session that reviews the key features of an inclusive learning environment. Analysing ways to promote equality diversity and inclusion, with specific examples from your own teaching practice. Try to make this session as interactive as possible and a culmination of your development as a teacher so far.
Peer Assessment
As usual with our group and part of good practice, we did peer assessment. Click the above link to view the PDF. On reflection the comments are really useful. All students appreciated the comprehensive coverage of the assigned brief as well as it's clarity. Points to consider for development are: Involving the student group more and Stretching the learners especially when using questioning.
This weeks Lesson was all about collaborating with others to ensure inclusion and so meet the needs of the learners. This associated with the work we have done on Inclusive Practice (you can read more about that in weeks 18, 19, 20, 21).
The Warm Up Activity:
Make some quick notes based on the following image:
Inclusive Practice:
To design lessons that include all learners requires collaboration and working with other professionals/experts and making referrals where necessary.
Meeting Learner Needs:
Works hand in hand with Inclusive Practice. It can't be achieved alone, we must use all the resources available to us, this would include other professionals and would demonstrate that we understand our professional boundaries.
Professional Boundaries:
Know our limitations. Work with and share information with other professionals to meet the two points above.
This practice just warmed us up for a more comprehensive activity and discussion of collaboration. Which started with a Post-It note activity. See next image:
We each wrote down a couple of examples and placed them on the white board and then selecting one that wasn't ours. The one I selected was 'Interpreter'. Rather than discuss just the one. I plan to list all the ones we discussed and include the discussed comments.
We had a discussion of Pastoral Care followed by a review of some case studies to highlight where the line had to be drawn.
Pastoral care is about looking after students outside of lessons, being concerned for their well-being. As a teacher, you will also to some be a Personal Tutor. Our lesson quoted Carl Rogers who was a Humanistic Psychologist. He suggests that for a person to 'grow', they need an enviroment that provides them with 'genuineness' (openness and self disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood). Rogers believed that every person can achieve their goals, wishes and desires in life.
"The organism has one basic tendency and striving - to actualize, maintain, and enhance the experiencing organism” (Rogers, 1951, p. 487).
Congruence:
The development of congruence is dependant on unconditional positive regard
Unconditional positive regard is where parents, significant others (and the humanist therapist) accepts and loves the person for what he or she is. Positive regard is not withdrawn if the person does something wrong or makes a mistake. The consequences of unconditional positive regard are that the person feels free to try things out and make mistakes, even though this may lead to getting it worse at times. People who are able to self-actualize are more likely to have received unconditional positive regard from others, especially their parents in childhood.
"When I look at the world I'm pessimistic, but when I look at people I am optimistic."
"The very essence of the creative is its novelty, and hence we have no standard by which to judge it" (Rogers, 1961, p. 351).
"I have gradually come to one negative conclusion about the good life. It seems to me that the good life is not any fixed state. It is not, in my estimation, a state of virtue, or contentment, or nirvana, or happiness. It is not a condition in which the individual is adjusted or fulfilled or actualized. To use psychological terms, it is not a state of drive-reduction, or tension-reduction, or homeostasis" (Rogers, 1967, p. 185-186).
"The good life is a process, not a state of being. It is a direction not a destination" (Rogers, 1967, p. 187).
Case Studies - Where to draw the Line
Boundaries and Points of Referral
During the lesson we used some sample case studies to look at Boundaries and Points of Referral. There were 4 in total and we divided in to pairs and worked through each. We followed this with a class review/discussion.
The following is a record of each sample with annotations.
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.
This lesson covers the impact of personal, social and cultural factors on learning. We started the session with a practical. The peer group was divided in to groups of 3. The objective was to arrange in order of importance the provided factor squares. At this point it was simply our groups ideas as perceived by our current understanding and discussion. Our result was like this:
A subsequent discussion lead to an analysis of the top choice on the pyramid of each peer group.
An inclusive learning environment is one in which, as you would expect, every learner is included. If you cast your mind back a few generations, teachers used one approach to teach the whole class. There was no consideration of individual needs, and many learners fell by the wayside, having failed to match the way that they learn and their individuality to that of the teacher. Inclusivity requires that you, as a teacher, recognise that every learner is different and should be considered as an individual, with specific needs, likes, dislikes, background, motivators and behaviours.
Expectations:
These can be of self or from others. They can be gender related or even prejudice.
Few teachers intend to give unequal opportunities, yet most do. For example,
research has consistently shown that female students get less classroom attention than males, have less access to computers or other specialist equipment, and are marked down if they are very able; and that the offending teachers are unaware of such unequal treatment. Research has also continued to show that: Afro-Caribbeans, Asians, other ethnic minority students, and learners with disabilities or learning difficulties also get an unfair deal in the classroom from most teachers. So do students who are shy, working-class, less able or disruptive. Why is this? Few teachers are deliberately prejudiced; most of the discrimination is unintentional. For example, most of us behave most positively towards students who are able, pleasant or hard-working. This is understandable, but not professional.
Gender:
Research shows that many teachers have different expectations of males and
females; that males generally receive more teacher attention; and that males
dominate in the use of equipment in science, design, technology and computer
studies. Also, males and females leave school or college with different skills and
different expectations of their future lives; many females still set their sights lower than males. It is well known, too, that females are under-represented (especially post-16) in maths, physical sciences and technology.
Self Fulfilling Prophecy:
A study by Rosenthal and Jacobson claimed, then, that a teacher’s expectations affected the student’s performance in the direction of that expectation. In other words, if a teacher thinks a student is ‘good’, they get better – and conversely, if the teacher thinks the student is ‘bad’, they get worse. Other researchers have shown the self- fulfilling prophecy at work in almost every conceivable teaching situation, from nursery teaching to the teaching of adult professionals.
Can a low expectation be fulfilled? Indeed it can. Research shows that slow learners are given less time and less help when answering questions; they get less praise and more criticism, less teacher time overall and a less friendly approach – for example, they are smiled at less often. Less work is demanded of them, and their test papers are marked more severely.
Developmental Delay and Learning Difficulties:
Rather like Mental Health, there can be considerable variation in levels here. Inclusive Practice requires meeting the needs of ALL learners. See also earlier Learning Differences
This topic introduced us to an array of conditions centring around:
Dyslexia
Autism
Asperger's Syndrome (A subgroup of the Autistic spectrum)
Attention Deficit Hyperactivity Disorder (ADHD)
Dyspraxia
Dysgraphia
Specialist teacher Amanda used an excellent practical lesson to put across the importance and complexity of this sessions subject. It became clear that there exists a huge variety of conditions, over a very broad spectrum of evident symptoms, most with considerable overlap. Amanda used a Cluster Map to break things down, with open discussion of the individual points. Here is a copy of the printed information we were working with......
Later we broke in to random groups of 4 to discuss the following questions:
What have you learnt from this session?
Explain how you could adapt your teaching and learning activities to meet the needs of all learners.
Consider one resource that you currently use or have seen being used in your teaching context and discuss how you could make it more inclusive.
How will tonight's session affect your future practice?
Our group of 3 made notes on the above as follows:
That there is a huge variety of learning differences. I/We now feel more aware of them and see the need to be alert to them, with a view to meeting the individual needs of learners through inclusive practice. That it could be necessary to professionally assess individuals.
We reassembled as a complete group and openly discussed the main points. Some of these were written on the white board:
