Explain How You Could Promote Inclusion, Equality and Diversity with Your Current/Future Learners. Identify Other Points of Referral Available to Meet the Potential Needs of Learners.
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Equality and Diversity it is useful to consider the definitions of each and their context within the learning environment.
Equality is described by Gravells (2008 p 18) as being “about the rights of learners to attend and participate, regardless of their gender, race, ethic origins, religion, disability, sexual orientation and age”.
Diversity by Gravells (2008 p 18) is described as being “about valuing the differences in people, whether this relates to gender, age, disability or any other individual characteristic they may have”. Gravells goes on to describe inclusively as “involving all learners in relevant activities rather than excluding them for any reason either directly or indirectly”.
The above issues impact on every aspect of the teaching cycle,
1. The course information for marketing purposes and course material should be available in a variety of formats in order to appeal to as diverse a group as possible.
2. The location and layout of the environment should reduce barriers to access.
3. The lessons should be planned to take account of any individual’s religious or cultural needs.
4. A positive atmosphere should be set by creating solid ground rules and boundaries.
5. Behaviour that reinforces negative stereotypes or introduces improper language should be challenged
6. The monitoring and evaluation of the course should include references to barriers.
All organisations have to work within legislation around the area of equality and diversity. For instance the Bournemouth Adult Learning Handbook provides an outline of their responsibilities within this area and provides an overall mission statement under which specific policies have been created.
The teacher should always be aware of their responsibility to treat all students equally and embrace any diversity within their students.
In order to do this the teacher should be aware of any potential discrimination within themselves.
Petty (2009) discusses the need to have self awareness of ones...
Equality is described by Gravells (2008 p 18) as being “about the rights of learners to attend and participate, regardless of their gender, race, ethic origins, religion, disability, sexual orientation and age”.
Diversity by Gravells (2008 p 18) is described as being “about valuing the differences in people, whether this relates to gender, age, disability or any other individual characteristic they may have”. Gravells goes on to describe inclusively as “involving all learners in relevant activities rather than excluding them for any reason either directly or indirectly”.
The above issues impact on every aspect of the teaching cycle,
1. The course information for marketing purposes and course material should be available in a variety of formats in order to appeal to as diverse a group as possible.
2. The location and layout of the environment should reduce barriers to access.
3. The lessons should be planned to take account of any individual’s religious or cultural needs.
4. A positive atmosphere should be set by creating solid ground rules and boundaries.
5. Behaviour that reinforces negative stereotypes or introduces improper language should be challenged
6. The monitoring and evaluation of the course should include references to barriers.
All organisations have to work within legislation around the area of equality and diversity. For instance the Bournemouth Adult Learning Handbook provides an outline of their responsibilities within this area and provides an overall mission statement under which specific policies have been created.
The teacher should always be aware of their responsibility to treat all students equally and embrace any diversity within their students.
In order to do this the teacher should be aware of any potential discrimination within themselves.
Petty (2009) discusses the need to have self awareness of ones...