Promoting Inclusion, Equality and Diversity in Teaching
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- Date Submitted: 03/19/2010 09:06 AM
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C&G 7303 PTLLS COURSE
ASSIGNMENT TWO
Promoting inclusion, equality and diversity in teaching
Setting and negotiating ground rules and identifying potential learning barriers
Kathryn Fackrell
March 6th 2010
Introduction.
I am employed by Telford and Wrekin Council for Voluntary Service (CVS); as a BASIS project worker. I will be delivering training to local community and voluntary groups as part of the project. This involves training voluntary and community group members about how using social media has the potential to benefit their organisation. I may also be helping deliver part of our listed training sessions for both the voluntary and statutory sector.
This assignment will define inclusion, equality and diversity and suggest how learners can be given ownership to establish ground rules to promote this, and how this is actively ‘teacher-managed’. I will then identify barriers to learning and list points of reference for learner support.
Inclusion means that learners are involved in relevant activities, ensures that they will not feel or be excluded from taking part in any learning activity, for any reason, either directly or indirectly. Equality states that all learners have the right to attend and participate, regardless of their, gender, race, ethnic origin, religion, disability, sexual orientation or age. They will not be discriminated against, either directly or indirectly. Diversity is all about celebrating and valuing the differences in people whether that relates to gender, race, age disability or any other individual characteristic they may have. This is a legal obligation, and must be adhered to.
Promoting Inclusion.
Learning activities must not exclude anybody. Information gathered from prospective students at the information and guidance session, will be utilised by the teacher when planning schemes of work and session plans. This ensures that appropriate learning aids are included in the classroom:
• Provision of Braille...
ASSIGNMENT TWO
Promoting inclusion, equality and diversity in teaching
Setting and negotiating ground rules and identifying potential learning barriers
Kathryn Fackrell
March 6th 2010
Introduction.
I am employed by Telford and Wrekin Council for Voluntary Service (CVS); as a BASIS project worker. I will be delivering training to local community and voluntary groups as part of the project. This involves training voluntary and community group members about how using social media has the potential to benefit their organisation. I may also be helping deliver part of our listed training sessions for both the voluntary and statutory sector.
This assignment will define inclusion, equality and diversity and suggest how learners can be given ownership to establish ground rules to promote this, and how this is actively ‘teacher-managed’. I will then identify barriers to learning and list points of reference for learner support.
Inclusion means that learners are involved in relevant activities, ensures that they will not feel or be excluded from taking part in any learning activity, for any reason, either directly or indirectly. Equality states that all learners have the right to attend and participate, regardless of their, gender, race, ethnic origin, religion, disability, sexual orientation or age. They will not be discriminated against, either directly or indirectly. Diversity is all about celebrating and valuing the differences in people whether that relates to gender, race, age disability or any other individual characteristic they may have. This is a legal obligation, and must be adhered to.
Promoting Inclusion.
Learning activities must not exclude anybody. Information gathered from prospective students at the information and guidance session, will be utilised by the teacher when planning schemes of work and session plans. This ensures that appropriate learning aids are included in the classroom:
• Provision of Braille...