Unit (1) Inclusive Practice:
Objective (1)
DTLLS: 2012, Term (2)
Tutor: Mark Jones
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
2
Unit (1): Inclusive Practice
Diploma in Teaching Life Long Learning Sector
Unit content
In delivering this unit, the following will need to be considered:
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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
3
Unit (1): Inclusive Practice
Diploma in Teaching Life Long Learning Sector
Assessment Criteria 1/2 will be delivered today
1
1
2
2
2
Criteria
Discuss personal, social and cultural factors that influence
learning
20-21
Identify and summarise legislation relevant to inclusive
practice
26 – 28
Review the impact of legislation related to inclusive
practice on organisational policies
Discuss implications for own practice of legislation related
to inclusion and inclusivity
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
Review strategies for effective coordination between the
teacher and learner and learning support team(s),
identifying good practice
Review own approaches, strengths and development
needs in relation to inclusive practice, using reflection
and feedback from learners
Discuss ways to develop and improve own skills in
inclusive practice
4
4
Understood
11-19
Review the impact of different cognitive, physical and
sensory abilities on learning
3
4
Page
29-31
33
4
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, it’s 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
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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/
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Unit (1): Inclusive Practice (IP)
Diploma in Teaching Life Long Learning Sector
Time
Aim/s
Objectives
1/5
09:30
General introduction to Unit (1)
Inclusive Practice
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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
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
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
1
11:45
Provide a summary of the
personal, social and cultural
factors that influence learning
Review the impact of different
cognitive, physical and sensory
abilities on learning

Cite relevant examples from
your own experiences
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Analyse the impact of cognitive,
physical and sensory abilities on
learning
Explain at least one theory of
learning in the context of IP
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2
13:15
12:30 - Lunch
Provide a brief overview of
relevant laws relating to IP
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2
2
14:15
15:00
Assess the impact of current
legislation on policies, procedures
and working practices

Explain at least 3 relevant acts
of parliament relating to IP
Summarise the links between
theory and practice
Analyse the impact of current
legislation on SGS policies and
procedures
14:45 / 15:00 Short break
Assess the impact of current
 Analyse the impact of current
legislation on policies, procedures
legislation on current practice
and working practices
 Review current teaching and
learning strategies embedding
IP
1/5
16:00
Plenary and next steps
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
Evaluation of session
Targets arising from session
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Unit (1): Inclusive Practice (IP)
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?
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Unit (1): Inclusive Practice (IP)
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
In order to listen to the audio, scan the QR Code of click here
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Unit (1): Inclusive Practice (IP)
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”.
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Unit (1): Inclusive Practice (IP)
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?
In order to listen to the audio, scan the QR Code of click here or here
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Unit (1): Inclusive Practice (IP)
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?
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Unit (1): Inclusive Practice (IP)
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, let’s first discuss your own understanding of how your
learner’s backgrounds influence their progress
Cultural
Personal
Social
Factors that influence learning
Personal
Social
Cultural
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Unit (1): Inclusive Practice (IP)
What personal, cultural and social factors that
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)
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Unit (1): Inclusive Practice (IP)
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.
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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
In order to listen to the audio, scan the QR Code of click here
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Unit (1): Inclusive Practice (IP)
What personal, cultural and social factors that
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.
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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?
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Unit (1): Inclusive Practice (IP)
What personal, cultural and social factors that
influence learning?
In order to listen to the audio, scan the QR Code of click here
18
Unit (1): Inclusive Practice (IP)
What personal, cultural and social factors that
influence learning?
Social Learning Theory: Bandura, A
Record your notes below: this will then inform our discussion....
In order to listen to the audio, scan the QR Code of click here
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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 Bandura’s social learning theory is the emphasis on reciprocal
determinism. This notion states that an individual’s behavior both influenced and is
influenced by the environment and characteristics of the person. In other words, a
person’s 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
individual’s 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?
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Unit (1): Inclusive Practice (IP)
More Theory: Review cognitive, physical and
sensory abilities on learning
Review the following short videos
and reflect upon the extent to
which
a
learner’s
cognitive,
physical and sensory abilities have
on their learning
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Unit (1): Inclusive Practice (IP)
Multiple intelligences theory
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Unit (1): Inclusive Practice (IP)
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 share
my new skills
What will I do
next?
What will be
the impact on
the learner
How will I do it?
When will I do
it?
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What will I do next?
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?
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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”.
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Unit (1): Inclusive Practice (IP)
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
Nation’s 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.
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Unit (1): Inclusive Practice (IP)
Relevant laws relating to IP
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Unit (1): Inclusive Practice (IP)
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
?
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Unit (1): Inclusive Practice (IP)
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.
Filton College Success Rates vs. National FE Sector Success Rates
95%
93%
91%
90%
89%
87%
85%
84%
83%
83%
81%
81%
80%
80%
79%
77%
75%
2008 - 2009
2009 - 2010
Filton College
2010 - 2011
National FE Sector Success Rates
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”.
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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.
Filton College Success Rates - Disability
100%
90%
90%
89%
83% 83%
80%
83% 85%
79% 79% 79%
79% 79% 79%
70%
60%
50%
40%
30%
20%
10%
0%
Disabled Learners
Success Rates
National Disabled
Learners FE Sector
Success Rates
2008 - 2009
Non-Disabled Learners
Success Rates
2009 - 2010
National Non-Disabled
Learners FE Sector
Success Rates
2010 - 2011
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
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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%
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Unit (1): Inclusive Practice (IP)
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.
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Act of Parliament of
relevant policy
Relevant issue
Current teaching and
learning strategy
Summative statement: How will I embed this new practice into my delivery of the curriculum?
Impact on the learner
Proposed new strategy
Unit (1): Inclusive Practice (IP)
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 share
my new skills
What will I do
next?
What will be
the impact on
the learner
How will I do it?
When will I do
it?
What will I do next?
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?
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