Developing inclusive learning environments

When we as teachers attempt to create safe, inclusive classrooms, we should consider multiple factors, including the syllabus, course content, class preparation, classroom behaviour, and our knowledge of students' backgrounds and skills. Inclusive learning is the right for any student to learn.

In introducing the notion of learning environment, Knowles 1970 (citied by Imel n.d.) suggested “that activities conducted prior to and during the first session could greatly affect it”, including promotional materials and marketing. It is vital at the onset of any course to ensure that learners and their chosen course are compatible with one another. Some disabilities can be potential barriers to learners using ICT. The most common are partially sighted learners, learners with poor hearing and learners with manual dexterity problems like arthritis or RSI. The effects of many disabilities can be minimised with the use of Microsoft Windows Accessibility options and or specialist equipment like large keyboards and tracker ball mice. Learners with poor hearing can be helped by seating them appropriately so they are close when I deliver information and are also positioned so that I can easily move into their eye-line. With poor literacy and numeracy skills there would be support offered by the College Learner Support department. I have found with some students that taking time to explain and demonstrate slowly and thoroughly on a one to one basis whilst working my way around the classroom encouraging and stretching the faster learners that learning takes place for all. Initial assessment will highlight any particular needs that a learner may have.

Resources
IT to most students can be seen as challenging and refreshing. Most students in my class do like the course; but they do feel daunted by certain words and topics; some have even challenged me as to why they are learning certain topics. Therefore I try to make the lessons interesting, I try to use a range of resources including the students themselves; I get them to ask questions, to think about issues, to draw on their own experiences, to help others that may find certain topics difficult.

I mainly use the interactive whiteboard and slides as I feel this is the most effective way to teach students so that they learn; I will provide them with the same slides I am using, we will go through worked examples together and they will fill in the gaps. They can then keep these handouts as a set of notes to use later in the lesson. Where practical based work can be done I try to involve the students as much as possible by letting them work in groups and carry out practicals themselves; I feel this helps them to understand the uses IT has in their lives and makes them feel more competent in the subject area.

By creating an ILP it allows for a mutual agreement to be made between the student and the tutor. This method of assessment helps the student to negotiate with the tutor in a fair and achievable way, by setting goals and targets which can be regularly reviewed during tutorial sessions. During which any problems can be addressed so that the student feels supported and learning is progressive(Petty, 2004).

Teaching and Learning strategies
Inclusion can be achieved through implementing a student centered approach to teaching. This will increase participation for all students in all activities regardless of social background, race, culture, gender, differences in ability and disabilities. By adopting a student centered approach will create a valued learning environment leading to greater achievement in all students. Blooms taxonomy of learning highlights the importance of using the affective domain in teaching strategies.

I have found with my students that they all have very different learning styles. Incorporating VARK visual aural read write kinaesthetic into my teaching ensures that every learner has an equal chance.

My course delivery is specifically designed to work with the intuitive, big-picture approach of the right-brain. I aim to make my course an enjoyable and engaging experience, even when the content might feel challenging or difficult. It is essential to engage the group to find their motivation for learning. I ensure that my courses are participative, enjoyable but most of all that they are meaningful to the learner and relevant to their work or home environment. I am experienced in working with group processes and can ensure that each session is a unique and individual experience, even if the course content is tightly prescribed.

References:
Imel, S., (n.d.) Inclusive Adult Learning Environments [online] http://www.ericdigests.org/1996-2/adult.html [Accessed: 14 July 2010]

Petty, G., (2004) A Practical Guide Teaching Today 3rd Ed. Cheltenham: Nelson Thornes Ltd