Laser Lessons - Lesson

Inclusive practice

Your college has been given a grant to establish an adult and community division with equal status and access to courses. The target groups of learners are disabled learners, parents and carers of young children, and learners over 50.
You have been asked teach your subject to one of the first classes for these new learners.

What would be the key features of an inclusive learning environment for these learners?
What would be the benefits of an inclusive learning environment for these learners?
How could you promote equality and inclusion in the different groups of learners?
What points of referral might be available to meet the individual learning needs of these individuals?

Table of Contents

Tutorial Video
Reading Materials

'Legislation and guidance for inclusive education’ from the Centre for Studies on Inclusive Education
'Inclusion, equality and the law’ by Navin Kikabhai on the Sec Ed website.
'Further education: guide to the 0 to 25 SEND code of practice’ from the Department for Education and the Department of Health
'Implementing Inclusive Education for Children and Students with Disabilities’ by Richard Reiser
'Coming together to create a culture of inclusion for learners' in the FE News
'Supporting SEND learners by taking a neurodiversity approach’ from the Education and Training Foundation
'Enhancing staff support for learners with disabilities’ from JISC
'High Expectations for All’ from Wigan Council
'Professional standards for teachers and trainers in education and training’ from the Education and Training Foundation
'Lesson Observation in FE Colleges’ from ATL, the education union’

Presentation
Good Practice Example
Good Practice Example
Evidence Opportunities
Extended Learning

The ‘How Was School?’ project looks at Disabled People’s experiences of education over the last 100 years through the telling and recording of personal memories and histories of school. This project captures the changing educational experience of disabled people over the last century with the aim of creating a timeline of change to a more inclusive and empowering approach where disabled children and young people are valued and welcomed into their local school and communities. Look at the timeline for relevant legislation and individual’s experiences.
'Religion and belief: Supporting inclusion of staff and students in higher education and colleges’ by Advance HE.
You may wish to read: ‘Inclusion in Further Education’ by Lydia Spenceley published by Critical Publishing. Or ‘Inclusive practice in the lifelong learning sector’ by Jonathan Tummons and Sharon Powell, published by Learning Matters. NB you do not need to purchase these, they should be available from your local library.
Find and read your organisation’s policies and procedures for inclusive practice.
Read this ‘FE additional learning support policy and procedure’ from Bridgewater and Taunton College. Does your organisation have a similar policy? What are the similarities and difference?
From the website of ‘The Journal of Inclusive Practice in Further and Higher Education’ read any articles relevant to your role.
The Teaching Channel has an article ‘ Four Ways to Gather Student Feedback’ that looks at getting formal and informal evaluation from your students.
‘The report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee chaired by Professor John Tomlinson’ on the CSIE website.
This document was produced by Future Lab and looks at ‘Using digital technologies to promote inclusive practices in education’. The purpose of the handbook is to provide educators with guidance on using digital technologies to promote inclusive practices in schools and colleges. In so doing, the handbook addresses key educational agendas such as personalisation as reflected in the Gilbert Review, the FE White Paper, Every Child Matters, Extended Schools and the Children’s Plan.
These five articles from Johnny Johnson in FE News examine five ‘Big Equality, Diversity and Inclusion Mistakes in 2019’: Thinking a Robust EDI Policy is Enough Focussing on What You Should and Shouldn’t Do Limiting Good Practice to the 9 Protected Characteristics An EDI ‘Brand’ Not Backed Up With Action Thinking That Political Correctness is the Same as Equality, Diversity & Inclusion

Think And Challenge
Evidence Opportunities