TAA

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  • TAA

    1. 1. TAAENV402A Foster and promote an inclusive learning culture
    2. 2. <ul><li>What does inclusive learning mean to you? </li></ul><ul><li>Did you ever feel excluded? </li></ul><ul><li>Was there too much jargon? </li></ul><ul><li>Did people interrupt each other? </li></ul><ul><li>What else would make someone feel excluded? </li></ul>
    3. 3. What is inclusive learning culture? <ul><li>One that </li></ul><ul><li>Values and respects difference </li></ul><ul><li>Promotes the benefits of learning </li></ul><ul><li>Supports, advises, encourages participation </li></ul><ul><li>Recognises and rewards learning </li></ul><ul><li>Provides opportunities to develop skills </li></ul><ul><li>Offers pathways </li></ul>
    4. 4. Inclusivity <ul><li>is a term used to define behaviours which actively acknowledge, respect and build on individual differences, and individual needs to create a positive and inclusive learning culture and environment. </li></ul><ul><li>From TAA04 Training and Assessment Training Package </li></ul>
    5. 5. <ul><li>How would you incorporate inclusivity into your practices?? </li></ul><ul><li>What would you take into account?? </li></ul><ul><li>Give me some ideas!! </li></ul>
    6. 6. Individual difference may include <ul><li>Intellectual abilities </li></ul><ul><li>Learning styles </li></ul><ul><li>Literacy/numeracy needs </li></ul><ul><li>language </li></ul><ul><li>Culture/religion </li></ul><ul><li>Socio-economic backgrounds </li></ul><ul><li>Age/gender/sexuality </li></ul>
    7. 8. Specific needs may include <ul><li>People with disabilities </li></ul><ul><li>Aboriginal and Torres Strait Islanders </li></ul><ul><li>Rural and remote learners </li></ul><ul><li>English as a second language </li></ul><ul><li>Youth at risk </li></ul><ul><li>Survivors of torture and trauma </li></ul><ul><li>refugees </li></ul>
    8. 9. Avoid <ul><li>Overcompensating for difference </li></ul><ul><li>Categorising people </li></ul><ul><li>Activity p14 </li></ul>
    9. 10. Providing support for special needs <ul><li>Adjust the physical environment </li></ul><ul><li>Adjust the learning activities </li></ul><ul><li>Address OHS issues </li></ul><ul><li>Provide literacy and numeracy support </li></ul><ul><li>Provide more time </li></ul><ul><li>Offer general education opportunities </li></ul><ul><li>Adjust work schedules </li></ul>
    10. 12. Principles underpinning inclusivity <ul><li>Providing equal opportunity to participate </li></ul><ul><li>Fostering independence </li></ul><ul><li>Co-operative approaches to learning </li></ul><ul><li>Student-centred approaches to learning </li></ul><ul><li>Valuing individual contributions </li></ul><ul><li>Motivating learners </li></ul><ul><li>Opportunities for success </li></ul><ul><li>Modifying procedures </li></ul><ul><li>Acknowledging skills </li></ul>
    11. 13. Inclusivity in the classroom <ul><li>Respect </li></ul><ul><li>Icebreakers </li></ul><ul><li>Timely breaks – switching activities </li></ul><ul><li>Encouraging involvement </li></ul>
    12. 14. Public sector Code of Ethics <ul><li>The public sector Code of Ethics was first established in 1996 and a revised version came into effect from February 2002. The three key principles of the Code of Ethics are: </li></ul><ul><li>Justice – is being impartial and using power fairly for the common good. It means not abusing, discriminating against or exploiting people. </li></ul><ul><li>Respect for Persons – being honest and treating people courteously, so that they maintain their dignity and their rights are upheld. It means not harassing, intimidating or abusing people. </li></ul><ul><li>Responsible Care – protecting and managing with care the human, natural and financial resources of the State. It means decisions and actions do not harm the short and long term well being of people and resources. </li></ul>
    13. 15. Access and Equity <ul><li>Are policies and approaches that are </li></ul><ul><li>implemented to ensure VET is responsive to </li></ul><ul><li>the diverse needs of all clients and are </li></ul><ul><li>available to everyone on an equitable basis, </li></ul><ul><li>including: </li></ul><ul><li>women under-represented; people with </li></ul><ul><li>disabilities; people from non-English speaking </li></ul><ul><li>backgrounds; Indigenous Australians; and </li></ul><ul><li>rural and remote learners. </li></ul><ul><li>(From AQTF Standards for RTOs ) </li></ul>
    14. 16. Code of Practice for assessors <ul><li>The Code of Practice is included in the </li></ul><ul><li>Assessment Guidelines to support </li></ul><ul><li>professionally responsible and ethical </li></ul><ul><li>assessment practice and to guide TAA </li></ul><ul><li>assessors in the responsibilities of their </li></ul><ul><li>work. This code is loosely based on an </li></ul><ul><li>international code developed by the </li></ul><ul><li>National Council for Measurement in </li></ul><ul><li>Education . </li></ul>
    15. 17. Continued <ul><li>The differing needs, requirements of candidates, local enterprise/s, or industry are identified and handled with sensitivity. </li></ul><ul><li>Potential forms of conflict of interest in assessment process and/or outcomes are identified, and appropriate referrals are made, if necessary. </li></ul><ul><li>All forms of harassment are avoided throughout the assessment process in the review and reporting of assessment outcomes. </li></ul><ul><li>The rights of candidates are protected during and after assessment process. </li></ul><ul><li>Candidates are made aware of their rights and processes of appeal. </li></ul><ul><li>Personal or interpersonal factors that are irrelevant to the assessment of competence must not influence the assessment outcomes. </li></ul>
    16. 18. Continued <ul><li>Evidence is verified against the rules of evidence </li></ul><ul><li>Assessment decisions are based on available evidence that can be produced and verified by another assessor. </li></ul><ul><li>Assessments are conducted within the boundaries of the assessment system policies and procedures. </li></ul><ul><li>Formal agreement is obtained from candidates and the assessor that the assessment was carried out in accordance with agreed procedures. </li></ul><ul><li>Assessment systems and tools are consistent with equal opportunity legislation. </li></ul><ul><li>Candidates are informed of all assessment reporting processes prior to the assessment. </li></ul><ul><li>Candidates are informed of all known potential consequences of assessment decisions, prior to the assessment. </li></ul>
    17. 19. Continued <ul><li>Confidentiality is maintained regarding assessment decisions / outcomes and records of individual assessment outcomes which identify personal details are only released with the written permission of the candidate/s. </li></ul><ul><li>Assessment outcomes are used consistently with the purposes explained to candidates. </li></ul><ul><li>Self‑assessments are periodically conducted to ensure current competence against the Training and Assessment Training Package (TAA04) competency standards. </li></ul><ul><li>Professional development opportunities are identified and sought. </li></ul><ul><li>Opportunities for networking amongst assessors are created and maintained. </li></ul><ul><li>Opportunities are created for technical assistance in planning, conducting and reviewing assessment practice and participating in validation. </li></ul>
    18. 20. Principles of Assessment <ul><li>Fairness is one of the Principles of Assessment. Fairness in assessment requires: consideration of the individual candidate’s needs and characteristics and any reasonable adjustments that should be applied; clarity of communication between the assessor and the candidate to ensure the candidate is fully informed, participates in and consents to the assessment process; opportunities that allow the person/s being assessed to challenge assessments and with provision for reassessment are provided. </li></ul><ul><li>Flexibility is one of the Principles of assessment. To be flexible, assessment should: reflect the candidate’s needs, provide for recognition of competencies no matter how, where or when they have been acquired, draw on a range of methods appropriate to the context, competency and the candidate, and be accessible to support continuous competency development. </li></ul><ul><li>(From TAA04 Training and Assessment Training Package, Assessment Guidelines) </li></ul>
    19. 21. Flexible learning <ul><li>means an approach to vocational education and training which allows for the adoption of a range of learning strategies in a variety of learning environments to cater for differences in learning styles, learning interests and needs, and variations in learning opportunities (including on-line). </li></ul><ul><li>From AQTF Standards for RTOs </li></ul>
    20. 22. Reasonable Adjustment <ul><li>The process of adjusting or changing the assessment process to meet the needs and characteristics of the candidates being assessed and any equity requirements. The determination of ‘reasonableness’ requires judgement that must take into account the impact on the organisation and the need to maintain the integrity of the unit of competency. </li></ul><ul><li>From TAA04 Training and Assessment Training Package </li></ul>
    21. 23. <ul><li>This scene took place on a BA flight between Johannesburg, South Africa & </li></ul><ul><li>London. A white woman, about 50 years old, was seated next to a black man. </li></ul><ul><li>Very disturbed by this, she called the air hostess. &quot;You obviously do not see it </li></ul><ul><li>then?&quot; she asked. &quot;You placed me next to a black man. I did not agree to sit </li></ul><ul><li>next to someone from such a repugnant group. Give me an alternative seat.“ </li></ul><ul><li>&quot;Be calm please,&quot; the hostess replied. &quot;Almost all the places on this flight are </li></ul><ul><li>taken. I will go to see if another place is available.” </li></ul><ul><li>The hostess went away & then came back a few minutes later. &quot;Madam, just as </li></ul><ul><li>I thought, there are no other available seats in Economy Class. I spoke to the </li></ul><ul><li>captain & he informed me that there is also no seat in Business Class. All the </li></ul><ul><li>same, we still have one place in First Class.“ Before the woman could say </li></ul><ul><li>anything, the hostess continued. &quot;It is not usual for our company to permit </li></ul><ul><li>someone from Economy Class to sit in First Class. However, given the </li></ul><ul><li>circumstances, the captain feels that it would be scandalous to make someone </li></ul><ul><li>sit next to someone so disgusting.“ She turned to the black guy, & said, </li></ul><ul><li>&quot;Therefore, Sir, if you would like to, please collect your hand luggage, a seat </li></ul><ul><li>awaits you in First Class.“ </li></ul><ul><li>At that moment, the other passengers, who'd been shocked by what they had </li></ul><ul><li>just witnessed, stood up & applauded. WELL DONE, British Airways </li></ul>
    22. 24. Reasonable adjustments are … <ul><li>Made to ensure equity in assessment for people with disabilities. </li></ul><ul><li>Considered reasonable if they do not impose an unjustifiable hardship on a training provider or employer. </li></ul><ul><li>Adjusting the structure of the assessment not the outcomes. </li></ul>
    23. 25. Applying Reasonable Adjustment <ul><li>Identify the issues </li></ul><ul><li>Create a climate of support </li></ul><ul><li>Ensure access </li></ul><ul><li>Appropriately structure assessment </li></ul><ul><li>Use other expertise </li></ul>
    24. 26. Adjusting the assessment process <ul><li>Reasonable adjustment to the assessment process normally involves varying: </li></ul><ul><ul><li>The procedures for conducting the assessment, eg allowing additional time, extending deadlines, varying the venue. </li></ul></ul><ul><ul><li>The evidence gathering techniques, eg oral rather than written questioning, using simulations, additional assignments, smaller assessment “chunks”. </li></ul></ul>

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