Inclusive Practices

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Inclusive Practices

  1. 1. Inclusive work practices include the way in which we: <ul><li>Enable individual differences and needs to be identified </li></ul><ul><li>Show respect for individuals’ rights and confidentiality </li></ul><ul><li>Encourage people to think about their attitudes towards difference </li></ul><ul><li>Promote equitable participation </li></ul><ul><li>Disseminate information about training and learning programs </li></ul>
  2. 2. Inclusive work practices include the way in which we: cont… <ul><li>Enrol and recruit participants into learning </li></ul><ul><li>Deliver training and provide time for learning </li></ul><ul><li>Assess or evaluate the development of skills </li></ul><ul><li>Encourage and enable learners to participate </li></ul><ul><li>Support learners to get a good outcome such as further education or a job </li></ul>
  3. 3. Inclusive work practices include the way in which we: cont… <ul><li>Provide learning opportunities to staff </li></ul><ul><li>Encourage staff to see the benefits of learning </li></ul><ul><li>Recognise learning and achievements </li></ul><ul><li>Consult the learner in adjusting training and assessment practices to meet individual needs </li></ul>
  4. 4. Modifying work practices <ul><li>Changes to work practices may need to occur at: </li></ul><ul><ul><li>The organisational level </li></ul></ul><ul><ul><li>The team level </li></ul></ul><ul><ul><li>The individual level </li></ul></ul>
  5. 5. The organisational level <ul><li>Providing physical access to people with a disability </li></ul><ul><li>Changing the way information is provided to people so they know what is going on in the organisation </li></ul>
  6. 6. The team level <ul><li>Changing the time of staff meetings to allow full participation of all staff members </li></ul><ul><li>Putting systems in place to ensure everyone in the team has the opportunity to contribute </li></ul>
  7. 7. The individual level <ul><li>Recognising that people communicate in different ways </li></ul><ul><li>Giving a learner more time to practise their new skill or apply their new knowledge </li></ul>
  8. 8. Continuously improving your inclusive practice <ul><li>Continuous improvement is: </li></ul><ul><li>A process of ongoing review </li></ul><ul><li>An established method for analysing, measuring, standardising and improving the policy, processes and practices of an organisation </li></ul><ul><li>A proactive process: an organisation looks for opportunities to improve a process, even though the process might be working </li></ul>
  9. 9. Principles that underpin inclusivity <ul><li>Providing equal opportunity for participation </li></ul><ul><li>Fostering and advocating independence </li></ul><ul><li>Ensuring cooperative approaches to learning </li></ul><ul><li>Using client-centred approaches to learning </li></ul><ul><li>Supporting, encouraging and valuing individual contributions </li></ul><ul><li>Motivating learners </li></ul><ul><li>Creating opportunities for participation and success </li></ul><ul><li>Modifying procedures, activities and assessment </li></ul><ul><li>Acknowledging current strengths and skills as a basis for further learning </li></ul>
  10. 10. Who is involved in fostering an inclusive learning culture? <ul><li>The facilitator of learning </li></ul><ul><li>Another learner or colleague </li></ul><ul><li>The organisation’s management </li></ul><ul><li>Administration staff </li></ul><ul><li>Those employed to provide specialist assistance </li></ul><ul><li>A combination of the above </li></ul>
  11. 11. The facilitator is involved in fostering an inclusive learning culture in: <ul><li>How they promote an inclusive learning culture and an awareness and celebration of diversity amongst participants </li></ul><ul><li>How they encourage participation in a learning environment </li></ul><ul><li>How their own behaviour and verbal and body language models inclusiveness </li></ul><ul><li>How they recognise and reward learning and achievement in the work or learning environment </li></ul><ul><li>How they plan and organise the learning program: the activities, the material provided and assessments </li></ul>
  12. 12. Planning for Inclusiveness <ul><li>Considerations </li></ul><ul><ul><li>Providing information to learners </li></ul></ul><ul><ul><li>Enrolment processes </li></ul></ul><ul><ul><li>Induction processes </li></ul></ul><ul><ul><li>Finding out about specific needs </li></ul></ul><ul><ul><li>Identifying and confirming support needs </li></ul></ul><ul><ul><li>Catering for diversity in learning styles </li></ul></ul>
  13. 13. Inclusivity into practice <ul><li>Modelling inclusiveness </li></ul><ul><ul><li>Setting ground rules </li></ul></ul><ul><ul><li>Encouraging ongoing learning </li></ul></ul><ul><ul><li>Forming relationships and fostering respect </li></ul></ul><ul><li>Physical environment </li></ul><ul><ul><li>Room layout </li></ul></ul><ul><ul><li>Physical environment adjustments </li></ul></ul><ul><ul><li>Assistive technologies </li></ul></ul>
  14. 14. Inclusivity into practice cont… <ul><li>Inclusivity through learning materials </li></ul><ul><ul><li>Language of learning materials </li></ul></ul><ul><ul><li>Illustrations </li></ul></ul><ul><ul><li>Designing web pages </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><li>Inclusivity through communication </li></ul><ul><ul><li>Interacting </li></ul></ul><ul><ul><li>Language of communication (verbal and non-verbal forms) </li></ul></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Using visual aids </li></ul></ul>
  15. 15. Inclusivity into practice cont… <ul><li>Flexible learning and inclusiveness </li></ul><ul><ul><li>Designing flexible learning programs </li></ul></ul><ul><ul><li>Facilitation mode </li></ul></ul><ul><li>Facilitation styles </li></ul>
  16. 16. What is a reasonable adjustment? <ul><li>Any measure or action that a student requires because of their disability – assisting the student to access and participate in education and training </li></ul><ul><li>It is reasonable when it takes into account: </li></ul><ul><ul><li>The nature of the student’s disability </li></ul></ul><ul><ul><li>The views of the student </li></ul></ul><ul><ul><li>The potential effect on the student and others who might be affected </li></ul></ul><ul><ul><li>The costs and benefits of making the adjustment </li></ul></ul>

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