Inclusive Learning

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Inclusive Learning

  1. 1. An Inclusive learning culture is one that: <ul><li>Values and respects difference </li></ul><ul><li>Promotes learning </li></ul><ul><li>Supports and advises colleagues, learners and clients to encourage new and ongoing participation in learning opportunities </li></ul><ul><li>Explores the benefits of learning with colleagues and clients </li></ul><ul><li>Recognises and rewards learning and competency achievement in the work and/or learning environment </li></ul><ul><li>Provides opportunities to develop your own and others’ generic skills </li></ul><ul><li>Offers multiple pathways to achieve your own and other’s current and future learning goals </li></ul>
  2. 2. Practice Inclusivity <ul><li>The practice of inclusivity is based on an acknowledgement of difference and an understanding of the needs of those with differences </li></ul><ul><li>All employees of an RTO or other training provider need to have an understanding of the principles of inclusivity and the legislation underpinning access and equity issues </li></ul>
  3. 3. Individual differences may include: <ul><li>Physical impairment or disability involving hearing, vision, voice or mobility </li></ul><ul><li>Intellectual impairment or disability </li></ul><ul><li>Hidden disability such as arthritis, epilepsy, diabetes or asthma </li></ul><ul><li>Learning difficulties </li></ul><ul><li>Psychiatric or psychological disability </li></ul><ul><li>Language barriers </li></ul><ul><li>Literacy and numeracy needs </li></ul><ul><li>Culture and socio-economic background </li></ul><ul><li>gender </li></ul>
  4. 4. Different perceptions <ul><li>Perceptions affect the way we view other people </li></ul><ul><li>Socialisation processes help form our perceptions </li></ul><ul><li>We have all been influenced by stereotypes societal positions and preconceived ideas </li></ul>
  5. 5. Clients with specific needs may include: <ul><li>Aboriginal and Torres Strait Islander people </li></ul><ul><li>People with a disability, either permanent or temporary </li></ul><ul><li>Rural and remote learners </li></ul><ul><li>People whose first language isn’t English </li></ul><ul><li>Youth at risk </li></ul><ul><li>Survivors of torture and trauma </li></ul><ul><li>Refugees and asylum seekers </li></ul>
  6. 6. People with a disability <ul><li>A person’s disability may be permanent, temporary or intermittent. Types of disabilities include: </li></ul><ul><ul><li>Learning disabilities </li></ul></ul><ul><ul><li>Intellectual impairments or disabilities </li></ul></ul><ul><ul><li>Sensory impairments (vision or hearing) </li></ul></ul><ul><ul><li>Physical or mobility impairments </li></ul></ul><ul><ul><li>Psychological or psychiatric impairments (or mental illnesses) </li></ul></ul><ul><ul><li>Disabilities which may result in multiple impairment such as brain injury </li></ul></ul><ul><ul><li>Medical conditions such as AIDS, HIV, cancer, Chronic Fatigue Syndrome </li></ul></ul><ul><ul><li>Hidden disabilities such as arthritis, epilepsy, diabetes, asthma </li></ul></ul>
  7. 7. Impact the disability has on the person’s capacity to function: <ul><li>The effect may be in relation to a person’s ability to: </li></ul><ul><ul><li>Read and write English text and comprehend spoken English </li></ul></ul><ul><ul><li>Be physically mobile, including being able to hold, grasp and manipulate objects </li></ul></ul><ul><ul><li>Sustain their attention and concentration </li></ul></ul><ul><ul><li>Sit for long periods of time </li></ul></ul><ul><ul><li>Concentrate or participate because of fatigue or pain </li></ul></ul>
  8. 8. Provide support <ul><li>We may need to support learners in a variety of ways. We may need to: </li></ul><ul><ul><li>Adjust the physical environment </li></ul></ul><ul><ul><li>Adjust learning and assessment activities </li></ul></ul><ul><ul><li>Address OHS issues </li></ul></ul><ul><ul><li>Provide for language, literacy and numeracy support </li></ul></ul><ul><ul><li>Provide more time or additional support to learners </li></ul></ul><ul><ul><li>Offer a broad general education </li></ul></ul><ul><ul><li>Adjust working schedules </li></ul></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. Why practice inclusivity? <ul><li>By fostering and promoting an inclusive learning culture, a training and/or assessment organisation can: </li></ul><ul><ul><li>Prepare its learners to work more effectively and flexibly in diverse workplaces and communities </li></ul></ul><ul><ul><li>Provide more learners and clients with better quality services in an increasingly competitive market </li></ul></ul><ul><ul><li>Ensure it meets its obligations arising out of legislation and standards </li></ul></ul>
  11. 11. Legislation <ul><li>Federal </li></ul><ul><ul><li>Disability Discrimination Act 1992 </li></ul></ul><ul><ul><li>Racial Discrimination Act 1975 </li></ul></ul><ul><ul><li>Racial Hatred Act 1995 </li></ul></ul><ul><ul><li>Commonwealth Sex Discrimination Act 1984 </li></ul></ul><ul><ul><li>Age Discrimination Act 2004 </li></ul></ul><ul><li>State </li></ul><ul><ul><li>Equal Opportunity Act 1995 </li></ul></ul><ul><ul><li>Racial & Religious Tolerance Act 2001 </li></ul></ul>
  12. 12. Standards <ul><li>Disability Standards for Education </li></ul><ul><li>AQTF Standards for RTOs relate to equity: </li></ul><ul><ul><li>Working with Diversity: A Guide to Equity and the AQTF </li></ul></ul><ul><ul><li>Working with Diversity: Quality Training for Indigenous Australians </li></ul></ul><ul><ul><li>Working with Diversity: Quality Training for People with Disability </li></ul></ul>
  13. 13. What is equity? <ul><li>Access and equity means the policies and approaches that ensure that vocational education and training is responsive to the diverse needs of all clients. Through the implementation of these policies and approaches, the benefits of participating in vocational education and training are available to everyone on an equitable basis….. (AQTF standards nationally agreed definition of access & equity) </li></ul>
  14. 14. Is equity the same as equal treatment? <ul><li>No. Equity is not treating everyone the same. It is about ensuring that all people and all groups of people participate, have the opportunity to reach their potential, make choices and receive responsive and appropriate products and services. </li></ul><ul><li>the destination for all learners is the same but the journey may be different </li></ul>
  15. 15. Access <ul><li>generally refers to the ability to enter training. Improving access might involve strategies such as improving physical access to a training venue; ensuring that selection criteria do not discriminate against learners; adapting marketing activities to encourage all learners. Access issues form a sub-set within equity issues </li></ul>
  16. 16. Equity <ul><li>Is a term used to cover issues relating to access to VET, participation in VET, and achievement of outcomes in VET. Equity issues cover a wide range of matters. </li></ul><ul><li>Examples of equity strategies include providing a supportive learning environment; adjusting assessments to meet individual circumstances; implementing policies on fee reduction; developing and using inclusive training materials. </li></ul><ul><li>Essentially, equity refers to the capacity for all learners to achieve results in training and to receive training in an inclusive environment with inclusive materials </li></ul>
  17. 17. What is diversity? <ul><li>‘ The quality of being different and unique at an individual or group level’ (Smith, Duncan, 1998, ‘The Business Case for Diversity’, Monash Mt Eliza Business Review , November, pp 72-76) </li></ul><ul><li>Diversity may be discussed in relation to ethnicity, culture, gender, race, age, functional diversity, personality and learning styles </li></ul><ul><li>Recognising and valuing diversity means creating and sustaining an environment in which everyone can achieve their full potential </li></ul><ul><li>This may include removing systemic barriers and creating new ways of doing business </li></ul>
  18. 18. National Strategies and initiatives <ul><li>Shaping our Future: Australia’s National Strategy for VET 2000-2010 </li></ul><ul><li>Bridging Pathways 2000-2005 </li></ul><ul><li>Bridging Pathways – Revised Blueprint for Implementation </li></ul><ul><li>Partners in a Learning Culture </li></ul><ul><li>The Australian Flexible Learning Framework for VET 2000-2004 </li></ul><ul><li>Women: shaping our future 2004 </li></ul>
  19. 19. RTO Policies & Procedures <ul><li>Access and Equity </li></ul><ul><li>Code of conduct </li></ul><ul><li>Equal Employment Opportunity Policy </li></ul><ul><li>Good Working Relationships Policy </li></ul><ul><li>Customer Service Policy </li></ul><ul><li>Customisation of Training Policy </li></ul><ul><li>Grievance Policy </li></ul><ul><li>Human Resource Management Policy </li></ul>
  20. 20. Planning for Inclusiveness <ul><li>Continuous Improvement Process </li></ul><ul><li>Considerations </li></ul><ul><ul><li>Providing information to learners </li></ul></ul><ul><ul><li>Enrolment processes – are they clear and accessible </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>
  21. 21. Other Considerations <ul><li>Confidentiality - Respecting individuals’ rights and confidentiality (Privacy Legislation, Privacy Policy/statements) </li></ul><ul><li>Identifying Support – a wide range of support is available to help meet the specific needs of individuals </li></ul><ul><li>OHS Issues – the specific needs of an individual may present additional OHS considerations </li></ul>

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