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See also Inclusion
/ Inclusive Learning and Learning
and Community and staff zone page 9
There are a number of ways in which you might do this. Here are some ideas, but think about alternatives yourself and discuss them with your peers, especially those who work in similar curriculum areas or with similar kinds of student.
Firstly, rate yourself against these Equality and Diversity statements from 1 to 5 (1 is low and 5 is high).
My planning takes account of how a subject will be studied and how best to include all learners.
I enable collaborative work between my learners.
I have adopted clear strategies for challenging differing forms of discrimination within my teaching environment.
My teaching approach has developed beyond one size fits all. I am able to reflect on how my teaching facilitates equal and diverse participation of my learners in all of their required activities.
I am aware of when and how resources and teaching materials are reviewed for gender, racial, heterosexual, religious and other forms of bias.
I encourage an environment which takes account of diverse values, goals and experiences.
My teaching takes account of difference rather than ignoring it. I don't take a colour-blind or gender neutral approach within my learning environment.
If you have answered below 3 for any item, you need some staff development or training.
Based on 'Embedding Equality into Practice - There Are No Outsiders' (Barbara Brown)
Where appropriate:
Make all reasonable adjustments for students with disabilities.
Use resources, methods and learning materials which are appropriate for both sexes and/or acknowledge cultural diversity. e.g. case studies. Avoid any kind of stereotyping.
Take advantage of opportunities to promote awareness of equal opportunities and diversity in your taught sessions and across your curriculum.
Use a range of teaching and assessment methods to ensure the needs of students with different learning styles are met.
Challenge students who use language which is inappropriate in relation to equal opportunities. e.g. racist or sexist language
Think about your own language in relation to inclusivity. Do the students understand you? Avoid cultural gaffes such as asking a Muslim student for his/her Christian name!
For dyslexic learners (or those with literacy problems) avoid font type with serif (e.g. Times Roman) and aim instead for sans serif (Comic Sans, Ariel, Verdana, Tahoma). Include plenty of white space and organisational features (bullets, boxes, etc).
Use different colours for board work, make use of boxes, bullet points and organisational devices.
Support students in developing note-taking skills and mindmaps and give them opportunity to practise them. Don't assume anything with regard to good study skills!
Introduce a clear and equitable system for students to contact them outside of teaching sessions.
Provide timely, detailed, formative feedback.
PLANNING
When planning for learning at either scheme of work or session level:
Be aware of, or find out about, key information about the group, such as additional needs support, key skills / Skills for Life needs, and take account of that in your planning.
Establish explicit learning outcomes for student learning, which are SMART, relevant, written at the appropriate level, and cover all 3 domains of learning.
Take account of varied learning styles by using a variety of methods and resources.
Plan differentiation activities (Extension activities for more confident learners, additional support for learners having difficulty.
Opportunities for developing Key Skills / Skills for Life are present throughout
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