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Creating Inclusive Learning

Environments

Strategy 1 – Establish ground

rules

Strategy 2 – Encourage all

learners

Strategy 3 – Model a positive

attitude

Strategy 4 – use multi-sensory

materials

Strategy 5 – Use relevant

materials

Strategy 6 – Be interested in

your learners

Strategy 7 – Use resources and supports

Acknowledgement

Who are our students?

Acknowledgements:Much of the content of this site is drawn from: • the flexible learning toolbox for Certificate IV in Training and Assessment.

http://tle.tafevc.com.au/toolbox/items/ada19c88-43bf-05cc-8e67-b11816cd6c9e/1/1209env402b.zip/resources/training/troom.htm

• The Monash University “Inclusive Teaching” website:http://www.monash.edu.au/lls/inclusivity/

Who are our students?

In your teaching you will encounter a huge range of students covering the whole cross-section of the Australian wider community.

Our students bring enthusiasm and optimism (and perhaps some apprehension) to their studies .Your task as a teacher is to provide effective and enjoyable learning experiences for all your students and to provide effective and appropriate assessment strategies.

Our students bring with them a vast array of life experiences from our local community and from all around the world. They have useful perspectives that they bring to their studies.

Click here to see a more detailed description of our students, and tips for how you might respond to them.

• Students experiencing learning difficulties. These may be students who have had limited formal education in the past or who have specific learning difficulties

What diversity might be in my student group?

• Students from language backgrounds other than English . (LBOTE) The students may also be referred to as CALD – Culturally and Linguistically Diverse.

• Students with disabilities. Our students may come to TAFE with a range of physical, intellectual , psychiatric and learning disabilities.

• Students of Aboriginal and Torres Strait Islander heritage

Rather than imposing these rules, involve your learners in the decision making process. This will encourage the learners to take responsibility for their learning – and their behaviour.

The most common way of creating a tolerant and inclusive learning environment is to develop an agreed code of practice or ground rules.

Items in the ground rules can be separated into rights and responsibilities. There is a list for all TAFE students detailed in the Student Guide, which can be used as a guide, but you can create your own agreed “class rules”.

Strategy 1 – Establish ground

rules

I have a right to: I have a responsibility to:

• be treated fairly and with respect by staff and other students

• learn in an environment free of discrimination and harassment

• ……..

• treat other students and staff with respect and fairness

• Not engage in behaviour which could offend, embarrass or threaten others

• ……..

Click to see a list of student rights and responsibilities

Strategy 1 – Establish ground

rules

You have a right to: You have a responsibility to:

• be treated fairly and with respect by staff and other students

• learn in an environment free of discrimination and harassment

• pursue your educational goals in a supportive and stimulating environment

• have access to counselling• privacy concerning TAFE NSW records or

documents that contain personal information• apply to have your existing skills and knowledge

recognised• have ready access to assessment procedures and

progressive results• lodge a complaint without fear of retaliation or

victimisation

• advise TAFE NSW if you have a history of violence• treat other students and staff with respect and

fairness• not engage in plagiarism, collusion or cheating in

any assessment event or examination• be punctual and regular in attendance• submit assessment items by the due date or seek

approval to extend the due date• refrain from swearing• behave in a responsible manner by not:

• littering• harassing fellow students or staff• damaging, stealing, modifying or misusing

property• spitting• bringing weapons onto TAFE NSW premises• engaging in any other behaviour which

could offend, embarrass or threaten others• …………..

The Student Guide is available to all students on enrolment. Additional copies are available from the College Administration Office.

Be mindful that there can be differences in the way students from different cultural backgrounds behave or respond to situations. Some students will not want to stand out from the crowd, for fear of failure, or not wanting to “big-note” themselves.Think about the wording of questions and discussion triggers to create a safe environment for all students.

Strategy 2 – Encourage all

learners

Encourage all learners to express their opinions, provided that the ground rules about “right to respect” are not broken. Recognise that some learners may take longer to express themselves than others, and respect their right to be silent at first. Think of a way to gently draw them into the discussions.

Provide a supportive environment for learners to do their best without fear of failure or ridicule.Don’t make comparisons between the achievements of students – remind them of the requirements of the unit that they are all working towards.

Strategy 3 – Model a positive

attitude

The best way to promote tolerance, sensitivity and cooperation with learners is by example.Model a positive attitude towards difference.

Don’t use of inappropriate remarks about backgrounds, special physical or psychological needs, cultures and gender.To be safe – don’t make remarks at all!

Do not accept inappropriate remarks or behaviour from your students . Making a stand on this will have a significant, positive impact on your students. If it occurs, remind students that such remarks are inappropriate and in breach of the ground rules set at the beginning of the course.

Strategy 4 – use multi-sensory

materials

Multi-sensory means catering to the needs of learners by using a range of activities, strategies and media to reinforce the skills and knowledge being learned. The better you know your learners, the easier it will be to cater for their individual needs.

Incorporate practical, “hands-on” activities wherever possible

Examples of multi-sensory

activities

Use collaborative strategies to engage your students, including working in pairs and small groups

Integrate learning activities using different media

• DVDs and videos (check the library)

• Photographs• Whiteboards or flip charts to

record/ summarise student input• Computer-based media• Props, examples of equipment

Use authentic materials – brochures, flyers, equipment, real workplace materials and documents.

Use resources that learners are familiar with – newspapers, references from different cultures (ask your students for their ideas)

Strategy 5 – Use relevant

materialsGet to know your learners’ backgrounds at the beginning of the course. Use materials that are relevant to the learners’ existing knowledge and experience.

Ensure that your materials are interesting, and pitched at a level suitable for your learners.

Strategy 6 – Be interested in

your learners

Promote diversity by showing a genuine interest in people’s

individual backgrounds.

Be curious and encourage discussions that promote a better understanding of diversity.

Find out about different cultures, religions and special needs, and stay up to date with current affairs. This will also help you to identify appropriate language and references for your learner groups.

Strategy 7 – Use resources and supports

There are many resources, support materials and personnel available to assist you to meet the different needs of students from equity target groups. Contact the relevant Equity Services staff

Aboriginal Development Managers and staff in the Aboriginal Education Units aim to increase the participation and success of indigenous students.

Multicultural Education Coordinators there are 2 MECs in WSI based at Nepean and Blacktown campuses servicing the institute

Outreach Coordinators – outreach aims to build community capacity by assessing, training and meeting the needs of disadvantaged learners. There are 4 outreach units in WSI.

Counselling and Careers - a free and confidential service to enrolled and prospective students at every campus

Teacher/Consultants for students with disabilities including deafness/hearing impairment; intellectual/learning; psychiatric; vision and physical disability