Unit 1: Understanding roles, responsibilities and relationships in education and training
Learners will be taught how to analyse the application of pedagogical principles, use assessments, plan lessons and prepare for the classroom environment.
Understanding and using inclusive teaching and learning approaches in education and training
Planning to meet the needs of learners in education and training (Copy 1)
Assessing learners in education and training (Copy 1)
Using resources for education and training (Copy 1)
Unit 2: Teaching, Learning & Assessment In Education & Training (Copy 2) (Copy 1)
Learners will be taught about their responsibilities as educators, educational legislation, meeting the needs of the learners and how to teach in a student-centred manner.
Unit 3: Theories, Principles & Models In Education & Training (Copy 2) (Copy 1)
Learners will be taught ways in which theories, principles and models of learning can be applied to teaching, learning and assessment.
Unit 4: Wider Professional Practice & Development In Education & Training (Copy 2) (Copy 1)
Learners will be taught about the concepts of professionalism and dual professionalism in education and training and how they can apply this within the classroom.
Unit 15: Inclusive Practice (Copy 2) (Copy 1)
Learners will be taught how to review the impact of personal, social and cultural factors on learning and teaching.
Unit 17: Preparing for the mentoring role (Copy 2) (Copy 1)
Learners will be taught how to analyse the skills and qualities required for a the mentoring role teachers play in education.
Unit 25: Developing, using and organising resources in a specialist area (Copy 2) (Copy 1)
Learners will be taught how to analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area.
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Barriers to inclusive practice
As a trainee teacher, you will encounter students from diverse backgrounds and with unique needs. In order to provide an inclusive learning experience for all students, it is important to be aware of the different types of barriers to inclusive practice and develop strategies to overcome them.
Types of Barriers to Inclusive Practice
There are three main types of barriers to inclusive practice: physical, attitudinal, and institutional.
Physical barriers can include things like inaccessible buildings, classrooms or facilities that are not wheelchair accessible, and inadequate lighting or sound. Physical barriers can prevent students with disabilities from fully participating in the learning experience and can impact their academic progress.
Attitudinal barriers refer to negative attitudes, stereotypes, or assumptions held by teachers, other students, or members of the wider community. For example, a teacher may assume that a student from a particular background is less capable of academic success, which can impact their self-esteem and motivation to learn.
Institutional barriers are policies, practices, or procedures that create or perpetuate inequity. For example, schools that have limited resources may be less able to provide additional support for students with special educational needs or students from disadvantaged backgrounds, which can impact their academic progress.
Strategies for Overcoming Barriers to Inclusive Practice
Overcoming barriers to inclusive practice requires a multi-faceted approach. Here are some strategies that can help:
Inclusive Curriculum Design: Create a curriculum that is inclusive and accessible to all students. This may involve providing a range of resources, materials, and activities that cater to different learning styles and needs.
Creating a Safe and Welcoming Learning Environment: Foster an environment where all students feel safe, welcomed, and included. This can involve creating a culture of respect, promoting positive relationships between students, and ensuring that students’ diverse backgrounds and experiences are valued.
Building Positive Relationships with Students: Develop positive relationships with all students and get to know them as individuals. This can involve taking time to understand their unique needs and challenges, providing support and encouragement, and advocating for their needs when necessary.
In conclusion, understanding the different types of barriers to inclusive practice and developing strategies to overcome them is essential for providing an inclusive learning experience for all students. By taking a multi-faceted approach that focuses on inclusive curriculum design, creating a safe and welcoming learning environment, and building positive relationships with students, trainee teachers can create a learning environment that is truly inclusive and accessible to all students.
