Applying Theories and Principles for Planning and Enabling Inclusive Learning Essay Example

with Aspergers. A quick scan was arranged to check for dyslexia but showed no signs of it. However, the scan results revealed that the learner learns best from visual content and remembers information presented through pictures or demonstrations. Therefore, I need to incorporate various learning styles into my sessions and ensure that learners who are easily distracted are placed in a less distracting environment. Overcoming these barriers to learning is extremely challenging, which is why inclusive learning planning is essential.

When planning my sessions, I create a mind map which includes the session's aim and various activities tailored to my learners' needs. To start off, I connect the starter activity with previous learning and challenge the learners to recall what they learned in the last session. At the beginning of each session, I introduce the aim and objectives, ensuring that every learner understands what is expected of them. I emphasize the importance of good listening skills and inform them that they will be asked questions related to the session content. This approach fosters speaking and listening skills which are essential in the hairdressing profession and also addresses the functional language skills in English.

The objectives are made SMART and well structured to incorporate differentiated outcomes and the functional skills reading element, thus challenging learners. I aim to include active learning and utilize various resources and inclusive teaching strategies to boost motivation during the session. According to Linda Wilson, the Motivation theory, described by Abraham Maslow (1970), emphasizes the fulfillment of needs as a prerequisite for effective learning. Demonstrating on blocks or models in a practical training session is employed to provide visual stimulation

and cater to kinaesthetic learning preferences.

During the practical demonstration, I utilize mathematics terminology, such as dividing the hair equally into four quarters. I then suggest to the learners that this division can be described as a percentage, for example, one quarter representing 25% of the head. The learners then engage in their own hairdressing skills demonstration on their blocks or models and are encouraged to do the same, thereby incorporating minimum core standards of numeracy. Additionally, during this session, I provide ongoing assessment and individual feedback. This one-on-one support period allows me to employ various methods to reinforce theoretical knowledge. I also incorporate a diverse range of images that promote equality and diversity among clients. Teaching with blocks revealed that all the blocks were identical in terms of hair type, face shape, and density. Consequently, I encourage my learners to consider how they would adapt their services to cater to the specific needs of clients displayed in the images, thus fostering equality, diversity, and inclusion.

Recently, I created a resource using lollipop sticks. I labeled each stick with different questions that only I knew. I asked the students to choose a stick of a specific color from a pot and read the question on it. After reading the question, they had to provide me with an answer. Some students required additional probing to enhance their response, while others received more challenging questions if they answered correctly. This approach has proven to be successful in implementing differentiated questioning and in pushing students beyond their limits.

Encouraging learners to incorporate technology into their learning process is crucial. They can utilize their smart phones to capture

photos of their work, which can then be used as evidence for formative assessment. These photos can also be uploaded and printed for inclusion in their portfolios, serving as a permanent record of their practical activities. According to Ofsted's 'A guide to PTLLS & DTLLS' book, the lack of utilization of modern learning technologies often leads to poor learning outcomes. To conclude the practical session, I will gather the group together for a recap using directed questioning. Additionally, I will provide relevant handouts as a tool for revision. However, one factor that cannot be planned for is the impact of my learners' moods, distractions, and emotions. This is where my own personality and ability to think on my feet become significant factors in addition to having thorough knowledge about my learners.

Being a teacher, it is my duty to address the behavioral challenges that arise within this group of students, including mood swings and emotional trauma. My main focus is on maintaining classroom management, which I achieve by familiarizing myself with my students, maintaining a sense of humor, and incorporating enjoyable learning materials in every session. I acknowledge the importance of each planning stage and understand that their effectiveness is crucial for promoting progress and learning among my students. To cater to the needs and preferences of the entire group, I offer a variety of resources.