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TTT Unit 3 - Legislation and Diversity (Managing Diversity in the Learning…
TTT Unit 3 - Legislation and Diversity
Managing Diversity in the Learning Environment
Managing Diversity
Environment of Mutual Respect
Promotes positive environment
Higher Productivity
Increasing Diversity in Ireland
Classroom Environment - Competent Trainers
Diversity
Visible and Non-Visible
Gender
Background
Disability
Age
Race
Personality
Work Style
Life-Long Learning Sector is the most Diverse of All
Central To our Professional Values
What does it look like
What attitudes do we need
How do we evaluate our own success
Equal Opportunities
Making Access Possible for All
Organisation and Management Levels
How are course marketed
Access facilities for disabled and elderly
Enrolment process, fee arrangements, low income etc
Course times, schools times etc
is info provided or will you have to provide info
Responsibility on Course Provider to ensure adjustments for disability
Course content and potential to substitute part of the course
physical requirements regarding access
Admin & Assessment - Extra time for assignments
teaching arrangements visual displays, additional help for dyslexic students
Large Print - Braile - Audio Tapes
Communication and support - Readers and carers
Perceptions and Expectations of Tutors towards their students
Dealing With own biases
Equality as a professional duty
Perception of trainer
commitment of student
positive respectful relationship
Unconscious Bias - Irrational Thoughts
Contexts for Personal Biases
Interviews for course recruitment
Mentor Trainees
Training opportunities
Performance reviews
Challenge Personal Biases
identity story within a multicultural setting
Reflection on behaviour
assumptions, attitudes, misinterpretations
watch out for offensive terms
Reflect on origins of bias
Avoid negative terms
Materials should reflect value and diversity
Challenge inappropriate behaviour within the group
Communicate clear rules around discrimination
Barriers To Learning
Be open and receptive to issues brought by learners
Awareness of financial support
Create a positive and rewarding learning experience
Cultural and language difficulties
transport or childcare issues
Physical disability
limited literacy or numeracy etc
Age
Try to recognise barriers in students
Medical problems
Discipline/Behaviour and attendance
Emotional or psychological problems
Family Commitments
Lack of confidence or motivation
Lack of resources
Lack of support
Mixed ability learning styles
Peer pressure
Fears - Tech/Change/School
Personal / Work Circumstances
Previous negative learning experience
Timing Issues
Transport
Ways to overcome barriers
Be positive and Enthusiastic
Effective Communication
Be honest - Admit what you don't know
Constructive Feedback
Support strategies
Discover learning styles
Set clear aims and objectives
Use and remember their names
Value contributions from all learners
Follow through - do something if you've said you will
Recognise Diversity Respect Individuals
Entitlement
Equality
Inclusivity
Diversity
Differentiation
Inclusive Teaching & Learning
Everyone brings strengths and experiences
Less Visible Disabilities
Hearing
Sight
Medical
Psychological
Learning
Multiple, eg CP or MS
Some students Open and up-front about disability, others less forward
Make it known generally at the beginning that accommodations can be made
Also Make it known that you can be approached privately
Outline policies where applicable from the beginning
Teaching Strategies & Specific Disabilities
Deaf/Hearing
Cultural Minority
Sign Language as first language
English as second language
cultural values and traditions
sign language interpreter required?
Lip Reading
Lip Reading Requires a lot of Patience from Tutor
Lip Reading only 30-40% is understood
How to recognise
Loud tone by comparison
Straining to hear
Failure to respond consistently
Teaching Strategies
Presentation - Only a fraction of speech is understood. Clear and supportive alternatives, such as presentations and diagrams etc.
Structure - Use a logical Structure which can be easily followed
Gain Attention - Waving is acceptable, shouting is not.
Notes before class - Well prepared had-outs, or copies of the slides
Avoid visual distractions as they disrupt concentration, plain clothes, neutral setting.
Visual Aids
Good Seating - Facilitate seating at an optimum distance, but ask student, student usually knows best
Reading Time - Allow adequate time to read slides and flip charts, these may be a primary source of learning and not just a support.
Communicative Facial Expressions - Maintain Eye Contact. Facial Expressions and Gestures
Questions & Discussion - Allow adequate time at the end for questions, and talk one to one off required.
Lip Reading - Demanding. Be Visible, use clear speech, reasonable, natural pace. Clear view of the lips and face
Metal Health Difficulties
Most Likely a Hidden Disability
More potential for negative behaviour or experience
Such behaviour may be result of a disability
Types
Depression
inattention
Poor concentration
Disinterest
irritability
Apathy
fatigue
Anxiety
Constant Talking
Withdrawal
Distorted Perception
Complaining or negative talk
Joking to an extreme
Reduced Concentration
Extreme fear
Crying
Episodes of light-headedness
Teaching Strategies
Discuss behaviours with student in private
Be supportive and try to find potential solutions
Periodical 1 to 1 sessions
Do not attempt to diagnose or treat a disorder
Highlight local services, procedures or policies
Initiate policies and discipline in the case of abusive behaviour
Physical Disability
General
Time is an issue with restricted movement
Impaired Strength, Speed & Coordination
Getting To and From Class
Absence or Time keeping
Tranport issues
Wide Range of Physical Impairments
Considerations
Accessibility before the course begins
open discussion with student and college staff
Familiarisation with the building
Familiarisation with the Emergency Evacuation Plans
In Class
Keep Assigned seating away from opening and closing doors
Avoid side aisle and the back of the room
Allow for presence of Friend/Aide
Try to ensure maximum comfort
Visual Impairments
General
Wide variety of severity
Legally blind might have some slight vision
Adaptive equipment may be relied upon
Class discussions and group work
Braile or computerised braise may require use of laptop
Strategies
Find out about visual impairments before the class if possible
Prepare materials or alternatives to cater to such needs
Maybe assign a note taker or another student to help if required
With partial vision allow for seating near the front
Face the student when talking
Make sure info delivered visually, slides etc, is also clarified in speech
Provide copies of lecture notes
Possible Alternative Assignments or tasks
Allow for flexibility with assignment deadlines
Supports Available for students with disabilities
Example Types
Mental Disabilities
Speech and Language Disabilities
Epilepsy
Medical Disabilities
Diabetes
Cystic Fibrosis
Asthma
Supports
Copies of lecture notes
Audiotape of class
Notetaker
Transcription of class
Time extension for assignments
Recording of Class
Priority Registration
Alternative Material Formats
Counselling and Medical Service info
Assistance at examinations
Braile Service
General Considerations
Attendance and Lateness - Flexibility advised - Physical problems - Medicinal problems - Fatigue - Others
Classroom Adjustments - Appropriate Seating etc
Staff-Student Relationship - Tutor should feel at ease discussing special requirements - Professional Responsibility
Note-taking - Allow recording of class, assign note-taker
Divide Responsibilities - Student's responsibility to disclose disability, Tutor's Responsibility to provide sup[ports
Don't make assumptions and ask students what they need
Cultural Differences
General
Try not to make judgements or assumptions
Normal and abnormal differ from culture to culture
Potential difficulties with subject or material
Beneficial and Challenging
Wide Variety of ideas and views
Building and understanding of different communication styles and behaviours can be of huge benefit
Culture - The Ideas, customs and social behaviour of a particular people or society
Political Beliefs
Economic Status
Country of origin
Sexual Orientation
Gender
Race
Religious Beliefs
Disability
Parent's Educstion
Intercultural Background
Ethnicity
Style of Dress
traditions
Useful Tips
Attitude - Be open to learning about differences
Written Material - Maybe easier to read than listen
Ask and don't Assume
Double Check for Understanding
Respect breeds respect
Careful use of humour
Be Patient
Self -REflection
Dealing with the Language Barrier
Accents, tone and pitch could hold meaning
Speak clearly and at a natural regular pace
Listen Carefully - Ask for clarification if in any doubt
Respect cultural communication styles
Avoid slang or jargon
Watch for body language
Allow for speaking with student privately
How To interpret body language
Common Language
Laughing when amused
Crying when sad
Waving for a greeting
Blushing when embarrassed
Smiling when Happy
Frowning when concerned
Slumping when tired
Standing when alert
Other Gestures or body language is particular to a given culture and holds different meaning in others
Main Challenges of Inter-Cultural Adult Education
More understanding required e.g. travellers
Need to provide basic Language and literacy as part of their course
Possible difficulty achieving qualification or seeking employment
Recognition of certificates from other countries
Some immigrants and asylum seekers may need more urgent requirements - basic info, language training, etc
Empathy toward heritage and culture
Importance of Communication Technology
General
IT are a set of tools that can help provide the right people with the right information at the right time
students have the ability to work interactively
promote opportunities fro knowledge airing throughout the world
Essential role in training today
IT has started to shape modern education
contributions of both software applications and hardware devices
Potential for distance learning
Opens education to those from disadvantaged areas
Makes education available to a much wider population
Assistive technology with regard to disability
Benefits both inside and outside of the classroom
Sub groups or groups work can evolve online within a course
Legislation
Discrimination
Unless a clearly stated requirement with good reason, being refused for not having perfect written english would be indirect discrimination
Discrimination by association - Discriminated because of a connection to someone under one of the 9 grounds
Indirect Discrimination - Entry requirements which exclude a group of people
Indirect Discrimination - discriminatory impact of policy or procedure
direct discrimination - Entry refused to a course based on age, race, ethnicity etc
Defined as less favourable treatment
Reasonable Accommodation
Legal requirement to provide reasonable accommodation for people with disabilities
Appropriate measures within financial reason to be taken
Statutory right of equal access to the same services, buildings and information as everyone else
illegal to discriminate on grounds of disability
Compulsory for someone with a disability to have physical access to the training
Education and Employment Legislation
Disability Act 2005
Education for persons with special needs Act 2004
Equal Status act 2000 - 20008
Requires Reasonable accommodation for people with disabilities
Allows a broad range of positive action measures
Prohibits Victimisation
Prohibits Sexua Harassment and harassment
Prohibits discrimination on 9 grounds
Promotes Equality
Applies to people who
Buy ad sell a variety of goods
Use or provide a range of services
Attend or are in charge of Educational establishments
Obtain or dispose of a range of accommodation
Employment Equality Acts 1998 - 2011
The 9 Grounds
Religion
Age
Sexual Orientation
Race
Family Status
Traveller Community
Marital Status
Disability
Gender
Institutions must do everything they can to accommodate needs of people with disability, within "nominal cost". This cost depends on the size and resources of the institution. If there are grants available there may be an onus on the institution to apply.
Harassment
Any form of unwanted behaviour towards any of the discriminatory grounds
Sexual Harassment - same but sexual
Victimisation
unfavourable treatment as a reaction to complaint or witness
Vicarious Liability
- Employer is liable for the discriminatory acts of the employee, unless they can prove they took steps to prevent the behaviour