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Teaching, Learning And Assessment In Education And Training

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5.1 Analysing the effectiveness of teaching and learning approaches used in the student’s own area of specialism, in relation to meeting the individual needs of learners

The inclusive learning practices are effective for the students to fulfil own needs and personal preferences and improve their capabilities through continuous learning sessions. The inclusive learning practice provides me a scope to encourage the students for participating actively in the classroom session, be happy, making money and attends the training courses for maximising their capabilities to perform better. I am experienced in TEFL program and always try to find the ways to be happy and contribute positively. Additionally, it is also helpful to ensure physical and brain development, where the internal activities in the schools provide an opportunity to the students to take active part in the training and learning activities for better performance (Moriña, 2017). Hereby, the approaches of teaching and learning are beneficial for me to guide them, develop paired workplace, ensuring happiness and meet their personal needs and preferences, where the students with special needs can participate well and improve their communication skill. The inclusive learning activities are also beneficial for creating good learning environment; speak out with upper intermediates, arranging learning resources and hiring the experienced teaching professionals to support the students with special needs (Amor et al., 2019). I try to develop good curriculum planning and also arrange adequate internal resources to teaching foreign language so that I can support the children with special needs. Through developing the teaching and learning courses with inclusive learning practice as well as partnership working practice in the institution, I try to involve the students in the classroom and guide them with learning activities, training program and other physical activities, so that they can be able to participate actively and improve their knowledge and skill set.

5.2 Analysing the benefits and limitations of communication methods and media used in the student’s own area of specialism

There are several communication methods in the classroom for making the inclusive learning courses successful and different Medias are utilised to interact with the students. It is important to ensure happiness formula and enhance communication with the stakeholders in the institution. The major Medias are telephones, email and organisational website, as well as the student portal (Amor et al., 2019). The teaching professionals are efficient to utilise the Medias for enhancing communication and cooperation among between the students and teachers with the aim of developing successful inclusive learning session (Florian, 2019). The major benefits of the communication methods are open communication is possible and also one to one interaction, sharing ideas and personal opinion and group discussion are also possible in the classroom. As a teaching professional, I try to enhance group discussion and also interact with each student personally for acknowledging their personal needs and preferences. It is beneficial for e to support the children with special needs, be happy always, and share the ideas and knowledge with them for improving their skill set, where I focus on working cooperatively. There are certain limitations such as lack of investment in technology for which ICT framework cannot be developed, lack of arrangement and poor management, poor participation of the students and lack of supervisions in the classroom which may hamper communication and cooperation in the classroom. I focus on enhancing communication and cooperation with the students and upper intermediates through sending email, interacting with them on urgency basis through telephonies as well as sharing information and knowledge through the organisational website and student portal, so that the students with special needs can gather vast range of information and participate actively.

5.3 Analysing the effectiveness of resources used in the student’s own area of specialism in relation to meeting the individual needs of learners

The educational resources in the classroom are effective for the teaching professionals to provide the best quality education and learning activities to the students with special needs. The classroom activities are developed with effective supervision and control, where the supervisor and teachers try to work collaboratively, speak out with their upper intermediates to utilise the organisational resources and arrange the curriculum activities for the benefit of the students. Hence, the organisational resources are beneficial for the students to get proper guidelines and learning resources to enhance their skill set and knowledge (Florian, 2019). The computerised system is beneficial to provide online education, arrange presentation and word documents to guide and support the students. The ICT infrastructure is also helpful to enhance communication and share the necessary information and knowledge with the students with special needs. Additionally, there are library and other learning resources in the school, such as seminar room and others which are advantageous for the students to utilise the resources and learn from several inclusive learning activities. Hence, it is beneficial for the teaching professionals to utilise the organisational resources and help the students of improving proper participation (Tomlinson, 2017). Hence, the organisational resources provide a scope to the teaching professionals to develop curriculum planning and arrange the inclusive learning practice through VARK framework, audio video sessions, so that the students can improve their knowledge and skill set through learning activities. Through the organisational resources, I also try to cooperate with other teaching professionals for developing visual, auditory, reading/writing and kinaesthetic learning activities so that the students can learn more through audio-visual session and explore new information for better performance.

5.4 Using inclusive teaching and learning approaches and resources, including modern technology, to meet the individual needs of learners

The inclusive learning approaches are beneficial to adopt modern technologies in the schools and arrange good learning activities for supporting the students with special needs. The teaching professionals try to develop audio visual session to guide the students with special needs, where the audio files and interactive communication are beneficial to enhance communication and improve the communication skill among the students (Saloviita, 2020). Moreover, I try to take visual learning initiatives which are essential for inclusive learning practice in which the teaching professionals try to create pictures and storyline for the students and encourage them for better teaching and learning. The inclusive learning practice and effective utilisation of the organisational resources through speaking out upper intermediate are advantageous for the teachers to involve the students and continuously encourage them to improve their knowledge and capabilities through audio-visual learning activities (Tomlinson, 2017). On the other hand, there are writing and speaking activities with the teaching professionals, which improves the vocabulary skill and communication of the students. Modern technology such as organisational website development for online learning activities, creating power point presentation and word file for visual learning session and recording audio files are effective to support the students with special needs. These are beneficial for me to maximise the quality of teaching, working as a team with cooperation and communication and learning, as well as guide the students with effective curriculum planning and inclusive learning activities.

Reference List

Amor, A.M., Hagiwara, M., Shogren, K.A., Thompson, J.R., Verdugo, M.Á., Burke, K.M. and Aguayo, V., 2019. International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), pp.1277-1295.

Florian, L., 2019. On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), pp.691-704.

Moriña, A., 2017. Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), pp.3-17.

Saloviita, T., 2020. Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), pp.270-282.

Tomlinson, S., 2017. A sociology of special and inclusive education: Exploring the manufacture of inability. London: Taylor & Francis.


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