Report on UET 3: Inclusive Teaching and Learning in Higher Education

This report, addressing UET 3 requirements, comprehensively explores the principles of inclusive teaching and learning within a higher education context. It begins by emphasizing the critical importance of identifying and meeting the diverse individual needs of learners, including the role of initial and diagnostic assessments in setting personalized learning goals. The report then delves into promoting appropriate behavior, fostering respect, and valuing diversity within the learning environment. It analyzes the effectiveness of various teaching and learning approaches, communication methods, and resources, including the use of technology, while also addressing the adaptation of these elements to meet diverse learner needs. The report examines the purposes and types of assessment used in education and training, analyzes the effectiveness of assessment methods, and discusses the communication of assessment information to relevant professionals. Furthermore, it analyzes the demonstration of minimum core elements in planning, delivering, and assessing inclusive teaching and learning. The report concludes with an analysis of the author's role and responsibilities in education and training, referencing relevant legislation and codes of practice, along with the development of a scheme of work and teaching plans designed to meet individual learner needs. The report also identifies opportunities for learner feedback and evaluates the effectiveness of the author's own practices, highlighting areas for improvement.

UET 3

TABLE OF CONTENTS
MAIN BODY...................................................................................................................................4
1.1 Importance of identifying and meeting the individual needs of learners...............................4
1.2 Role and use of initial and diagnostic assessment in agreeing individual learning goals......4
2.1 Important to promote appropriate behaviour and respect for others......................................4
2.2 Ways to promote equality and value diversity.......................................................................5
3.1 Effectiveness of teaching and learning approaches used in teaching....................................5
3.2 Benefits and limitations of communication methods and media used in teaching................5
3.3 Effectiveness of resources used in teaching...........................................................................6
3.4 Adapt teaching and learning approaches and resources, including technologies..................6
4.1 Explain the purposes and types of assessment used in education and training.....................6
4.2 Analyse the effectiveness of assessment methods in relation to meeting the individual
needs of learners..........................................................................................................................7
4.3 Communicate assessment information to other professionals with an interest in learner
achievement.................................................................................................................................8
5.1 Analyse ways in which minimum core elements can be demonstrated in planning,
delivering and assessing inclusive teaching and learning............................................................8
6.1 Analyse own role and responsibilities in education and training..........................................8
6.2 Summarise key aspects of legislation, regulatory requirements and codes of practice
relating to own role and responsibilities......................................................................................9
6.3 Relationships and boundaries between the teaching role and other professional roles.........9
6.4 Points of referral to meet the needs of learners......................................................................9
7.1 Devise a scheme of work in accordance with internal and external requirements..............10
7.2a Design teaching and learning plans which respond to: The individual goals and needs of
all learners..................................................................................................................................10
7.2b Curriculum requirements..................................................................................................10
7.3 Explain how own planning meets the individual needs of learners.....................................10
7.4 Ways in which teaching and learning plans can be adapted ...............................................10
7.5 Identify opportunities for learners to provide feedback to inform inclusive practice..........11
8.1 Effectiveness of own practice in planning, delivering and assessing inclusive ..................11
8.2 Identify areas for improvement in teaching ........................................................................11
REFERENCES..............................................................................................................................12

MAIN BODY
1.1 Importance of identifying and meeting the individual needs of learners
Individual needs of learners is crucial part in understanding the organizational policies
and practices of an educational institution. The focus is to assess the individual learning plan
(ILP) in terms of reaching the learner's needs and goals through prioritization and negotiation
skills. Herein ILP is necessary to strategise the programs on the basis of student/learner's
strengths and weaknesses. This is possible when the teacher and the student have clear
conversations and monitor the entire reporting process efficiently (Mangope and et.al., 2018).
Therefore, the teachers apply methods like written assignments, computerised tests, discussion,
verbal or non-verbal communication to establish a relationship and make the learners analyse the
needs through systematic adoption of action planning to meet the aptitude, motivation levels and
aspirations in context to minimise the barriers. These barriers pose as threat to the learning and
attaining the personal goals of individuals.
1.2 Role and use of initial and diagnostic assessment in agreeing individual learning goals
The role of initial and diagnostic assessment is based on understanding the learning
assessment methods to make the individuals active and participative towards fulfilling the
learning preferences. Here the aim is to recognise the targets about the learning strategies and
strengths to overcome the challenges that are essential in fulfilling the needs of an individual
properly. The teacher here takes this assessment to understand the type of instructions or
strategies to be adopted to make a student assertive and open to any difficulty in learning.
In this regard, the utilisation of this assessment emphasis on learner centred process and
provides a platform to follow an ethical code of conduct in maintaining the action planning to
bring improvements at both individual and organizational levels. Here the teachers and students
together make the learning goals achievable and in measurable duration.
2.1 Important to promote appropriate behaviour and respect for others
Behavioural approaches and respect are important features to promote appropriate
environment at the workplace. It is important to foster curiosity through creating boundaries and
identifying the challenges to understand the factors that lead to inappropriate behaviour at
schools or other educational institutions. The learners must be made aware about the importance

of good attitude and its positive implications by adopting strategies like practising persistence,
commitment etc. It leads to safe and inclusive learning surroundings for the learners to maintain
learning aspects through a common inspection framework in terms of socio-cultural and
instructional components.
2.2 Ways to promote equality and value diversity
There are many ways to prepare resources to promote equality among students through
organising conferences and seminars and use different forms of communicating channels such as
presentation, report, newsletters and email (Phillips and Kelly, 2018). Here the teachers must try
to be impartial and preach the students to follow code of conduct under the ethical framework.
Along with, students from different cultural backgrounds must be treated on same levels and
should not be given any flexibility in practising the set of instruction at school premises. This
would lay the foundation of equality in diversity in effectual ways.
3.1 Effectiveness of teaching and learning approaches used in teaching
There is great need to improve the understanding and cognitive capacities of learners
through adopting effective teaching methodologies via implementing the VLEs, VAK etc. The
learning approaches such as interactive sessions, use of technologies to promote confidence and
motivation among students and making specific lesson planning to minimise waste of resources
and time must be implemented in relation to meeting the individual needs of learners (Looney
and et.al., 2018). It is done by the professionals like teachers, counsellors, guiders through
application of proper legislation and rules in accordance to the management guidelines. Such
approaches create healthy relations between teacher and student and make the entire
communication on transparent and coherent manner.
3.2 Benefits and limitations of communication methods and media used in teaching
Benefits: This is useful in making the classes more interactive and interesting. The students
would be able to ask queries on the basis of one to one way (Kelly, 2019). It includes
accessibility to students regarding complicated topics and help them in taking help of several
media such as online platforms like website or using podcasts.
Limitations: This do not encourage kids to write and practice which makes them forgetful about
the basis principles, formulae etc. Such technological channels has hampered their ability to

think and solve the questions without any external support. Moreover, it also leads to ineffective
interaction due to poor encouragement or lack of confidence.
3.3 Effectiveness of resources used in teaching
These resources like VAK,SMOG or polysyllable count has been proved beneficial in
giving an interesting angle to the traditional method of teaching. These has assisted in using the
readability resources more effectively and give practical knowledge on the students. Alongside,
the Kirkpatrick model of evaluation supported in maintaining both the qualitative and
quantitative information to meet the targets and improve the teaching methods in professional
manner (Huber and et.al., 2018). Here IT based approaches has been proved beneficial for
learning new concepts and principles for the learners and help the teachers to gain a perspective
about the strengths and weaknesses of students.
3.4 Adapt teaching and learning approaches and resources, including technologies
Adaptation is necessary to bring better outcomes in terms of understanding and
implementing parts. Here the approaches are mainly dealing with teachers' negotiation skills to
meet the individual needs of learners. Different students has different learning abilities that leads
to their adjustment temperament in an unstable order (González-Calvo and Fernández-Balboa,
2018). For e.g. a bright student would take up any class and understand the concepts easily
whereas on the other hand a weak student would not be able to find it easy in learning the basic
details. Thus a teacher must use same resources differently to make the learners adapt to same
topics conveniently and in accordance to their abilities as well.
4.1 Explain the purposes and types of assessment used in education and training
PURPOSE OF ASSESSMENT USED IN EDUCATION AND TRAINING
The purpose behind the assessment used in training and education are as follows -
A teacher and trainer wants to know that how their teaching are effective, this can be done
through. Also, assessment provide comparison between 2 year performance of students and
trainee to know about the improvement in the performance. It also helps in increase the
confidence if their performance are better than previous one. By assessment, teachers and trainee
get to know about the weak point of students and trainees which help them to focus on that weak
points so that they can do better performance.

TYPES OF ASSESSMENT USED IN EDUCATION AND TRAINING
There are various types of assessment used in education and training. These assessments
are as follows -
Formative Assessment
In this assessment, various formal and informal tests and activities are conducting by
teachers and trainers during the learning process. This help them to modify the teaching style in
order to improve the learning process.
Summative Assessment
In this assessment, trainers and teachers assess the students and trainees by final exam
and final activity at the end of session. The result of final exam and activity determine the
knowledge and skills of candidates (Malone, 2017).
Diagnostic Assessment
In this assessment, trainers and teachers assess the students and trainees before teaching
them and try to identify the strengths and weaknesses of students. And accordingly plan about
the teaching (what to teach and how to teach).
4.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs
of learners
Analysis of assessment can be done through Kirkpatrick's Four levels of Evaluation.
According to this theory, there are 4 level in assessment through which it can become effective.
These levels are as follows -
Level 1 – Reactions
Teachers and trainers must be supportive towards their students and trainees so that their
can be creation of understanding between them and students and trainees learn better from them.
Level 2 – Learning
Teachers and trainers must adopt that teaching methods through which students and
trainee can easily and effectively learn.
Level 3 – Transfer
Teachers and trainers must transfer their skills in order to improve the performance of
students and trainees by presenting himself as an example.
Level 4 – Results

Teachers and trainers must look at the result to evaluate the learning and teaching
methods so that they can bring best out of students and trainees in next session (Axtell, Haines
and Fairclough, 2017).
4.3 Communicate assessment information to other professionals with an interest in learner
achievement
It is good to communicate the assessment information to other professionals because it
helps schools and organisations to give appropriate rewards to the students and trainees for the
improvement in the performance by effectively learning. It also ensures parents of the students
and managers/supervisors of the trainees about the education and training quality because it also
impacts the learning and development process of students and trainees. It helps in creation of
brand image for the schools and organisations in order to provide the best training and education
facilities (Hanson and et.al., 2017).
5.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering
and assessing inclusive teaching and learning
During planning, delivering and assessing the lesson, it is important for the teachers and
trainers to attempt to demonstrated all the minimum core elements. For example, teacher had
found that the use of numerical is particularly difficult to fit into lesson plans with the subject of
art, but manage to fit it when the student uses measurement to polish pottery and using a laser
cutter, which requires the practice of measurement (Fisher, 2017).
6.1 Analyse own role and responsibilities in education and training
As the teacher, I have following roles and responsibilities -
 Before going into class, I must plan that how to teach and what to teach to the students.
 I should not discriminate and bias with any students.
 I should assess every students' strengths and weaknesses and help them to overcome with
their weaknesses.
 I should provide guidance and advices to students for their further education and future
careers.
As the trainer, I have following roles and responsibilities -
 I should provide all the resources and comfort to trainees in order to best outputs from
trainees.

 I should have full knowledge about the company, its vision and mission, its process,
procedures, policy and strategies and most important Industry so that I can provide them
accurate knowledge.
6.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating
to own role and responsibilities
There are various legislations such as Equality act 2010, The education and inspection act
education and inspection act 2006, The education act 2011 and Health and safety at work etc. act
1974.
As the teacher, it is my roles and responsibilities to follow the above mentioned
legislations and apply them to at my workplace. According to the equality act, school can't
discriminate between any of the teachers on the basis of Age, Disability, Gender Reassignment,
Marriage and Civil Partnership, Pregnancy and Maternity, Race, Religion or belief, Sex and Sex
Orientation. According to the education and inspection act, school and teachers has to fully
support and provide all the relevant data to the inspection teams. According to the education act,
school and teachers have to provide current information regarding education to the students.
According to the Health and safety at work etc. act, school has to provide tools and techniques to
the teachers and students in order to provide a safety environment.
6.3 Relationships and boundaries between the teaching role and other professional roles
The relationships between teachers and other professionals is based on mutual
collaboration and interact to gain understanding and knowledge about support agencies and
learner's referral (Hazen and et.al., 2018). It is essential to meet the limitations in teaching
methods regarding adopting the quality assurance factor. Here the teachers must try to build
amiable relationships
6.4 Points of referral to meet the needs of learners
This point of referral is significant in understanding the initial assessment and diagnostic
teaching methods for the teachers. This is useful in identifying the source of learners support to
promote inclusive learning and using support from other staff members (Finley, 2018). Here the
learners must understand that this entire assessment method is interconnected and dependent on

each other. Screening is also helpful here to know about the resources to be used in maintaining
the effective methods, tools and techniques of teaching and learning.
7.1 Devise a scheme of work in accordance with internal and external requirements
Here the aim is to maintain a specific forecasting regarding the lessons plan in pre
managed manner. The purpose is to divide the students in small groups for completion of
projects on time without wasting the resource (Cremin and Burnett, 2018). This helps the
teachers to divide the chapters on the basis of subject and the required time to make the students
learn about it effectually. This is possible with parents collaboration and the regulatory bodies to
maintain the work ethic under supervisory check.
7.2a Design teaching and learning plans which respond to: The individual goals and needs of all
learners
Inclusive teaching plans that highlighted the need to accommodate a learner's overall
capacities in finishing the tasks and reducing the barriers to access the curriculum in proper ways
(Cook-Sather, 2018).
7.2b Curriculum requirements
Textbooks, power point presentations, classrooms, AV classrooms Notebooks, stationary
7.3 Explain how own planning meets the individual needs of learners
My planning is to promote a collaborative and democratic approach to make my students
learn about the values and principles to live a successful life in the near future. Additionally, the
aim is to bring a healthy environment for the progression in making individual learning effective
ad prominent to minimise the barriers like ineffective communication, lack of resources etc.
7.4 Ways in which teaching and learning plans can be adapted
There are several ways through giving additional time on weak students or taking extra
classes. Along with, the students who are good at studies would be encouraged by teachers to
make presentations, posters and interactive sessions (Moran, Briscoe and Peglow, 2018). Making
proper schedules to complete the syllabus in order to meet the individual needs of learners

7.5 Identify opportunities for learners to provide feedback to inform inclusive practice
Teachers must organise teacher parents meetings (Bryant, Bryant and Smith, 2019).
Moreover, suggestion boxes must be installed and in weekly basis, feedback review sheets are
give to analyse the students' performance.
8.1 Effectiveness of own practice in planning, delivering and assessing inclusive
First of all I try to make a plan that I need to follow which helps me in properly deliver
my lessons in an inclusive classroom. I make a schedule of what I need to teach today and make
required and related notes regarding the same. Then I plan the way I need to deliver those lessons
as in inclusive class rooms both general and special students are there. So I try to teach then
explain their in such a way that all the learners can understand the lesson taught more easily. I
also try not to discourage any student and if any change is required in time of in my practice then
I try to bring those changes in my teaching methods for the students. This way I deliver my
lesson as per the view of learners which is suitable for both me and my students.
8.2 Identify areas for improvement in teaching
There is need to bring changes in the administrative department since it is the foremost
level which decide the planning and delivery of services in teaching sector. Here as a teaching
professional, I would like to suggest replacement of tabs with hand written assignment to make
the kids understand and use of their brains in completion of tasks. Henceforth, this is beneficial
and help teachers like us in planning, delivering and assessing inclusive teaching and learning.

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