LLUK Home
Free information and professional advice: 020 7936 5798
  • About LLUK
  • Contact LLUK
  • Media Centre
Search
  • Home
  • Projects
    • 14-19 Workforce Development
    • Business Interchange
    • Business Talent
    • Catalyst
    • Developing National Occupational Standards
    • Experience counts: Pass on your skills
    • Experience counts: staff development officers
    • Further Education Workforce Reforms
    • London 2012 Olympic Games and Paralympic Games
    • Make a Difference
    • Museums, Libraries and Archives Workforce Development Project
    • Pass on your skills
    • Sector Skills Agreement for the lifelong learning sector
    • Train to gain
    • Workforce Strategy for the Further Education Sector in England, 2007-2012
    • World Skills 2011 Coaching for Excellence
    • Youth Workforce Development
    • National Reference Point - Skills for Life
      • Latest news
      • Teachers of literacy, numeracy and ESOL
      • Teachers of areas of specialism other than literacy, language and numeracy
      • Learning support
      • Inclusive learning approaches for literacy, language, numeracy and ICT
        • Section 3: The Learning Journey
        • Section 4: Identifying learners' needs and initial assessment
        • Section 5: Session and course planning
        • Section 6: Learning and teaching activities
          • Section 6.1: Maintaining an inclusive learning environment
          • Section 6.2: Differentiated learning
          • Section 6.3: Embedded approaches
          • Section 6.4: Communication strategies
          • Section 6.5: Supporting reading, writing, numeracy and ICT development
          • Section 6.6: Learning and teaching activities - professional development opportunities
        • Section 7: Materials and resources
        • Section 8: Assessment
        • Section 9: Professional development

Maintaining an inclusive learning environment

nrp_gen_leeds060f

Delivery of learning should engage, motivate and enthuse all learners. Teachers can take account of individual learner needs by using a variety of teaching strategies that will also encourage learner autonomy and ensure that an inclusive learning environment is maintained.

 

[W] Using local needs analysis data to inform inclusive teaching and learning

[W] Using learner profiles to plan inclusive learning

[W] Planning for inclusive teaching and learning

[W] Quality improvement in inclusive teaching and learning

[W] Materials and case studies

[W] Using retention and achievement data to inform inclusive teaching

[W] Using exit and progression data to inform inclusive teaching

 

Please contact us at lln-ictlinks@lluk.org to report any broken links on this page or if there are any new links you'd like to suggest adding.

Copyright ©2008 LLUK. All rights reserved.

Accessibility | Privacy | Sitemap

Part of the Skills for Business network of 25 employer-led Sector Skills Councils

Skills for business