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PUBLIC-FACING

Inclusive Learning

Excerpt
name Inclusive Learning - Student Handbook
Inclusive learning is about a fair go for everyone. Everyone has a right to learn, everyone can learn, but many people do not have fair access to learning opportunities. At Strategix, we: Understand differences in the learner cohort Access skills and expertise in addressing differences Listen to the learner Help learners choose an appropriate learning pathway Develop the core skills of learners. We are committed to: Fair allocation of resources to all potential students Providing all students with equal opportunity to training Encouraging clients to extend training opportunities to under-represented groups Considering access and equity issues when designing curriculum Acknowledging and using the diversity of students during the facilitation of training sessions, e.g. encourage creativity, new ideas, use students’ different talents and abilities.

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POLICY

Inclusive Practice Policy

Excerpt
name Inclusive Practice Policy
Inclusive practice is a fundamental business element that ensures Strategix is providing a fair and equal opportunity to all students who wish to enrol in a course of study. Each person within Strategix has a responsibility to ensure that each student is given an opportunity to enrol into and attempt/complete a Certified Qualification. Trainers and assessors must always consider the four principles of Inclusive Learning during the day to-day delivery of a course: Everyone learns differently Being inclusive is everyone’s responsibility Learners bring existing knowledge and skills Five Six core skills underpin all learning. All staff of Strategix must understand and apply the 5 core skills that underpin learning and the actions required, as follows: Understand differences in the learner cohort: Provide pre-enrolment appraisals and guidance to learners. Provide teachers with information on learner diversity. Access skills and expertise in addressing difference Prioritise professional development on inclusive learning. Create a culture of collaboration with internal and external experts. Listen to the learner Identify and promote teaching and learning strategies to engage individuals and enrich the learning of others. Develop models for ensuring learning decisions are based on learner input. Help learners choose an appropriate learning pathway. When planning training offerings, consider pathways that will allow a diverse range of learners to access the training. Provide information and guidance on course requirements and outcomes prior to enrolment. Develop the core skills of learners. Provide professional development in integrating core skills into vocational content. Provide LLN support across all AQF levels in recognition of the need to continually update and build core skills for new contexts.

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PROCEDURE

Inclusive Practice Implementation

Enrolment Officers

During the enrolment process team members will ensure that students have:

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Enrolment Officers must always ensure the students have received all information pertaining to the chosen course of study including the responsibilities of all parties involved in the training and assessment procedure.

When enrolling students in FSK Foundation Skills Training Package qualifications, the SAS must ensure their selection of elective units maximises foundation skills/LLN training.

Trainers and Assessors

Ensure any foundation skills training delivered to a student is preceded by effective LLN assessment. An informed judgement must be made about the student’s current capabilities by analysing the student’s knowledge and skills against recognised foundation skills benchmarks and against the skills required for entry into and completion of the qualification.

At the commencement of a course, all students must complete an LLN indicator and have their students' learner support needs assessed a second time.

Dependent on the outcome of the learner support assessment, recommendations are given to the learner, these may include:

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Students should be monitored during the course and identify if any individual assistance may be required during the remaining training and assessment process. Trainers need to understand the adult learning principles and employ techniques to suit individual learner requirements.

A training and support plan must be developed that outlines how the foundation skills training will be delivered and the foundation skills outcomes to be achieved through to completion of the vocational qualification. The plan and learning pathway must have the support of the student.

Management

Management is responsible for providing students and team members with:

• Opportunities for training and assessment

• Access to learner assistance and resources

• Inclusive practice professional development

• Information on learner diversity

• Feedback opportunities in regards to training and assessment practices

• Opportunities for collaboration.

Resources

Team members are able to access additional information from:

• http://www.training.qld.gov.au/training-organisations/inclusive-practices/index.html

• http://www.training.qld.gov.au/training-organisations/inclusive-practices/inclusive-learning-framework/index.html

• http://www.training.qld.gov.au/documents-data/strategies-plans-reports/great-skills-real-opportunities/index.html

• https://desbt.qld.gov.au/__data/assets/pdf_file/0027/11889/sas-policy.pdf

• http://www.teaching-learning.utas.edu.au/designing/inclusive-practice

• Inclusive VET system (PDF, 81KB)

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PROCEDURE TWO

Inclusive Practice Professional Development

• Have staff complete the online training and assessment, on the Strategix Safety Training on Cloud Assess annually

• Review staff members’ assessment and ensure full competency/understanding (Provide support to staff in this training if needed, so they are able to successfully complete the training)

• Record successfully completed training for each staff member

• Follow up with staff members to confirm completed.

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STANDARDS AND REGULATORY REQUIREMENTS

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