Discussion with Locality Manager, Groby

Following the input on Skills for Life on the 14th by Colleen Molloy I have had a conversation with Judith Winter about one of my learners. My learner is a statemented dyslexic but will not disclose her statement to me. The only information she offered is that she was allowed extra reading time in her GCSE exams before. This learner has recently struggled with the maths and graph drawing in some work set. I offered some extra support to the learner and she refused. I spoke to Judith about the situation as this isn’t the first time that this learner has refused extra support. Judith is looking into ways that she can help me to embed some support into the sessions. She has also given me a book to read, Maths for the Dyslexic by Anne Henderson.

Inclusion Reflection

The input into the PCE session on inclusion looked at disability issues. Much of the time was spent focusing on Mental Health as a hidden disability. Where a learner may declare more obvious problems, such as deafness or partial hearing, sight problems or dyslexia, on an enrolment form somebody with mental health issues is not likely to want to declare this information. From personal experience I was not willing to declare the state of my mental health on the occasions that I suffered from post natal depression. As a society, mental health is still very much a taboo subject which can feel quite crippling as a sufferer.

The input into the PCE session was valid, very interesting and worthwhile. However, I did not feel that it encapsulated inclusivity. To me, being inclusive is about including people regardless of age, race, religion, creed, colour, sex, or ability for example. I do appreciate that a three-hour session cannot cover all of these aspects. In the past I have taught people baby signing and some of them may have a PhD whereas others have no qualifications whatsoever. Particularly with babies, I feel that people are on a very similar starting block. Also having a PhD doesn’t make you any more capable at parenting, especially if you have the complication of postnatal depression which is something very few mothers are willing to openly admit.

I feel that inclusivity is not about who checks what boxes but allowing a culture within education of open access. Sadly the tutors see that at an organisational level this utopian view is not possible as management are limited by many constraints, one of which is most often highlighted – funding!

As long as my learners are all achieving their learning outcomes to the best of their ability and satisfaction I am happy that I am being as inclusive as possible. If I go that extra step and offer individual support to help learners to achieve then I am also happy that I am being inclusive. If I do not single a person out for being different then I am confident that I am being inclusive. If I am accommodating different learning styles I am sure I am being inclusive.