Inclusive teaching in the lifelong learning sector is the educational strategy of harmonising the needs of learners with the resources of an organised body of education. This takes into account the diverse nature of the learner’s needs and appropriate ways to improve their learning consistently (Scales 2013). Inclusive teaching means, “that we value and respect all peoples equally and provide learning opportunities for them.” (Scales 2013:69). For the afore-mentioned point to be effective, it is of uttermost importance that one analyses how learners learn in order to design resources, methods and provisions suitable to their individual concerns. The two key educational documents on inclusive learning are the Tomlinson report (1996) and the Kennedy report (1997). The Tomlinson report brought about the awareness of the need not only to concentrate on those with learning disabilities and difficulties but to widen the scope of learning to include a more learner-centred approach for all (Scales 2013).

The application of inclusive strategies in the lifelong learning sector must first and foremost take into account the Equality Act 2006 which ensures that teaching styles and resources do further the progress of the learner in the domain of age, disability, gender, race, religion, belief and sexual orientation. (Gravells 2011). There are various ways I promote inclusion as an assessor. At the outset of the qualification, I advertise the course outlining specific details and requirements. The advertisement would also include the availability of wheelchair access and would confirm that special learning needs would be catered for. A pre-course questionnaire is drawn up to be completed before the commencement of the course and this identifies any disabilities or specific learning requirements. In this way, any personal needs would be taken care of. I often put learners in pairs or small groups during classroom based learning and have found it to be very effective at encouraging learning and helping my learners to progress professionally and personally. I employ interesting teaching strategies such as subject specific games that I design. These approaches address the affective domain and allow my learners to feel in control of their own career destiny.

Lessons for inclusive learning and teaching must be planned in ways that is engaging, interesting, relevant and challenging to all learners. This could address the intrinsic motivation of the learners. Teaching should be facilitated rather than it being pedagogic or teacher centred. If learners have a difficulty grasping certain methods of learning it is important to have other methods to confirm their understanding. (Gould et al 2014).

By establishing ground rules in the advertising and induction stage of a course sets the right message but also leaves other learners very clear on how to behave and conduct themselves around their fellow learners. It should be made clear that no matter what the social background, culture, sex or difficulties are with all learners, there should be mutual respect. Everyone should be allowed to contribute and be listened to. The use of inappropriate language would not be acceptable. These ideals must be upheld and enforced in inclusive teaching and learning where ground rules are concerned.

Teaching and learning should be progressive so other learners are not left behind. Additional information must be included for the learners who do not grasp concepts quickly. Learning support must be in place for learners who may require it. Furthermore, andragogic (student centred) teaching methods should be able to address issues of inclusion, equality and diversity because one would be allowing learners to work collaboratively at their own pace using the learning styles that they are comfortable with.

To create assessment opportunities that cater for the needs of the learners, assessments would have to be adapted to meet particular requirements and