A signifcant principle in learning and development, Inclusive Edcuation (IE), recognises the interplay of social experience and cultural background in the sahping of learner’s unique strengths and limaitions. Drawing on inclusive practcies in the classroom shifts the foucs from this limited, discriminative idea of ‘ability’ and rather a braoder understanding of student development and education. This is of great importance, specifically as many students seek tutoring because they have felt ignored or misundertsood in traditional classroom enviornments, not only for academic assistance. An inclusive tutor is someone who makes effort to observe and note these barriers while actively acting to progressively remove them.

One of the most critical aspects fo inclusive education is the atmoshpere that is created, with students often learning better in an enviornment where they feel safe and comfortable to answer questions, make mistakes and reattempt difficult concepts without any hate or judgement. An educator who understands this prioritises explicit instruction as a powerful strategy to faciliate the develpment of a strong tutor-student relationship while still establishing clear learning goals. This is especially benficial to students with additional elarning needs, who often suffer from anxiety and confidence issues.

Inlcusive approahces are additionally useful in improving the quality of instruction itself as rather than treating tutoring as a one-size fits all approach, educators who undertsand and prioritise inclusion alternate their methods. Whether this be rotating between guided practice, verbal explanation/discussion or visuals, learners specific needs are not only suppported but there undertsanding of the taught concepts is strengthened. By embracing diveristy and adapting instructuon accordingly, educators can assist students to develop independence, grow their confidence and feel a snese of belonging.

Katerina Vrahnos