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EARNING STYLES AND INCLUSION
http://avaxhome.ws/blogs/ChrisRedfield
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Dr Gavin Reid is a senior lecturer in Educational studies at the Moray House School of
Education, University of Edinburgh in Scotland, UK. He is an experienced author, teacher, edu-
cational psychologist, university lecturer and researcher. He has made over 500 conference,
seminar and workshop presentations throughout the world. He has also written and edited
fourteen books on areas of dyslexia and learning for teachers and parents. He is a director and
consultant to the Red Rose School for children with specific learning difficulties in St Annes on
Sea, Lancashire, England. He is also a consultant to a number of national and international
projects in areas of special needs and learning styles and has appeared on television and radio
programmes on educational matters in the UK, Europe, Asia and New Zealand. His web site is
www.gavinreid.co.uk.
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EARNING STYLES AND INCLUSION
Gavin Reid
Paul Chapman Publishing
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© Gavin Reid 2005
First published 2005
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as
permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored
or transmitted in any form, or by any means, only with the prior permission in writing of the publishers,
or in the case of reprographic reproduction, in accordance with the terms of licences issued by the
Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Paul Chapman Publishing
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ONTENTS
Acknowledgements vii
Introduction x
Part 1 How Children Learn 1
1 Learning Models and the Learning Cycle 3
This chapter provides an overview of the different stages in the learning cycle –
input, cognition and output. This is set against the background literature on learning
and related classroom practice.
2 Learning Differences and Learning Styles 16
This chapter describes and discusses the differences between learners, including
those who have special educational needs.
3 The Role of the Learning Environment 33
This chapter provides insights into the context for learning and highlights the role of
classroom environments in the learning process.
Part 2 Learning Styles 49
4 Background to Learning Styles 51
This chapter provides a summary of the background literature on learning styles,
including some of the controversial issues, the challenges facing teachers and how
learning styles can be used to deal with these challenges.
5 Assessment of Learning Styles 66
This chapter provides an overview of the instruments available for assessing learning
styles. A learning styles assessment framework co-developed and piloted by the
author is provided and guidance on how this can be used is given.
6 Learning Styles – Learning and Teaching 81
This chapter gives examples of approaches that can be used in the classroom in
relation to using learning styles. Reference is made to a range of curricular areas. The
notion of matching teaching with learning styles is also discusssed.
Part 3 Inclusion 97
7 The Inclusive School – Characteristics and Challenges 99
The chapter examines the trend towards inclusion in education. The features of
inclusion are discussed and comments made on why these factors can be challenging
for teachers, children and parents.
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lLEARNING STYLES AND INCLUSION
8 Learning Styles in the Inclusive Context 111
The role of learning styles in relation to the inclusive classroom context is discussed.
This is set against identifying needs, curriculum development, learning strategies and
classroom management. The challenges of inclusion are related to the potential of
learning styles in meeting the needs of learners.
Part 4 Effective Learning 127
9 Promoting Effective Learning 129
This chapter discusses differentiation, Individual Educational Plans and short- and
long-term targets for different curricular areas. The chapter highlights how learning styles
can promote effective learning.
10 Learning Styles – Strategies and Insights 144
This chapter provides a number of strategies that can be used to enhance learning in the
classroom. The chapter also identifies some barriers to implementing learning styles in
schools and shows how these can be overcome. Some personal insights of learners and
teachers on the use of learning styles are also discussed.
Appendix – Books, Resources and Information 159
Glossary 165
References 167
Index 175
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CKNOWLEDGEMENTS
Learning styles is an ‘interesting and exciting’ area and I am indebted to the many ‘interesting
and exciting’ people who have contributed to bringing learning styles alive and making it mean-
ingful in a range of learning contexts. These friends and colleagues have been my inspiration, as
well as a source of sound advice and friendship. I am grateful to the staff and students at the
Red Rose School in Lancashire, England, particularly my special friends Dr. Sionah Lannen and
Colin Lannen, who have shown how utilising learning styles and identifying individual needs
are crucial for the learning and emotional development of vulnerable students. I also wish to
acknowledge the advice which has been used in this book from Stuart Lucas at Loretto School
in East Lothian, Paul Bertolotto at Edinburgh Academy, Scott Meal at Davidson’s Mains Primary
School in Edinburgh, Fil Came of Learning Works International in Marlborough, England,
Shannon Green and the REACH Learning Centre and Amanda Breslin in Vancouver, Canada,
Mandy Appleyard of Fun Track Learning in Perth, Australia, Jane Healy from Vail, Colorado,
Loretta Giorcelli from Sydney, whose international work is always inspiring and the long-stand-
ing advice and friendship from Dr. Barbara Given, of George Mason University in Virginia,
whose inspiration initially ignited my passion for learning styles.
I also wish to acknowledge Fran Ranaldi of Kinross High School in Scotland who provided the
excellent visual overviews for each chapter.
Dr. Gavin Reid
Edinburgh, Scotland, 2005
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I
NTRODUCTION
This book is about learning styles and inclusion. But essentially it is about learning. How to
make learning more effective for all learners. To recognise the needs of learners as well as those
of teachers, and at the same time appreciate that the inclusive education environment, irrespec-
tive of its’ merits, will present barriers for learners, and for teachers. The message in this book is
that learning styles can provide teachers with an opportunity to recognise individual needs, and
at the same time recognise the needs of all learners in inclusive and diverse learning environ-
ments. This book is therefore suitable for professionals and parents in every country.
It is evident that a great number of learners, for whatever reason, under perform in school. In
fact there are many examples of some who have succeeded despite school and many only excel
after they have left the restrictions of formal education. Surely questions need to be asked about
this. As one who left school at fifteen, with no formal qualifications I am too aware of the life-
long effects this can have on an individual. I am also aware, as one who developed his own
learning strategies, that gaining independence and control over the learning situation is crucial
for lifelong learning.
For governments and those with responsibility for education the answer lies in closer monitor-
ing of standards, tighter control over the curriculum and more accountability all round. Yet in
all this, in the midst of the debate, we have the learner. The learner is an individual, a recipient
of an educational system that values standards and results. Yet many aspects of learning cannot
be measured in a formal manner and those learners who do not match up to the benchmarks
set by those in power are seen to be ‘below standard’. Strangely not too many studies actually
ask learners why they perform ‘below standard’. Why they are failing and how they would like
to learn. This is what learning styles is about. It is about recognising the preferences individuals
have for learning and in collaboration with learners developing appropriate learning tools,
strategies methods and materials to help them succeed.
The first chapter of this book focuses on learning and differentiates between learning and per-
forming. It is important that young people are able to utilise the skills they acquire in learning
and that they are equipped to use these skills when they leave formal education. One of the
benefits of learning styles is that it can reverse the cycle of ‘perceived’ failure experienced by stu-
dents with special educational needs. Often through the use of learning styles such students can
become more effective learners and come to a realisation that their ‘difficulties’ are in fact
‘differences’. These points are developed in Chapter 2 of this book which centres around condi-
tions such as Attention Difficulties, Dyslexia, Developmental Co-ordination Disorders, number
difficulties and children within the autistic spectrum.
In Chapter 3 the important aspect of the environment is the focus. The learning environment
can facilitate learning to a great extent and it is important that more attention is paid to
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