Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.
Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools and other organisations to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme. Schools must encourage participation in all aspects of school, eliminate harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001 Makes it unlawful for education providers to discriminate against special educational need or disability.
A critical evaluation of an aspect of the inclusive practices, evidenced in the case study (which will be provided), with specific reference to your own practice during school placement and your wider reading? Our understanding of diversity is broad – it encompasses gender, race, age, disability, cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a teacher, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and feel confident that they can participate in all activities. Every child should be given every opportunity
Assignment 3 Q1. Define in your own words what is meant by Special Educational Needs (SEN). Special educational needs (SEN) is a term used in education to describe children in who needs extra support and resources within mainstream schools to ensure their needs are fully met. The need for the extra support can be for a number of reasons, whether it be a learning, social or behavioral difficulty or disability, which makes learning and developing harder for these individuals at the same rate as other children their age. The inclusive educational provision needed to meet the individual needs of children with SEN goes beyond that of normal educational provision of children without these additional needs and this is where is work of teaching assistants, HLTA’s and other colleagues alike play an important role in support and ensuring that these children extra educational needs are met.
TDA 2.4/1.1 Current Legislation and Codes of Practice relevant to promotion of equality and valuing diversity. There are many policies and guidelines within schools to make sure that all children are treated fairly, as individuals, and that all of their needs are met. This includes promoting equality and diversity for everyone. The United Nations Convention on the Rights of the Child 1989 states the rights of all children so there have been many Parlimentary Acts written, as well as codes of practice, frameworks and policies produced in order to ensure that these rights are upheld and protected by law in the UK. This includes every child’s right to an education, and for every child to have their views respected.
YP0006-03 SUPPORT YOUNG PEOPLE WHO ARE LOOKED AFTER OR LEAVING CARE. 1) Care matters 2006 Children in care must have a positive experience to achieve a good outcome. In order to do this certain standards need to be addressed and met. Such as: *Better support for those on the edge of the care system *Making sure there is a more consistent adult in each child’s life to fulfil the conutry’s responsibilities as corporate parent *Giving every child in care a stable, high quality placement *Getting every child in care a place in a good school and supporting them to continue in education post-16 *Securing support for all aspects of children’s lives outside school *Supporting children better to make the transition to adult life *Ensuring clear, strong accountability to make the whole system focus on the needs of these children. A Better Education for children in care 2003 The government’s long term policy objective is to ensure that every child in care is able to fulfil his or her potential.
There are numerous facts and findings on how school uniforms positively and completely enrich students’ school experience. School uniforms should be mandated in the United States from kindergarten to twelfth grade allowing our children to focus on their education and not their social environment. Uniforms are just one avenue we can take to attempt to improve our schools and raise student achievement. “According to the School Administrator publication, along with school reported statistics, the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals” (Chen 1). All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience.
This is the belief that individuals achieve according to their ability and effort. Those with most ability and work hardest will achieve the best results in school, and later on in life. The Functionalists believe this is accurate because schools provide this through an open examination system which ensures the best will always rise to the top, which then provides the basis for deciding who succeeds in society. One would suggest that this can be true in many cases,
3.1 Describe what is mean by inclusion and inclusive practices. Inclusion, meaning to include all children no matter of their background or situation in order to fufill all aspects of their school life they are to participate. Giving everyone a feeling of value ensuring each child or young people feels a sense of belonging. Viewing everyone as the same, providing the same work, same access and generally providing high quality educational practices. All schools should be inclusive, meaning that they recognise, accept and celebrate the differences and similarities of all their pupils.