TDA 2.4 Understand the importance of promoting equality and diversity in work with children and young people Legislation: Disability Discrimination Act 2005 Schools must draw up a Disability Equality Scheme and access plan. Schools must promote participation in all areas of school life and stop bulling and discrimination. Special Educational Needs Act 2001 This Act makes it illegal to discriminate against pupils with SENs or a disability. Race Relations Act 2000 This Act explains the duties of schools and organisations to promote equality of races. Children’s Act 1989/2004 Describes the duties of local Authorities to provide effective and accessible services for all children according to the needs of the children, it also underpins E.C.M.
Equality, diversity and inclusion in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity Legislations Disability Discrimination Act 1995 + 2005: Protects the rights of those with disabilities and places a duty for schools to produce a Disability Equality Scheme (DES) and an access plan. It also places a duty on the school to eliminate barriers to ensure everyone has equal access to services and encourage participation in all aspects of school life, eliminating harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001: Makes it unlawful for educational providers to discriminate against pupils with special educational needs and disabilities. Race Relations (Amendment) Act 2000: This Act places a statutory duty on schools to promote race equality. Schools are expected to promote good relationships between people from different races.
It also places a duty on schools to eliminate barriers to ensure that individuals can gain equal access to services. * The disability discrimination Act 2005 - Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. * Special Educational Needs and Disability Act 2001 - Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. * SEN Code of Practice 2002 – Provides practical advice to LEA’s, maintained schools, early education settings and others on carrying out their statutory duties to identify, access and make provision for children’s special educational needs.
Section 47 states that the Local Authority has ‘a duty to investigate when there is a reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm’. Section 17 states that services must be put into place to ‘safeguard and promote the welfare of children within the area who are in need’. The Education Act 2002 This sets out the responsibilities of Local Education Authorities (LEAs), governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. Children Act 2004 This provides the legal framework for Every Child Matters. It includes the requirement for: * services to work more closely, forming an integrated service * a ‘common’ assessment of children’s needs * a shared database of information
201 Safeguarding the welfare of children and young people In order to the process of safeguarding in supporting teaching and learning in schools, it is important at the outset to clarify what safeguarding means exactly, and its difference from the idea of child protection: safeguarding also includes promoting their welfare. The statutory definition of safeguarding, and the promoting of welfare includes protecting children from maltreatment, preventing the impairment of children’s health and development, safe environment provision with effective care and positive enhancement of children’s optimum life changes. Safeguarding requires the practitioner to accept their role and involvement in activities such as:- Specific action to identify and protect children at risk of suffering significant harm. Activities directly designed to identify and support children who are vulnerable to poor outcomes and life circumstances. Seeking ways to improve the general health and wellbeing of all children In order for the practitioner to understand the full implications of safeguarding, it is important to be aware of one’s role, responsibilities and the understanding of the relevant safeguarding legislation, policies and procedures that apply to their role in the school.
2.5 We must always challenge discrimination when we come across it. We need to report and record discriminatory comments. It should be made clear that everyone in school should be treated fairly and with respect. BIBLIOGRAPHY Baker B, Burnham L, (2010) Supporting teaching and learning in schools. Heinemann
In this assignment I will be writing about the importance of promoting equality and diversity in work with children and young people. I will give examples of how equality and diversity are promoted in my school. I will look very carefuly at the school policies to see how the school addresses these issues. Assignment criteria 1.2 To the school and the whole school environment should have an access every child. Children should have ensured the highest level of education tailored to their individual needs.
Education Act 2002 This tackles the responsibilities of local education authorities, governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. What to do if you’re worried a child is being abused (2006) These guidelines deal with people working with children and how they can safeguard and promote their welfare – as well as what actions to take if they have concerns. Health and Safety at Work Act (1974) This legislation details the responsibilities of all organisations and people to be aware of, prevent and report hazards, accidents and incidents. Policies All schools should have local policies which ensure the safety, security and well-being of their pupils. In my setting there are the following policies/procedures: * Safeguarding Children – what action to take and who to go to (Child Protection Officer) if you have concerns or if a child makes a disclosure.
“You have the right to an opinion and for it to be listened to and taken seriously” (article 12 UNCRC) Within the childcare setting the children need to be heard for the issues that matter to them, regardless of how trivial or unimportant the information seems to the practitioner. In the setting equality and diversity must be in effect at every given moment. A child must not be judged due to their background, race or religion. Every single child within the setting must be treated with the same respect. UNCRC states that every childcare setting should practice equal opportunities, this means that there must be disabled access for the children present and or in the future coming into the setting.
the Board of Education started to give civil rights for all persons that inadvertently offered equality in education for all children and attenuated the segregation of students based on differences. Then came PARC v. Commonwealth of Pennsylvania and Mills v. Board of Education which caused the Supreme Court to assure that “All students have the right to an effective education.” also know as a appropriate and free education for children with disabilities. Continuing the effort have effected the education of students with disabilities by providing that teachers work to develop “specially designed set of accommodations and modifications to meet [the student’s] academic and social goals,”