E4 – Describe how the policies and procedures promote fair, just and inclusive strategies When working with children it’s important to be fair and inclusive, you must treat all children equal but still take in to account their individual needs. There are many policies and procedures that ensure children are treated fairly. An example of a policy that helps promote fair practice is the admission’s policy. An admission policy enables an equal chance for all children to attend a setting. Lily’s Day Nursery is an example of a setting that promotes fair admission.
Allowing children to be able to think independently and create their own behavior can be an effective way to allow for more autonomy, improving their motivation in many areas and get the confidence to achieve better grades in school. Pink explains that “A sense of autonomy has a powerful effect on individual performance and attitude” (88). Many parents will choose to raise and will motivate their children by how they were brought up as a child. While this may seem like a great way to raise a child, it could control motivation and behavior with the experience of pressure and demand. Parents might want to consider teaching their children about autonomous motivation which promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being.
STL5 – Promote Equality, Diversity and Inclusion in Work with Children and Young People 1.1, 1.2 Task 1 There are many pieces of legislation or codes of practice which we must adhere to in order to promote equality and diversity in schools, three of these include: * Every Child Matters 2003 - aims to ensure that that every child and young person is provided with the opportunity to be able to reach the goals set out within its five key outcomes of: * Staying safe – being protected from harm and neglect * Being healthy – enjoying good physical and mental health and living a healthy lifestyle * Enjoying and achieving – getting the most out of life and developing the skills for adulthood * Economic well-being – not being prevented by economic disadvantage from achieving their full potential in life * Making a positive contribution – being involved with the community and society and not engaging in anti-social or offending behaviour * SEN Code of Practice 2001 – The Special Educational Needs and Disability Act 2001 (SENDA) strengthens the rights or parents and SEN children to a mainstream education. The SEN code of practice provides guidance for local authorities, schools and early education settings and helps identify, assess and support children with special educational needs and help them to reach their potential, be included in their local communities and make a successful transition to adulthood. * UN Convention on the Rights of the Child 1989 –This is a human rights treaty which leads on from the Human Rights Act and sets out the rights of all children to be treated equally and fairly and without discrimination. It outlines a list of rights which every child is entitled to – including the full range of human rights – civil, cultural, economic, social and political. The UK signed the legally binding agreement in 1990.
Promote Equality, Diversity and Inclusion in Work with Children and Young People 1:1 Identify the current legislation and codes of pratice relevant to the promotion of quality and valuing diversity The current legislation and codes of practice relevant to promotion of equality and valuing diversity are: : Special education needs and disability act 2001 This is an extension to disability act 1995; it was created to in order to tackle discrimination in this sphere and that someone with a disability was not discriminated against and treated less favourably due to their disability. : Equality act 2010 The Equality act 2010 protects people from discrimination in the work place and in wider society and helps people achieve equal opportunities. : The race regulations act 2000 This is an extension and strengthns the act of 1976 This act covers grounds of race, colour, nationality (including citezenship), and nationl or ethnic origin. It promotes equality of opportunity and good relations between persons of different racial groups. :The sex discrimination act 1975 Thia act was amended in 1985 it helps prevent unlawful discrimination on grounds of sex, marriage and race in employment educaton and training.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD201) 1. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. * Human rights act 1998 * Equality Act 2010 * Disability Discrimination Act 1995 * Mental Capacity Act 2005 2. Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. * It has improved the standards of care that is given to the individuals who have a learning disability, gives them the right of life privacy and to not be subjected to degrading or bad treatment.
• Be healthy • Stay Safe • Enjoy and Achieve • Make a positive contribution • Achieve Economic well being. Rules builds up trust, a common standard for children and young people and I feel it is essential for young people to learn respect for others , self-control and social interaction with others. All schools have policies and they are not stand alone as they have to relate to Local Authority and national guidelines. e.g The Children's Act 2004. The reason for these policies are to promote positive behaviour and all schools have policies on : • Behaviour • Bullying • Child Protection • Equal Opportunities As a TA it is our responsibility to find out about the role of staff, rewards and sanctions and training.
Children’s Act 2004, Every Child Matters: “The five outcomes are” being healthy, stay save, enjoy and achieve, make a positive contribution, and achieve economic well -being Disability Discrimination Act 1995(amended 2005) requires that necessary adjustment must be given to allow them to fully participate in their learning. Health and Safety at Work Act (1974.) Act (1999) This act aims at protecting people against risks to health and safety in connection with their activities. Safeguarding Children 1989/2004/ Child Protection 2010 to provide a mechanism to ensure anyone working with children and young adult is check properly by the criminal record bureau (CRB). Equal opportunity and diversity act 2010 to promote positive promotion of equality, diversity and inclusion amongst all young people, and against unfair discrimination, ie age ethnicity, gender religion/belief, sexual orientation, etc.
Discuss issues of equality and diversity and ways in which to promote inclusion with your learners. Identify other points of referral to meet needs of learners. In recent years the Government has emphasised and promoted the crucial role of equality and diversity in the practise of inclusion while dealing with pre and post 16 education. This means that special emphasis has been placed on the inclusion of learners who have learning difficulties or behavioural characteristics not conducive to learning. It is important to note that this special emphasis is not to the detriment of others, but is crucial in the aim of retaining and developing those who, historically, would have struggled to remain engaged.
The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.
Unit 3: Equality, Diversity and Inclusion in work with children and young people. LO 1. Understanding the importance of promoting equality and diversity in work with children and young people. All pupils have the right to a broad and balanced curriculum and we attempt to ensure that all of our children enjoy their rights equally through two channels; legislative and community. A summary of the relevant Acts of Parliament and statutory frameworks, codes of practice and guidelines, and an example of a local school's inclusion policy is at Annex A.