Children have rights , thoughts and opinions and they are valued. Procedures for schools to follow to ensure inclusion and this links into Special Education Needs and the disability act. Codes of practice gives guidance on how to ensure people of different races and treated equally. Protects children against discrimination focus on inclusion and protects children against discrimination. Gives guidance and support to school staff and ensure high quality service and the best practice possible.
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
1.2. Explain the principles of relationship building with children, young people and adults. Children and young people need to feel safe and valued in an educational environment. The government document Every Child Matters: Change for children 2004 is an important document to read which would benefit anyone working with children. To work and build on positive relationships with children there has to be a good understanding of putting the pupils needs first.
BE ABLE TO PROMOTE EQUALITY AND DIVERSITY IN CHILDREN AND YOUNG PEOPLE. Through research and own experiences I have come to learn about the current legislation and code’s of practice to the promotion of equality and valuing diversity. I have looked at the rights and the importance of valuing and promoting equality and diversity in work with children and young people and how it is affected by inclusion and inclusive practices and the barriers children face. 1.1 Identify current legislation and codes of practice relevant to the promotion of equality and valuing diversity. Each school must produce a range of policies which formally sets out the guidelines and procedures for ensuring equality.
Unit 301 Communication and professional relationships with children, young people and adults Credit value: 2 NDAQ number: F/601/3327 Unit aim This unit provides the knowledge and understanding which underpins effective communication and Professional relationships with children, young people and adults. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the principles of developing positive relationships with children, young people and adults 2. Understand how to communicate with children, young people and adults 3.
Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
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.
Unit 001 1 Explain the roles and responsibilities of a teacher in relation to: a) Promoting equality and diversity in teaching b) Lifelong learning c) Identifying and meeting the needs of the learners d) Maintaining a safe and supportive learning environment e) Ways to promote appropriate behaviour and respect for others 1a) It is a teacher’s role and responsibility to promote equality and diversity. “Equality is about the rights of learners to attend and participate regardless of their gender, race, ethnic origin, religion or belief, disability, sexual orientation or age”. (Gravells 5th edition 2012) Equality is making sure that every student is treated in the same way and their needs are met in a way that supports their chosen learning experience. All students are entitled to be educated according their needs, regardless of any differences they may have. As a teacher it is your role to provide any resources needed including specialist equipment for activities and to use the correct teaching styles that will enable the learner access to their learning experience.
To include and value the contribution of all to our understanding of equality and diversity. To improve our knowledge and understanding of issues of anti- discriminatory practice, promoting, equality and valuing diversity. Outcome 2 Be able to work in an
Norfolk Adult Education Written Assistant 1 UNIT 204 Introduction This assignment should demonstrate the importance of supporting the rights of all children and young people to participation and equality of access and also the importance and benefits of valuing and promoting cultural diversity in work with children and young people. 1.2 Describe the importance of supporting their rights of all children and young people to participation and equality of access. All pupils have the right to a broad and balanced curriculum this must be supported by high quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their Backgrounds, Race, Culture, Gender, Additional needs and Disabilities. To understand the importance of supporting the rights for all children and young people is to look in more detail at the intended outcomes of Legislation, Codes of practice, and Policies.