This approach is meant to be nondiscriminatory and shows respect to families. Every student is given an equal opportunity to achieve, regardless of gender, race, class, religion, age, ability, or sex orientation. Multicultural Education’s goals is to bring out similarities and differences in everyone, show children how to respect similarities and differences show they can grow and develop skills to be successful
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.
the world is full of diversity and culture and if we ensure that all children- regardless of race,religion,gender etc- receive equal opportunities, it will not only benefit the children but also the communities which they grow up in. To ensure our children reach their goals and achieve economic well-being there is support in schools and legislation, laws and standards to comply with. | A/C 1.2 All schools have procedures and policies set in place to reinforce the rights of all children/young people with regards to participation and equality of access (as lawfully stated in the UNCRC). These policies/procedures are in place to ensure inclusion and equality in all aspects of school life are implemented. This ensures that children are protected from discrimination against their race, creed, sexuality, religion or disability.
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.
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
Socially could lead to more emotional harm, physical harm and intellectual harm. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued. To include and value the contribution of all families to our understanding of equality and diversity. Provide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled people.
It could be done against those who are different in respect to their age, sex, nationality, ethnic background, religion, ability, financial status and size. 1.2 –Describe the potential effects of discrimination? Discrimination on the grounds of age, gender, race, sexuality or ability can damage a person’s self esteem, and reduce their ability to develop and maintain a sense of identity. When people are affected by discrimination they experience anger, humiliation, frustration and a feeling of hopelessness. They are made to feel worthless and of less value than other.
It cannot change people's attitudes. This means that good practice should ensure that practitioners are constantly able to evaluate what they do, and they should receive appropriate support and training in this area. Inclusion - A right to be included * By using the principle that inclusion is a right for all children, early years settings can make sure that every child: * Has an equal chance to learn and develop * Participates equally in activities * Is given the opportunity to communicate in their preferred format * Has their individual needs known and met * Feels safe and know they belong * Is valued as a unique individual, and * Feels strong and confident about their
Understanding the impact of prejudice and discrimination on children and young people By promoting equality and diversity we engage to treat the children equally; but we have to not forget to take their individuality into account. Therefore we can follow an anti-discriminatory practice by: treating children individually, treating children equally, taking account of children's capacity and abilities, adapting the lessons so all the children can benefit from it, involving all the children in activities, encouraging those who need encouragement, ensuring positive resources, offering the needed support for children with special needs, etc. So the children will understand that they are valuable and respected whatever their background or disability. In this way they will build up their confidence and self-esteem. A discriminatory attitude may have a negative impact on children's education and emotional development.
By self-fulfilling prophecy, plays a role in social labeling theory. "Self-rejecting attitudes result in both a weakened commitment to conventional values and the acquisition of motives to deviate from social norms. They tend to say that Teachers are stupid;' cops are dishonest;' parents just don't understand. These troubled youths become distanced from society and find themselves in deviant lifestyles. Basically, social labeling theory holds that juveniles begin believing they are people who do bad things and are transformed into believing they are bad people.