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.
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.
The Education Act (2002). This sets out the responsibilities of the Local Education Authorities governing bodies, head teachers and all those working in schools or childcare settings 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 requirements for: services to work more closely, forming an integrated service, a common assessment of children’s needs, a shared database of information which is relevant to the safety and welfare of children and earlier support for parents who are experiencing problems.
Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is under taken to protect specific children who are suffering or are likely to suffer significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim to proactively safeguard and promote the welfare of children so that the need for action to promote children from harm is reduced. 1.2 2.3 Children should be raised in positive circumstances by providing safe and caring environments.
Supporting Teaching and Learning in Schools Certificate Level 3 QCF Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People. Assessment Criteria 2.1.1 Outline current legislation, guidelines, policies, and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main piece of legislation that covers the guidelines, policies, and procedures in relation to safeguarding of children and young people in England is The Children Act 2004. Its predecessor was The Children Act 1989 which established the principles of safeguarding children with regards to parents and those that work with children. The 2004 Act, laid down a number of legal requirements such as closer working relationships between the agencies e.g.
Unit 2.5 4.1 The main statues are: • The Convention on the rights of the Child (1989) • The Education Act (1981), (1993) and (1996) • The Children Act (1989) and (2004) • The Equality Act (2006) • The Care Standards (2000) • The Special Educational Needs and Disability Act (2001) • The Race Relations Act (1976) and amendment (2000) • The Disability Discrimination Act (1995) and (2005) • The Public Order Act • The Religious Hatred Act 4.2 All these laws influence the rights of individuals. Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action: Codes of practice- Codes of practice provide guidance and rules on ways of implementing legislation and good behaviour. The purpose of the code should be to promote positive behaviour, so rules should be expressed in positive terms. The code should outline the schools expectations for pupil behaviour in the classroom and around the school. A system of rewards and sanctions should be used to support the code of conduct.
Children Act 2004: Local authorities and services have a legal right to share information regarding the welfare of the child, underpinning the legal framework for the Every Child Matters outcomes. To ensure the safety and wellbeing of a child and young people, schools have a responsibility to produce a range of policies which statesthe responsibilities of the staff members, and the procedures which they have to follow. This will include: • Safeguarding and protecting, and procedures for reporting • E-safety • Bullying, including cyber-bullying Local authorities, including schools use the guidance from the Department for Education (DfE), to produce their own policies and procedures, which must be followed. Two of these guidances are: What to do if you're worried a child is being abused (2006): Actions and procedures which should be followed when reporting a case of abuse. Working Together to Safeguard Children: A guidance for organisations, and the duties they have to safeguard children and young people.
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 ● shared database of information which is relevant to the safety and welfare of children ● earlier support for parents who are experiencing problems Policies which safeguard Schools must develop a range of policies which ensure the safety, security and well-being of their pupils. These will set out the responsibilities of
Many people believe that if a child has Special Educational Needs he/she should be educated in a special school. However the Special Educational Needs Act 2001 was intended to consolidate the SEN child’s right to a mainstream education. “The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion” (DfES/0774/2001, page 1). With this revised act the views of parents are taken into account in each individual case, if they want their child to attend a mainstream school then everything possible should be done to provide it. Inclusion and SEN has an impact on every aspect of learning within schools, no
REACTION PAPER Disciplining Students with Disabilities By Kevin P. Dwyer, NCSP According to this article there are certain guidelines and procedural safeguards that are designed to assure that students with disabilities or those that are receiving special education were not randomly removed from their parent- approved program without consent. The article provides a set of practical guideline that will improve the chance that positive behaviors will increase and negative behaviors will decrease among children with disabilities. The article gave specific and effective interventions for every negative and positive behaviors of the students. These interventions may also be applied to other troubling students other than those who are receiving special education. The article also gave examples of a certain negative behavior with its own intervention and the rational of the intervention.