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.
Certain curriculum goals of anti-bias curriculum are to foster each child's: *building of a well-informed, confident self-identity; *comfortable, empathic interaction with people from diverse backgrounds; *critical thinking about bias; * capability to stand up for themselves and for others in the face of unfairness. A belief in the importance of human diversity and the fair treatment of all people is a must for doing anti-bias work. When teachers become dedicated to learning how to implement anti-bias courses in their settings, they seem to go through four identifiable stages. ESTABLISHING THE ENVIRONMENT Stage one includes teachers raising their own consciousness of anti-bias matters related to themselves, their program, and the children in their care. A support group is vital for this method.
Also include the su. Inclusion means giving children with special needs and their parents or caregivers the same opportunities to learn, enjoy and... [ 2. CU1532 - 1.2 What are the potential effects of discrimination? How do we discriminate – race, appearance, culture, preferences, beliefs, gender social class, age ability and sexuality In order to prevent discrimination it is important to value diversity and treat people differently in order to meet their different needs. Direct discrimination is when discrimination is when someone is refused a job because there are in a wheelchair.
What is meant by inclusion? Inclusion is an active not a passive process (Corbett Cited in Soan 2004:8) and no matter what background, religion, special need, race or disability the child should be include in the whole aspect of the curriculum. Having the environment and resources adapted to meet each individuals specific needs removing any barriers to learning and enabling every child to reach their potential. Inclusion is a big issue within mainstream education today and is very closely connected to the Special Educational Needs (SEN) practice already in place within schools. Many people believe that if a child has Special Educational Needs he/she should be educated in a special school.
So, what is equality and diversity? How can it be defined and how can we ensure that we integrate an equality and diversity approach in to everything we do, particularly where children and young people are concerned, to teach them the value of difference? Equality enables us to create a fairer society where everyone can participate and has the opportunity to fulfil their potential. Equality is mostly backed by legislation which is designed to address unfair discrimination among members of a particular group in society, but it's everyone's responsibility to . Diversity is the recognising and valuing difference in its broadest sense.
This means practicioners must take into account the child's charateristies and ensure measures and taken for their development. Inclusion is the process of making the practise of ''equality of opportunity'' a viablenactivity in the setting. It means trying to remove as many barriers as possiblenfor children to ensure they can get maximum benefit from the setting. For instance, we have a boy in the setting for whom English is not hid first language, at home he speaks Urdu. One of the staff member also speaks this language and has given us some key words and phrases toensure the child can get maximum benefit from attending the setting.
EQUALITY: Equality is practiced by ensuring equal care and support for all children, young people and staff within our homes to be able to access services, participation and opportunities to develop and reach full potential. It requires different needs to be recognised and supported, rather than everyone being 'treated the same'. Although our children are treated equally, it is recognised that each has different needs and therefore treated as individuals. This was a particular area to be identified when accommodating siblings, ensuring each child had indiviudal care plans which identified individual needs and support required along with promoting a sibling relationship. Equality in practice eliminates discrimination.
Explain Ways to Promote Equality and Value Diversity Explain ways to promote equality and value diversity Equality and diversity can be endorsed by identifying the boundaries students may have. By identifying these potential barriers it will benefit the learning experience of an individual and as a group, and help overcome those boundaries a student may have. Teaching has to be structured to meet individual learner’s needs, using different strategies to promote comprehensive learning. In terms of Diversity, all the factors like gender, race, age, religion and other social needs have to be taken into account. All learners should be given equal rights to participate in all activities of learning regardless of age, sex, religion and race.
Assessment Question 9 – Inclusive Learning Strategies In Inclusive learning we need to make sure students have full access to either an education or training whilst being treated equally and fairly, regardless of their needs, abilities or disabilities and most importantly without prejudice. In simple term’s it is about including and not excluding learners. This statement is backed up in both Ann Gravells book when she says. ‘Some learners could feel excluded during your session if their particular needs are not met.’ (2011, p.49) and in Linda Wilson's book when she states that inclusion is 'about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources.' (2008, p.153).
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.