Karen Hill Unit 3 Equality, Diversity and Inclusion in Work with children and young people 1. Understand the importance of promoting equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity At The Meadows Community Primary School there are a range of policies which set out guidelines and procedures for ensuring equality. These must take into account the rights of all individuals and groups within the school. Policies must also pay regard to the values and practice which are apart of all aspects of school life. It is important for myself to understand relevant legislation and it’s purpose, as this will help me in my role as a teaching assistant and make me aware of my responsibilities.
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.
Amelia White November 17, 2013 SPE-226 Crystal McCabe Educating Special Needs Students There are numerous types of disabilities a child may have that affect different areas; intellectual disability, autism, severe disabilities, and multiple disabilities are a few disabilities that affect learning.Children with disabilities can learn and are entitled to a free appropriate education. Disabled children being placed in general education classes allows them to interact and learn with their peers but it is important to remember that many times curricula for severely disabled individuals are home and personal skills. Severe or multiple disabilities children will require accommodations and modification to insure they obtain an appropriate education.
TDA 3.6: Promote equality, diversity and inclusion in work with children and young people Unit reference | M/601/4070 | Level | 3 | Credit value | 2 | GLH | 10 | Unit aim | This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting inclusion. | Learner name: | | CACHE Centre no: | | CACHE PIN: | | ULN: | | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | Evidence recorde.g. page number & method | Assessor judgement achievedInitial and date | Learning outcomes 1 and 3 must be assessed in real work environments by a vocationally competent assessor. | 1.
This law proscribes three fundamental objectives. The first objective outlines procedures for the identification and evaluation of handicapped children. When teachers could see that a child was having a hard time learning or doing certain things there were more types of test to identify the problems, and it was no extra cost to the parents. The second objective requires that children with handicaps be educated with their non-handicapped peers to the maximum extent possible in the Least Restrictive Environment, commonly referred to as LRE. They wanted to make sure that all the children still felt the same, and that everyone still looked at them the same.
E1. Describe how pre-school settings can create an inclusive culture for children with disabilities and special educational needs. (E9. Anti-discriminatory/anti-bias practice) There are many factors that a pre-school setting needs to consider, to have an adequate culture to meet all the needs of children with disabilities and special educational needs. One key factor is to ensure the child/children with special needs are not separate from those who are more abled.
Understanding Persons with Intellectual Disabilities SPE 526 Ronaver D. Boatwright March 21, 2012 Susan Myers Understanding Persons with Intellectual Disabilities The Individual with Disabilities Act, or IDEA helped to open the door for the equal provision of educational services to those children diagnosed with disabilities. These individuals were afforded the opportunity to receive these services through special education programs that are provided through public school systems. IDEA recognizes 14 disabilities, all of which adversely affects the educational performance of the children diagnosed. Under IDEA, schools must provide a free appropriate education to any individual with a disability who needs special educational services. I will be discussing 5 disabilities that affect people intellectually.
The article is review of research done on the impact of shared decision-making as an effective tool to empower and collaborate with a team required to support the progress of students with special needs. The article recognizes the law within the Individuals with Disabilities Education Act (IDEA), which requires that students with special needs be placed in the least restrictive environment in which they are able to progress successfully in the school setting. Recognizing the law of IDEA, the article presents that a key to making the inclusion process successful is to have shared decision-making. That realistically, where the general education teachers are brought into the decision-making process at the end of the inclusion process, those teachers must be included at the beginning.
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.
It is important to remember that no one child is the same as another, even if they are classified as being of similar ability. Although I support ability groups for certain subjects I still feel that it is important for the children to work in mixed-ability groups for non-core subjects, as I feel that it improves social skills, as the children