Diversity is about recognising and valuing everyone’s culture, personality, age, race, sex, disability, gender, religion and beliefs. * Equality – treating people in a way that is appropriate for their needs. Making sure people are treated fairly and given fair chances. Recognise their needs and that they are met in different ways. * Inclusion – equal opportunities for everyone whatever their age, gender, ethnicity, to be included.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
Person centred planning underpins all equality, diversity and inclusions by providing care plans that are centred around that one individual / service user giving them the support only they require to live a normal life as close as possible by respecting their needs, choices, religion etc…All staff should be able to support that individual / service user with respect and understand what support is needed and this should be the same support no matter who is working with them. Also in my area of work the same applies to all my staff members who are treated fairly, equally and all are included in the running of the day center by having individual supervisions, team meeting and they all know that they can approach myself with any
1 1.1 In adult social care we should all try to attain person centred working, this means each individual Is treated how they wish to be treated, keeping them involved by working in partnership to achieve there goals and respecting there rights.. Respecting each person’s choices, privacy and dignity. Support individuals to attain independence. 1.2, 1.3 Why? How? Encouraging people to make their own decisions promotes self esteem and independence.
Constructive feedback can be given through different ways. When a trainer is giving constructive feedback to a group, he should focus on the group performance and what they have achieved but also has to make sure he identifies what each individual has achieved. When giving direct feedback to an individual, he has to ensure he is specific about the targets they have met and what they still need to achieve (Gravells, 2013). Constructive feedback can be given formally, by writing or informally, verbally. This way of giving feedback should always be adapted to each learner.
Each person should be able to identify the importance of gender, age, race, sexuality, beliefs, ethnicity, disability, education, sexual orientation, backgrounds, skin colour and language. Another important thing whilst working in health and social care is as a staff member you should be able to recognise people that are mistreated. With these things followed it shows the dedication and awareness to each client and allows them to feel valued and also respected. There are laws in place to ensure that every individual is treated equally this includes organisations having equality policies to reinforce the concept. Equality: Equality overall is about fairness which means making judgements from discrimination it is also about natural justice which is basic/fundamental judicial extended to a person with rights at issue, it is also about being impartial and reasonable which means showing lack of favours and being liable to give a account of one’s actions.
Establish a few firm rules that are easy to remember and include the class in establishing these rules. When they are challenged, it should be addressed immediately. This will assist your students in knowing that you are in charge. Always be consistent with your classes. The students should know exactly what to expect from you and feel comfortable in knowing that you are always going to be consistent.
Diversity consists of both visible and non-visible factors, which include personal characteristics such as; background, culture, personality and work style and also the protected characteristics such as gender, race, sexual orientation, disability, religion and belief and age. By recognising and understand individual differences we are able to create an environment in which everybody feels valued. 1.1 b- Equality Equality means the state of being equal, especially in status, rights, or opportunities. Equality is about making sure that people are treated fairly and given fair chances. Equality is not about treating everybody in exactly the same way.
3. Policy Aims and Objectives The aim of the Equality and Diversity Policy is To promote the principles of equality and diversity To strive towards inclusivity within the organisation To enhance staff and customer contribution To attain a workforce which is representative of the local community To create an environment free of bullying and harassment To remind us of our legal obligations Provide a framework towards which staff can work To ensure that all staff and customers are treated fairly the Service will aim to ensure that equality and diversity issues are included in all policies, procedures, practices and services. All policies and procedures will be Equality Impact Assessed (EIA) in accordance with our obligations
When interviewing applicants for a vacancy in our team it is not necessary for them to have experience or qualifications in the job, just that they are able to carry out the day to day tasks and activities with the service users. It is also necessary for them to pass DBS screening and that they also have a recent referee that can be contacted. In this way as an employer, we make some positions widely available without discriminating between those with experience or qualifications and those without. For example we have recently employed a young staff member, recently out of college without previous experience as a support worker. They have learned on the job through shadowing senior staff and have gained experience as a result.