Equality, diversity and inclusion 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 Legislations Disability Discrimination Act 1995 + 2005: Protects the rights of those with disabilities and places a duty for schools to produce a Disability Equality Scheme (DES) and an access plan. It also places a duty on the school to eliminate barriers to ensure everyone has equal access to services and encourage participation in all aspects of school life, eliminating harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001: Makes it unlawful for educational providers to discriminate against pupils with special educational needs and disabilities. Race Relations (Amendment) Act 2000: This Act places a statutory duty on schools to promote race equality. Schools are expected to promote good relationships between people from different races.
In this assignment I will be writing about the importance of promoting equality and diversity in work with children and young people. I will give examples of how equality and diversity are promoted in my school. I will look very carefuly at the school policies to see how the school addresses these issues. Assignment criteria 1.2 To the school and the whole school environment should have an access every child. Children should have ensured the highest level of education tailored to their individual needs.
TDA 2.4 Understand the importance of promoting equality and diversity in work with children and young people Legislation: Disability Discrimination Act 2005 Schools must draw up a Disability Equality Scheme and access plan. Schools must promote participation in all areas of school life and stop bulling and discrimination. Special Educational Needs Act 2001 This Act makes it illegal to discriminate against pupils with SENs or a disability. Race Relations Act 2000 This Act explains the duties of schools and organisations to promote equality of races. Children’s Act 1989/2004 Describes the duties of local Authorities to provide effective and accessible services for all children according to the needs of the children, it also underpins E.C.M.
Unit 001 1 Explain the roles and responsibilities of a teacher in relation to: a) Promoting equality and diversity in teaching b) Lifelong learning c) Identifying and meeting the needs of the learners d) Maintaining a safe and supportive learning environment e) Ways to promote appropriate behaviour and respect for others 1a) It is a teacher’s role and responsibility to promote equality and diversity. “Equality is about the rights of learners to attend and participate regardless of their gender, race, ethnic origin, religion or belief, disability, sexual orientation or age”. (Gravells 5th edition 2012) Equality is making sure that every student is treated in the same way and their needs are met in a way that supports their chosen learning experience. All students are entitled to be educated according their needs, regardless of any differences they may have. As a teacher it is your role to provide any resources needed including specialist equipment for activities and to use the correct teaching styles that will enable the learner access to their learning experience.
Different approaches, manners and stratagems are applied in order to ensure that people are not secluded or excluded. One must be aware of each individual different needs and sustaining the wellbeing and confidence in their talent. One must ensure the achievement and full potential in the community. Inclusion in early years is important because it promotes a culture of equality, opportunity and high accomplishment for all children. This promotes community, consistency and amalgamation through understanding and respecting others.
It also places a duty on schools to eliminate barriers to ensure that individuals can gain equal access to services. * The disability discrimination Act 2005 - Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. * Special Educational Needs and Disability Act 2001 - Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. * SEN Code of Practice 2002 – Provides practical advice to LEA’s, maintained schools, early education settings and others on carrying out their statutory duties to identify, access and make provision for children’s special educational needs.
Not only will the diversity of our learners be valued but we must promote equality in all aspects of our role as a teacher or facilitator. We must understand the boundaries set to allow us to refer learners to other professionals were there is a need and know to whom they should be referred when the need arises. . It is vitally important that we, as teachers maintain and develop a safe and nurturing environment in which our learners can, not only learn new skills but develop appropriate behaviour and respect for others. Reece and Walker (2000 p5) says that “A programme where the contents is carefully derived from an analysis of the student’s personal, social and /or vocational needs ,and which is implemented by you in such a controlled and organised manner that the student is almost certain to learn, and is aware when the learning has taken place.” 1.1 As a company delivering both construction training and foundation learning we take the “Health and Safety at Work Act “(1974) into consideration every day.
Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning; 2. Every child has unique characteristics, interests, abilities and learning needs; 3. Educational systems should be designed, and educational programmes implemented, to take into account the wide diversity of these characteristics and needs; 4. Those with special educational needs must have access to regular schools, which should accommodate them within a child-centred pedagogy capable of meeting those needs; 5. Regular schools with this inclusive orientation are the most effective means of
It informs a framework within which all children, young people and families are treated with respect and valued equally. Inclusion is an unending and dynamic process which identifies and overcomes barriers to the presence, participation and achievement of all. Inclusion ensures that all children and young people have regular opportunities to learn, play and develop alongside each other within their local community and that they are supported by adults who share the responsibility and work in partnership. An inclusive local authority is one in which the teaching and learning, achievements, attitudes to and wellbeing of every child and young person matters. In an inclusive authority all children and young people have access to excellent provision that provides a firm foundation for adult life and enables them to achieve to the full.
Importance & benefits of valuing & promoting cultural diversity in work with CYP Opportunities are given to all children about other cultures and ethnic background, to understand and value the cultural diversity in the community and around the world. By promoting cultural diversity in schools it allows good understanding and knowledge of all pupils. Culture can be reflected through the curriculum e.g. music, foods and stories which supports all pupils to explore and understand cultures which are different from them. Ways in which CYP can experience prejudice & discrimination Schools must be conscious that children and young people will experience Prejudice or Discrimination at some point in