(amended Act 2005).This builds on the 1995 Act it 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 It is unlawful for educational providers to discriminate against pupils with a special educational need or a disability. Race Relations (Amendment) Act 2000 Outlines the duty of schools and organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allow them to take action against authorities when their rights have been affected.
The Equality Act 20102 encompasses and simplifies the previous Acts governing Race Relations, Sex Discrimination and Disability Discrimination, and the trainer must create an environment that complies with each of these components. For instance, ensuring that racist or sexist comments are not made in the classroom, or inappropriate images are not used in presentations. Furthermore, they may have to think of alternative techniques that a disabled person might use in a first aid situation. 4. Where children under 19 or vulnerable adults under 25 are students, the trainer must be complaint with the Protection of Children Act 19993.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
'What do you understand by the term inclusion' Inclusion would mean that everyone is involved and are included throughout the curriculum. By having the right to education, every pupil should be included in any activity as well as including those with Special Educational Needs [SEN]. Although it helps to be ‘able to identify both the ways they are excluded and the changes that need to take place if their right to education is to be secured’ (Osler & Starkey, 2005). Also both attending special needs schools and the support needed for children with SEN are quite expensive especially to those with a restricted budget (Riddell, 2006). The part of social inclusion that I would intend to discuss would be that relating to education in a community as it suggests that ‘an inclusive society is also a literate society’ (Tett, 2006) including those with special needs.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
LD 201 understand the context of supporting individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities One of the main causes of discrimination is the fear and lack of understanding of others because they are different. In order to prevent discrimination it is important to value people and treat them differently in order to meet their different needs. -Human Rights Act 1998 become law in 2000 gives people rights that there were intended to prevent discrimination -Mental Capacity Act 2005 -Care Standard Act 2000 -Disability Discrimination Act 1995-2005 -Equality Act 2010 -National Health service and Community Act 1990 -procedure and policies of any organization -Codes of Practice 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Human Rights Act 1998 - improved the standards of care given individuals with learning disability, it gave individual the right of life, right to privacy and the right not to be subject to degradnig or inhuman treatment Equality act 2010 - protects the rights of individuals and promotes equality for all , gives the right for all people to be treated in the same way regardless of race, age, sex or disability Disability Discrimination Act 1995-2005 - made it unlawful for employers to discriminate against people based on a disability, it gave individuals a greater chance to live a full life and achive what they would like to do. It also ensured that provisions for disabled people in employment are met.
The DDA defines a disabled person as someone who has a physical or mental impairment which has a substantial and long term adverse affect on his or her ability to carry out normal day to day activities. There is a duty under DDA that disabled pupils are not discriminated against and so seek to promote equality of opportunity between disabled and non-disabled pupils. Each of the four nations has their own legislation to make sure that children with specific needs are assessed and have their needs met in the most appropriate way. In Scotland this is the Disability Strategies and Pupils Educational Records (Scotland) Act 2002 and the Education (Additional Support for Learning) (Scotland) Act 2004. Under this legislation, a child is seen as having additional support needs if for any reason they would benefit from extra help with their learning.
As educators, it is important to focus on the concept that each student is an individual and deserves a program that is tailored for them. Although this fact is not highly disputed, the route taken to reach this outcome is. The result is the reoccurring debate over how, when, and if to use labeling for students with disabilities. Being aware of the opposing positions is essential to taking a stand with either side or choosing to incorporate both. Continuation of Labels Disability codes were introduced as a way of helping link, organize, and evaluate findings for research and funding.
Assignment 3 Define in your own words what is meant by ‘Special Educational Needs’ (SEN) From 1970 with the passing of the Education (Mentally Handicapped children) Act, children and young persons with learning difficulties were entitles to receive an education. Before this children and young persons with learning difficulties were uneducable. By the time the Warnock Report of 1978, people were thinking about what constitutes Special Educational Needs. The term ‘Special Educational Needs’ was introduced in the Education Act (1981) and has a’ legal’ definition. This definition is also set out in the Education Acts 1991 and 1996 and the Children and Families Act 2014.
CYP3.3 1.2 Explain child protection within the wider concept of safeguarding children and young people. Every school or establishment that deals with children, are required to have a safeguarding policy in place, which should be re-evaluated as well as updated on a regular basis. The term “Child Protection’ is increasingly being altered by that of “Safeguarding,” Child protection is idiosyncratically about abuse, it also comes under an umbrella term called safeguarding. Safeguarding are all the things that we do, all the policies and procedures we have that help keep the children safe. Safeguarding a child or young person is also to ensure that they have the outlook to achieve their true potential and have the right to be protected from abuse, such as: Physical abuse Sexual abuse Emotional abuse Neglect Exploitation This also shows the consequence of shared responsibilities as there can be many different agencies involved in dealing with each case.