(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.
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. The rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). The UK Government must ensure that the right’s of children in the UK are protected through law. These rights include the right to education and the right for children to have views respected. Disability Discrimination Act 1995 Protects the rights of all those with disabilities.
Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
(Gravells, 2012:53, 54). Diversity and Equality should be promoted by encouraging positive behaviour and using inclusion whilst the learners are on the course. You should start promoting equality and diversity from the outset so that the learners know what to expect and what is expected from them. Any unacceptable behaviour, discrimination or prejudices must be challenged immediately so precedence is in place. 1b) A teachers roles and responsibilities in lifelong
Unit 2.5 4.1 The main statues are: • The Convention on the rights of the Child (1989) • The Education Act (1981), (1993) and (1996) • The Children Act (1989) and (2004) • The Equality Act (2006) • The Care Standards (2000) • The Special Educational Needs and Disability Act (2001) • The Race Relations Act (1976) and amendment (2000) • The Disability Discrimination Act (1995) and (2005) • The Public Order Act • The Religious Hatred Act 4.2 All these laws influence the rights of individuals. Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action: Codes of practice- Codes of practice provide guidance and rules on ways of implementing legislation and good behaviour. The purpose of the code should be to promote positive behaviour, so rules should be expressed in positive terms. The code should outline the schools expectations for pupil behaviour in the classroom and around the school. A system of rewards and sanctions should be used to support the code of conduct.
Identify the current policies, frameworks and influences on the early years and explain the impact they have on the early years sector. The child act 1989 Central government initaties Every child matters united nations conventions on the Early Years Foundation Stage rights of children (UNCRC) National curriculum Current equalities legislation Local authorities range of current policies 1998 The Data Protection Act The Human Right Act All these current policies, frameworks and the influences on the early years sector is that it is bringing everyone together as a whole. The Welfare and Rights of the children are now taken more seriously. Children are now able to play, engage in and express themselves freely and are being heard. With all groups linked together, working with the same child will mean that the child will learn more effectively.
Describe how laws and codes of practice promote pupil wellbeing and achievement: Schools are obliged to operate under current laws and legislations. The majority of laws and codes of practice which are required in schools are directly linked to the wellbeing and achievement of pupils; these are a summary of some of the laws and codes of practice. The UNCRC In 1989 the UNCRC was drawn up. The UK signed it on 19th April 1990 and ratified it on 16th December 1991; it then came into force in the UK on the 15th January 1992. The convention states that every child has: * The right to protection from any form of discrimination.
Emotionally could start believing in what they are being told and be emotionally harmed. 1.3 Explain how inclusive practice promotes equality and supports diversity. Our care home is committed to anti- discriminatory practice to promote equality opportunity and valuing diversity for all residents and families. To provide a secure and accessible environment in which all residents’ contributions are considered and valued. To include and value the contribution of all to our understanding of equality and diversity.
TDA 3.6 Equality, Diversity and Inclusion 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: • Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have the same rights and should be treated equally. This act also sets out the rights of all individuals and allows individuals to take action against authorities when their rights are affected. • Every Child Matters 2003 – Every Child Matters was introduced for all organisations and agencies in order to ensure they work together to ensure that they support the children they work with, between birth and 19 years, fully in order for them to achieve the 5 outcomes they set out.
From as early as the 1980s the education policies emanating from regional and international organizations and supported by lending agencies were being described as being very narrowly focused on singular educational issues with an opportunistic intention to create investment opportunities for these organizations. Education for All (EFA) and CARICOM continue to influence the development of educational policies in many of our Caribbean territories. Education is a right, like the right to have proper food or a roof over your head. Article 26 of the 1948 Universal Declaration of Human Rights, states that, “Everyone has the right to education.” Education is not only a right but a passport to human development. It opens doors and expands opportunities and freedoms.