The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.
Explain Ways to Promote Equality and Value Diversity Explain ways to promote equality and value diversity Equality and diversity can be endorsed by identifying the boundaries students may have. By identifying these potential barriers it will benefit the learning experience of an individual and as a group, and help overcome those boundaries a student may have. Teaching has to be structured to meet individual learner’s needs, using different strategies to promote comprehensive learning. In terms of Diversity, all the factors like gender, race, age, religion and other social needs have to be taken into account. All learners should be given equal rights to participate in all activities of learning regardless of age, sex, religion and race.
This provides all learners with relevant and challenging learning. * Set suitable learning challenges * Respond to learners’ diverse learning needs * Overcome potential barriers to learning and assessment for individuals and groups of learners. (QCA website, 2009) Equality is about ‘creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential’ (Department of Health, 2004) It is our obligation to ensure every learner regardless of gender, race, ethnic origin, disability, sexual orientation and age, has the right to attend and experience the same fulfilling experience of learning. Training advisers and teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability. Not only has the
There are systems in place to help children who do not speak English as their first language, settings could use sign language for those that may have a hearing impediment or use picture cards to make it easier to communicate. Along with the equality act comes the inclusion policy which is there to make all children feel included. | Children’s act 2004 | The Children Act 2004 made multi-agency working compulsory and introduced positive outcomes.The Act aims to support every service for children helps to focus on improving all outcomes for all children within settings. They aim to do this by making sure that all settings talk to each other and share information. There are 5 outcomes that must be met: * Stay Safe * Healthy * Enjoy and achieve * Economic well-being * Positive contribution | Data protection
STL5 – Promote Equality, Diversity and Inclusion in Work with Children and Young People 1.1, 1.2 Task 1 There are many pieces of legislation or codes of practice which we must adhere to in order to promote equality and diversity in schools, three of these include: * Every Child Matters 2003 - aims to ensure that that every child and young person is provided with the opportunity to be able to reach the goals set out within its five key outcomes of: * Staying safe – being protected from harm and neglect * Being healthy – enjoying good physical and mental health and living a healthy lifestyle * Enjoying and achieving – getting the most out of life and developing the skills for adulthood * Economic well-being – not being prevented by economic disadvantage from achieving their full potential in life * Making a positive contribution – being involved with the community and society and not engaging in anti-social or offending behaviour * SEN Code of Practice 2001 – The Special Educational Needs and Disability Act 2001 (SENDA) strengthens the rights or parents and SEN children to a mainstream education. The SEN code of practice provides guidance for local authorities, schools and early education settings and helps identify, assess and support children with special educational needs and help them to reach their potential, be included in their local communities and make a successful transition to adulthood. * UN Convention on the Rights of the Child 1989 –This is a human rights treaty which leads on from the Human Rights Act and sets out the rights of all children to be treated equally and fairly and without discrimination. It outlines a list of rights which every child is entitled to – including the full range of human rights – civil, cultural, economic, social and political. The UK signed the legally binding agreement in 1990.
Unit 3: Equality, Diversity and Inclusion in work with children and young people. LO 1. Understanding the importance of promoting equality and diversity in work with children and young people. All pupils have the right to a broad and balanced curriculum and we attempt to ensure that all of our children enjoy their rights equally through two channels; legislative and community. A summary of the relevant Acts of Parliament and statutory frameworks, codes of practice and guidelines, and an example of a local school's inclusion policy is at Annex A.
help each child enjoy their learning and make progress towards the early learning goals. provide a balance of adult led and child led activities that help children to think critically, play and explore and be active and creative learners. have good expectations for children and enthuse and motivate them. plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning. support each child in their learning and work with parents and carers as partners in children’s learning and development.
The reason for these policies are to promote positive behaviour and all schools have policies on : • Behaviour • Bullying • Child Protection • Equal Opportunities As a TA it is our responsibility to find out about the role of staff, rewards and sanctions and training. To develop a harmonious learning environment appropriate rules, need to be established and enforced, behaviour plans and most importantly pupils to be involved in the process. I feel if learners understand why rules are important then there is a greater chance that they will follow these rules. Rogers 1998, 1995 ''Shared rights, shared responsibilities and shared rules'. At Parkway Primary School a lot of verbal praise is given and I have done this many
Equal opportunity and diversity act 2010 to promote positive promotion of equality, diversity and inclusion amongst all young people, and against unfair discrimination, ie age ethnicity, gender religion/belief, sexual orientation, etc. Bullying and harassment 1.2 As a Drama Tutor I would plan appropriate, effective learning program that will promote equality and engage with diversity, as all children and young people have the right to learn. Young people should not be excluded they should be encourage to participate regardless of race, religion, sex, culture,
A Culturally Diverse Classroom Every classroom should offer a feeling of comfort and belonging for the students in it. In today’s diverse world, providing a culturally diverse classroom is essential. The first step in creating a culturally diverse classroom is to understand the cultures and ethnicities of the students. As educators it is important to do a little research into several cultures. As your class changes from one year to another, so will the cultural make-up of your students.