This law proscribes three fundamental objectives. The first objective outlines procedures for the identification and evaluation of handicapped children. When teachers could see that a child was having a hard time learning or doing certain things there were more types of test to identify the problems, and it was no extra cost to the parents. The second objective requires that children with handicaps be educated with their non-handicapped peers to the maximum extent possible in the Least Restrictive Environment, commonly referred to as LRE. They wanted to make sure that all the children still felt the same, and that everyone still looked at them the same.
There are five outcomes of ECM which we should be working together so that we can achieve the best outcomes for children in our care. Theses outcomes are shown below: · achieve economic well-being · enjoy and achieve · make a positive contribution · stay safe · be healthy This has been proven by The Early Years Foundation Stage that when seperate professionals work together it will enhance a child's development and learning. An important part of EYFS framwork is inclusive practice. This means that children's needs have to be valued and suuported so they are able to use the curriculum of the setting they are in. 1.2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people.
The Equality Act 2010, this piece of legislation ensures that all practitioners treat children, young people and their families with respect and appreciates that people are from different backgrounds believe different things and have different attitudes to others within the setting, this means the practitioner must be open minded about diversity. This also ensures that all children can learn within the same environment regardless of their physical ability. The Human Rights Act 1998, influenced practice hugely when it put an end to physical punishment of children and young people within the setting. This piece of legislation gave all children the right to education of a generic high standard regardless of their location, background or culture etc. The Protection Of Children Act 1991, this
This legislation is also about working with parents and other professionals and keeping everyone safe. Childcare Act 2006 The three main key drivers of this act is to reduce child poverty, reduce inequalities between young children and to improve the wellbeing for young children. It supports parents to have the ability to work, and also focus on the provision of good quality childcare for the working parents. This act is based on the EYFS and uses it. Children’s Act 2004 The act and the Every Child Matters act is giving a messages that safeguarding children is a shared responsibility.
It is also a statutory requirement for schools to encourage the inclusion of children with disabilities into mainstream schools. SEN Code of Practice 2001 strengthened the rights of parents and SEN children to a mainstream education. This means that it is more likely for these children to be in mainstream school. Human Rights Act 1998 include: The right to life, freedom from torture and degrading treatment, freedom from slavery and forced labour, the right to liberty, the right to a fair trial, the right not to be punished for something that wasn’t a crime when you did it, the right to respect for private and family life, freedom of thought, conscience and religion and freedom to express your beliefs, freedom of expression, freedom of assembly and association, the right to marry and to start a family, the
School action is the action taken when special educational needs are identified by teachers and additional help is then given or different from those provided by the usual differentiated curriculums are put place. (E8) The human rights Act 2000 This Act have had a huge impact in current legislation in the UK. Under the Act it was agreed that children would have the same rights as adults which means children have the right to dignity, respect and fairness in the way that they are treated.
By applying inclusive practice this will treat every child and their families as individuals, and will help in adapting to each individual needs. It is very important to understand that inclusion does not mean that we view each other the same or provide the same work, it is about making sure that we are making adaptations to each situation and to the particular activity, instead of making a child do a completely different activity. Like this we are making sure that we are giving each individual the same opportunity. Inclusive practice supports diversity by accepting and welcoming all kind of people in the society. Different approaches, manners and stratagems are applied in order to ensure that people are not secluded or excluded.
Diversity is positive and should be respected and valued because nobody is completely the same as anyone else. Telling them that being different from everyone else makes us unique, and that we must value the diversity and differences that surround us, in order to work together to make our society a positive place to live. Equality is often defined as treating everyone the same. But I believe true equality means treating everyone differently in order to accomplish equality. In childcare every child has the right to equality of opportunity; it means each child would be given the same chances as each other to achieve all aspects of learning.
The act requires schools to make sure they have sufficient use of resources to provide and effective education for all children and to make additional changes to the school environment should it be required. All children in school should be taking part in the activities of the school, this act ensures that the schools must make and find additional support should they need it to allow all children to be equal. The Special Educational Needs (SEN) and disability act promotes better equality of opportunity and good relations for people with disabilities either physical or SEN by establishing their legal right to equal access to school, college and university. This act amended part 4 of the disability discrimination Act 1995 to prevent discrimination against disabled people in their access to education and to ensure schools make provisions for pupils with special educational needs for example, installing ramps, lifts or disabled
Also supporting and promoting the wellbeing of children and young people and ensuring that this is being promoted in and out the setting to all children and young people. Always making sure that the child and young person fulfill of the opportunties which all children and young people should be offered. Discrimination is also within the wider concept of child protection. All children and young people should all be treated equality and their needs should always be meet with the support from staff members. Children and young people should always be offered the same opportunities as their peers and should always be respected.