However, please be careful with spellings and grammar. Task 13 Very good explanation of pros and cons and again well referenced work. Inclusive learning is when all learners are catered for as individuals and are given the opportunity to be part of their own learning. Teaching practice at all times should promote equal opportunities, not discriminate and should incorporate supporting individual learning styles and needs. Inclusive learning should promote positive behaviour and conduct.
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.
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
Understanding the impact of prejudice and discrimination on children and young people By promoting equality and diversity we engage to treat the children equally; but we have to not forget to take their individuality into account. Therefore we can follow an anti-discriminatory practice by: treating children individually, treating children equally, taking account of children's capacity and abilities, adapting the lessons so all the children can benefit from it, involving all the children in activities, encouraging those who need encouragement, ensuring positive resources, offering the needed support for children with special needs, etc. So the children will understand that they are valuable and respected whatever their background or disability. In this way they will build up their confidence and self-esteem. A discriminatory attitude may have a negative impact on children's education and emotional development.
TDA 2.4/1.1 Current Legislation and Codes of Practice relevant to promotion of equality and valuing diversity. There are many policies and guidelines within schools to make sure that all children are treated fairly, as individuals, and that all of their needs are met. This includes promoting equality and diversity for everyone. The United Nations Convention on the Rights of the Child 1989 states the rights of all children so there have been many Parlimentary Acts written, as well as codes of practice, frameworks and policies produced in order to ensure that these rights are upheld and protected by law in the UK. This includes every child’s right to an education, and for every child to have their views respected.
UNIT 008 1. Key aspects of legislation acts is The Equality Act (2006) recognizes inclusiveness by respecting the right of learners to attend and participate, regardless of the gender, race, ethnic origin, religion, disability sexual orientation or age. Other relevant legislation include The Disability Discrimination act (1995) , The Sex Discrimination act (1975), The Race Relation Act (1976), The Equal Pay Act (1970), The human rights acts (1998) and The Health and Safety at work (1974) Act. "Learners are entitled to learn in a safe and healthy environment". As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners.
Diversity is about recognising and valuing everyone’s culture, personality, age, race, sex, disability, gender, religion and beliefs. * Equality – treating people in a way that is appropriate for their needs. Making sure people are treated fairly and given fair chances. Recognise their needs and that they are met in different ways. * Inclusion – equal opportunities for everyone whatever their age, gender, ethnicity, to be included.
Karen Hill Unit 3 Equality, Diversity and Inclusion in Work with children and young people 1. Understand the importance of promoting equality and diversity 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 At The Meadows Community Primary School there are a range of policies which set out guidelines and procedures for ensuring equality. These must take into account the rights of all individuals and groups within the school. Policies must also pay regard to the values and practice which are apart of all aspects of school life. 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.
A critical evaluation of an aspect of the inclusive practices, evidenced in the case study (which will be provided), with specific reference to your own practice during school placement and your wider reading? Our understanding of diversity is broad – it encompasses gender, race, age, disability, cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a teacher, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and feel confident that they can participate in all activities. Every child should be given every opportunity
No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn. Ground rules are necessary in all learning environments either express or implied. James Atherton (2009) believes that ground rules are the minimum necessary to enable learning to take place in the class. He goes onto to suggest that a teacher should know what they want in the list of ground rules before they start. He asks the question of teachers, if they don’t know what ground rules they want how will the students?