Unit 3 Equality in Early Yrs Seettings

535 Words3 Pages
Stacey Robinson Unit 3: Diversity, Equality and Inclusion in early year’s settings 1.4 Describe potential barriers to implementing equality in early year’s settings What are barriers? Barriers are those things that prevent or make access to a service more difficult for certain groups and individuals. Much as we described discrimination as existing at different levels, barriers can be personal, cultural, institutional and structural. Different kinds of Barriers: Structural barriers: Where circumstances create or result in barriers - for example in access to a 'good education' adequate housing, sufficient income to meet basic needs. And as we have observed, structural barriers are associated with poor life outcomes that can be observed in health and between areas and those associated with poverty. Institutional: Where policies, processes, practices sustain an organisational or service culture that excludes certain people or groups. Cultural barriers: Can prevent, for example, consideration of spiritual, relational or dietary needs that do not conform to traditional expectations. Personal barriers: For example where healthcare staff hold individual prejudices that influence their practice. These actions may be conscious, but as we have discussed, they can often be unconscious or unwitting. Attitudinal barriers: Are not as easy to identify as physical barriers, but they can feel every bit as real to those who are exposed to them. Barriers can be: Physical in nature: Observed in the built environment, for example in accessing buildings, narrow doorways, and the absence of lifts or accessible toilets. Physical Barriers: * Structural abnormalities in the mouth, throat, nose and tongue, the body parts involved in speaking, can prevent a child from speaking words clearly. Dysarthria is a motor speech disorder in which muscles of mouth, face and

More about Unit 3 Equality in Early Yrs Seettings

Open Document