Equality, Diversity and Inclusion in Work with Children and Young People Essay

Equality represent 2010 in SchoolsThe Equality bet 2010 is the law which bans unsporting treatment and helps achieve equal opportunities in the fetch vagabond and in wider society. The Act brings together and re moves the previous anti-discrimination laws, such as the Dis mightiness Discrimination, Race relations and Equal Pay Acts with a single Act. The majority of the Act came into place on 1st October 2010.What the act requires of informs in particular Part 6 of the act states that the responsible develop must non discriminate against a educatee a)In a route it leads instruction to the pupilb)In the way it affords the pupil regain to a benefit, facility or service c)By non providing study for the pupild)By not affording the pupil gravel to a benefit, facility or service e)By excluding the pupil from take aimf)By subjecting the pupil to both opposite hurtIn addition to the provisions against discrimination, the Act to a fault protects pupils from harassment or victimisation by a school.A schools employment to its pupils goes beyond yet the formal education it provides and covers either in all school activities such as extra-curricular and vacuous activities, after school and platefulwork clubs, sports activities and school trips, as healthy as school facilities such as libraries and IT facilities.As stated above a school has a duty to grant possible ad uprightments for disabled great deal. Extending the curtilageable adjustment duty to require schoolsto provide auxiliary aids and go to disabled pupils adjacent the recent consultation on implementation and approach, this duty was introduced in September 2012.Who the Act protects-Any maven who has one or more of the fol baseing protected characteristics Age, Dis business leader, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race (including heathen or national origin, colour or nationality) religion or spirit (including lack of belief, sex a nd sexual orientation).Protected Characteristics in Schools The Act extends breastplate against discrimination related to gender reassignment and pregnancy and maternity to pupils in school. However, the Act dresss an exception that discrimination on the grounds of age and marriage and gracious partnership ar not protected in schools. This is because kidskinren must be drop into age ranging year sorts in school and e very peasant and progeny somebody is seen and toughened as an person at that placefor be not entitled to be treated as a espouse couple.Every nestling Matters How does this framework permit comparison, diversity and inclusion body?Inclusion Schools atomic number 18 structu bolshie so that all students coffin nail shoot together. Inclusion is about ensuring that infantren and junior commonwealth, whatever their background or situation, atomic number 18 able to participate fully in all aspects of the school. Inclusive practises ordain ensure t hat everyone detects valued and has a sense of belonging.Equality The state of creation equal, in rights and opportunities. Equal opportunity does not baseborn treating pupils the same, only if ensuring the course of instruction meets the individual needs of all pupils. This involves saying the barrier which exists. Intervention strategies, such asadditional bind, displace then be put into place at an early stage before electric razorren fall alike cold behind. High expectations of all churlren are fundamental to raising achievement variety show The state of creation diverse variety.Diversity means understanding that each individual is unique and recognising our individual differences.Be Healthy By schools religious fling free and/or low cost healthy snacks for pip-squeakren e.g. fruit and vege give ins, their tuc cuckold only offering healthy foods and drinks, by serving healthy and well balanced school meals at lunch time and by offering alternatives for small fryren who start allergies or specialist diets, they are supporting inclusion in spite of appearance the school and also giving children from lower income families the opportunity to still relieve oneself a healthy well balanced diet.Enjoy and Achieve Allowing sure lessons to be mixed ability gives all children a pass off to work together no matter what their ability or level , thence supporting both inclusion and diversity. For lessons/subjects where children work in set ability groups the class as a whole result still be eruditeness the same things (however worksheets/aims whitethorn be discreetly altered for real children). This means that no child is isolated or excluded and by the ability groups having individual names (e.g. colours) rather than existence referred to as lower level group and higher level group, it means children will not feel they are universe labelled.Making a substantiative Contribution By giving every child the opportunity to rest rain down th eir work displayed, take part in school plays, choirs, and assemblies, it is supporting equality and inclusion. Another way of supporting this is by giving all children the chance to answer questions. For example by pulling names out of a hat or utilize lolly sticks with names on to take in who answers questions so that the children who may not feel confident enough to put their hands up or thosewho may be shy, will get as much of a chance as those who provide to answer every question.Outcome 1.2Describe the importance of supporting the rights of all children and fresh tribeUN Rights of ChildrenThere are 52 clauses in the UN Rights of Children. below are examples of 5 of these rights and how they asshole be supported by schools member 2 Non discriminationOne of the ways schools butt joint support this article is by ensuring all school trips and activities are priced as low or where possible are available for free so that all children, including those from low income fam ilies foot take part.Article 12 Respect the views of a childSchools can support this by taking into account childrens opinions on decisions that affect them. An example of this is by allowing modern people (with guidance from instructors and parents) to postulate which subjects they will study at GCSE level.Article 16 Right to seclusionSchools support this by ensuring all childrens personal information is unbroken confidential and only shared on a need to get it on basis.Article 28 Right to education(Discipline in schools should respect childrens dignity) Schools can support this by having a structured disciplinary result running throughout the school. For example, a 3 strikes or yellow and red card system, resulting in time out, detention and/or parents being contacted. This way all children are treated the same and given a minute of arc chance to improve their behaviour.Article 39 Rehabilitation of child victimsSchools support this by offering a school councillor, by teachers and support lag being approachable and by having a designated member of staff in school to help deal with any personal situations, for example a Parent Support Worker.D.A.P Disability plan of attack PlanDisability Access Plan is an all-important(a) document for schools and by law every school must run through one. In order to reduce and eliminate barriers to nark for pupils (and prospective pupils) with a disability, schools must implement a disability access plan. The plan contributes to the review and revision of related school policies such as schools strategic plan (improvement and development plans), SEN policy, equal opportunities policy and curriculum policies.why is it important that schools fight childrens rights?To stop exploitation of childrenTo protect children from ruin and dangerTo help children feel secure and comfortable to verbalise and endure an opinionTo prepare them for adult lifeTo make children more assertiveSafeguarding helps to identify p eople who are taking advantageTo help children feel more contented and content thusly are more likely to achieveTo help children understand that other people adjudge rights tooTo give children securityTo help ensure all children are treated equallyOutcome 1.3The importance of supporting the rights of all children and small people to participation and equality of accessIt is important to support the rights of all children and young people toparticipation and equality of access, as there is no reason in law or practise to leave anyone out. Inclusion is not optional as all children deport specify entitlements to education and schools have effective responsibilities to support this. It is important that pupils of all abilities have access to all activities in school. By doing this you are helping to prevent any children from intent isolated and will also be assisting in creating a happy and positive environment and atmosphere.Outcome 1.4The importance and benefits of valuing and promoting cultural diversity in work with children and young peopleIt is important to value and promote cultural diversity when working with children and young people for many reasons it helps prevent discrimination, injury and ignorance, teaching them that some cultures and people are different and that it is okay to detect these differences. As most schools are multicultural, by valuing and promoting cultural diversity, it will mean that no child will feel excluded or unwelcome. Ways of doing this would be by celebrating and acknowledging other cultures and events such as Christmas, Chinese New Year, Lent, unappeasable History Month, Diwali, Thanksgiving, etc. This could be done by holding an manufacture about the event, including it in the curriculum or by teaching a topic around it. It is also important children learn about big(a) people in history from a variety of cultures and backgrounds and how they have helped to make a difference and shape the world.Outcome 2.1 & 2.2Th e ways in which children and young people can experience preconceived notion and discrimination and the impact it can havePrejudice Forming an opinion of an individual or a group which is not based on knowledge or fact.Discrimination Treating an individual or group less favourably because of personal characteristics such as race, religion or special educational needs.Children and young people can experience prejudice and discrimination in many ways. Below are examples of some ways children and young people can experience prejudice and discrimination and the impact it may have on them A child is unable to access the computer within the classroom, as his wheelchair wont fit Impact this may have on them The child may leave school with ICT skills that are less developed than those of his peers.An unidentified dyslexic child being unable to read on white wallpaper with black print Impact this may have on them The child could academically postulate, it may lead to behavioural proble ms and self-esteem issues.A child in careImpact this may have on them They may become a victim of bullying because of their home life being different. May struggle academically and could fall behind on work due to inconsistency.A child or young person living in financial hardshipImpact this may have on them The child/young person may struggle to have a social life due to their responsibilities at home. They may struggle to concentrate at school if they are worried about their home life.A child carer (parents with addictions or disabilities)Impact this may have on them The child may feel isolated and different to others. They may bunk out on school trips or activities and their social life may also dramatically suffer.A young person with poor hygiene or poor hygiene practises Impact this may have on them This may be a sign that the young person is throe from depression. They may become a victim of bullying.Outcome 2.3Assess how protest attitudes, values and behaviour could im pact on work with children and young peopleChildren and young people learn through copying adult behaviour, so it is important that you are a substantially role model within the education setting.Below are examples of four scenarios of when the command low-levels attitudes, values and behaviour can have an impact on children and young people and what a young person may do or feel if they see a TA behaving in this way-Teaching Assistant giving praise to children for tidying up By the Teaching Assistant acknowledging and laudatory this positive behaviour the children will be encourage to behave in this way again.Teaching Assistant standing with hands in pockets, face uninterested while a child excitedly formulates to them how they have just scored a goal from a free kick By using closed body language and by not showing any interest or enthusiasm in the child, they may feel as though what they are saying is not important. They are signaliseing the Teaching Assistant about their a chievement as they are proud and spirit for praise, but by not getting this they may not canvass as hard to achieve next time or may feel as though they cannot approach the Teaching Assistant in the future.A young person thanking a Teaching Assistant for their advice This shows that the young person is clearly comfortable talking to the Teaching Assistant therefore must have trust and a good relationship with them. This is very important as it creates a happy atmosphere and means that the young person has someone they are able to go to with their problems.During a lesson 2 Teaching Assistants are sitting at the back of the classroom chatting whilst the teacher has positioned himself at one side of the classroom passing one child working on their ownBy the Teaching Assistants sitting at the back of the classroom chatting this is not only promoting bad behaviour but also showing a lack of interest to the children therefore devising them very unapproachable. With the Teacher positi oned on one side of the class leaving one child sitting on their own it will make that child feel isolated and not included with the rest of class. If they are not able to interact with the rest of the class, the child may slow lose interest in the lesson and may feel as though they are unable to ask questions even if they are struggling to understand the work or tasks being set.Outcome 2.4 & 2.5The importance of promoting anti-discriminatory practice in work with children and young people and how to challenge discriminationWithin the education setting, you must take positive action to challenge discrimination.Why is it important to promote anti-discriminatory practise?To ensure that we are encouraging children to become good citizensTo encourage children to make a positive contribution in school and their communityTo enable children and adults to become positive role modelsIt enables us to provide children with equal opportunities to access the curriculumTo create a safe learning environment and communityIt ensures that barriers to participate are removedTo promote equality and diversityTo ensure children and young people have confidence and have a high level of self esteemIt stops children from tang isolatedTeaches children to accept differences and respect othersScenarioWhile providing playground supervision one lunchtime, you hear James make a racist comment towards Myra. Myra seems apprehensive by Jamess comments and walksoff to the other side of the playground.What can you do to help in this situation?Bring the two children together, allow James know immediately that this type of behaviour is completely inconceivable and will not be tolerated and that relevant punishment will be issued. Reassure Myra that she has done nothing wrong and give her the chance to tell James how the comment made her feel, then ask James to apologise.How can you challenge the discrimination?Ask James how he would feel if he was picked on, he also needs to be made consciou s that there are consequences to his actions. Refer him to a senior member of staff and explain to them exactly what has happened and the actions you have already taken. Ensure the incident is logged and monitored.How does your workplace promote anti-discriminatory practise?Posters around the school and staffroomRegular staff training on how to deal with discriminationBring it into the curriculumNewsletters sent to parents about school policies and procedures on discrimination and other zero tolerance issues (this information is also available on the school website)Assemblies highlighting issuesAll incidents logged and monitoredOutcome 3.1, 3.2 & 3.3What is meant by inclusion and comprehensive practices and what are the features of an inclusive setting for children and young peopleInclusion in education is ensuring all children have equal access to the curriculum by re sorrowful barriers to participation. Inclusion is not optional children have defined entitlements in this area and settings have legalresponsibilities.There is a legal framework to which all schools must comply. This framework consists of the following 2 duties No school must discriminate anyone who requires access to the building (staff, parents, carers, children, etc.), all schools must make reasonable adjustments and provide a Disability Access Plan. barricades to involutionA barrier to participation is something that can stop the child from being included in a lesson or activity, this could be physical, social or emotional or language related.How can you support inclusion and inclusive practice while working with children and young people? You can support inclusion and inclusive practice in many ways number 1 of all it is important to have a can do attitude. If a school has a positive and encouraging attitude then this will also reflect on how the children will behave and feel towards inclusion.If you are working with a child with special needs or a disability do some research so that yo u are aware of what the barriers may be as you may need to adapt lesson plans, talk to their senco worker, parents, etc. It is also important to talk to the child/young person so that you know what their abilities are and what they feel comfortable with. Observe other schools, find out how they deal with barriers and inclusion.Below are some examples of barriers that may affect children and young peoples participation, and the ways in which you can get well these barriers Barrier Child cant access table as their wheelchair will not fit under Way to overcome barrier Installing rise and fall desks.Barrier Child with perceive difficultiesWay to overcome barrier by sitting child skillful front of the class so that they have more chance of being able to hear and so that they can see the teachers mouth clearly so they can lip read.Barrier Child/young person in a wheel chair cannot ease up doors Way to overcome barrier by installing doors with motion sensors.Barrier Child with a utism does not have a structured behaviour focus plan Way to overcome barrier by putting together a structured behavioural plan after discussions with both child and parents.Barrier Playing field used for PE is wet due to rain meaning a child in a wheelchair will be unable to access it Way to overcome barrier by moving lesson to another suitable location e.g. playground.