Equality, Diversity and Inclusion in Work with Children
Unit 204 Outcome 3
What is meant by Inclusive and Inclusion Practice?
Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.
Inclusion does not mean that we view each other the same or provide the same work, it is about making sure we are making adaptions to the activity instead of making a child do a completely different activity and make sure we are providing the same opportunities. We need to take on board and accept that the child is different.
Medical model of Disability-
The medical model is based on that children must adapt to the environment that exists, for example in my school there is down’s syndrome boy he attends all lessons, but he has a support worker who is helping him. We assume that the child will adapt to our atmosphere, this means that the boy will depend more and more of others to help him.
Social Model of Disability-
The social model is more about the school adapting things to suit the child, so they have more independence.
Changing the physical environment, which could be ramps or lower shelves for children with disabilities to reach.
Providing information such as symbols or sign language
The curriculum can be modified with additional support or adjustments to assessments.
Describe the features of an Inclusive Setting
We often talk about the atmosphere of a school. This relates to a feeling that everyone in the school matters and all play their own part in school life.
When entering my school I felt relaxed and excited about being able to volunteer at this school. The reception area was colourful and full of children’s work. The staff seemed friendly and made me feel welcome in their school. It is a clean, fresh and modern school.
An inclusive setting is setting
What is meant by Inclusive and Inclusion Practice?
Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.
Inclusion does not mean that we view each other the same or provide the same work, it is about making sure we are making adaptions to the activity instead of making a child do a completely different activity and make sure we are providing the same opportunities. We need to take on board and accept that the child is different.
Medical model of Disability-
The medical model is based on that children must adapt to the environment that exists, for example in my school there is down’s syndrome boy he attends all lessons, but he has a support worker who is helping him. We assume that the child will adapt to our atmosphere, this means that the boy will depend more and more of others to help him.
Social Model of Disability-
The social model is more about the school adapting things to suit the child, so they have more independence.
Changing the physical environment, which could be ramps or lower shelves for children with disabilities to reach.
Providing information such as symbols or sign language
The curriculum can be modified with additional support or adjustments to assessments.
Describe the features of an Inclusive Setting
We often talk about the atmosphere of a school. This relates to a feeling that everyone in the school matters and all play their own part in school life.
When entering my school I felt relaxed and excited about being able to volunteer at this school. The reception area was colourful and full of children’s work. The staff seemed friendly and made me feel welcome in their school. It is a clean, fresh and modern school.
An inclusive setting is setting