Mu 2.2 Research Paper
Hina kashif
T d a 2.4 1.1
Education Act 1993 In this act gives brief meanings of special educational needs and special educational provision code of practice.it also provides duty to secure education for special needs children’s in this act gives a detail responsibility for education.it includes duty on secretary of state and duty on primary, secondary and further education.it provides direction to admit child to specific school. Religious education set out in all provisions. And changes in religious education and worship. Governing bodies have specifics duties with special education need. A duty is imposed on district and local authority to help local education authority.assesments are set out of educational need at request of child’s parent and there is a duty of district health authority to notify parents. …show more content…
School attendance requirements are set out.it gives detail of offences and education supervision orders in relation to school are set out. And it also includes details that a school failure to comply with school attendance order.it also includes details on inspection and reports, special measures, education associations. National curriculums are set out and duties regarding the teaching of religious education are explained. Compulsory school age and school leaving date is set out. Disability discrimination act [1995 and 2005]
1995: The Act covers five main areas:
Employment
Employers must make reasonable adjustments or arrangements for disabled or physical features which place disabled employees.employers must not discriminate unjustifiably against disable employees or job applicants. Access to goods, facilities and services
Without any justification it is unlawful to refuse to provide proper standard facilities to disable persons. Service providers have to take reasonable steps to:
They have to change polices ,procedures which are unreasonable for disabled people.they have to make reasonable services for example reserved spaces for disabled users. Provide temporary ramps or induction loops to make easier for enable disabled people to use service. Some time its very difficult or impossible to overcome physical features to use a service ,by providing alternative method it make easier for example provide a customer assistance service. Service provision includes to provide with or without charge facilities, goods or services to gernal public and it also includes communication and information service.service providers have to take steps to remove berries or make reasonable to make it possible for physical features disabled people. Management and disposal of land or property
The Act prohibits discrimination against disabled people in the management, sale or rental of premises (buildings or land). Public transport vehicles
This act introduce new regulations to lay down new access standards for texis,buses and trains. Education
Education act included employment requirments but excluded from service provisions.all education institute must produce statements and reports.all non educational activities on premises are covered. 2005: From December 2005 new laws placed a duty on public bodies to promote disability equality. This affects all public bodies – from local councils to government departments, from universities to hospitals. The disability equality duty requires the public sector to actively promote disability equality, and is similar to the duty to promote race equality under the Race Relations (Amendment) Act. This is a positive duty, which builds in disability equality at the beginning of the process, rather than make adjustments at the end. It brings about a shift from a legal framework which relies on individual disabled people complaining about discrimination to one in which the public sector becomes a proactive agent of change. Key public bodies are required to produce Disability Equality Schemes and action plans and to report annually on the outcomes and improvements they have achieved through these actions. The Act’s main provisions, which amend the Disability Discrimination Act (DDA 1995), are listed below with the intended commencement dates: From 5th December 2005 the Disability Discrimination Act (DDA) will: * Extend the DDA 1995 to cover, effectively from the point of diagnosis, people with HIV infection, cancer or multiple sclerosis. * End the requirement that a mental illness must be “clinically well-recognised” before it can be regarded as an impairment under the DDA 1995. * Make third party publishers (e.g. newspapers) liable for publishing discriminatory advertisements. * Amend the way that the DDA 1995 applies to group insurance to clarify the responsibilities of those concerned with its provisions. * Introduce for Part 3 of the DDA 1995 (i.e. access to goods and services, public authorities, private clubs and premises) a Questions Procedure similar to that, which already exists in Part 2 (i.e. employment and occupation). * Make it unlawful for private clubs with 25 or more members to treat disabled people less favourably. * Make it unlawful for local authorities and the Greater London Authority to treat their disabled members less favourably. * Clarify where liability falls if police officers discriminate under Part 3 of the DDA 1995. Equality act 2010
The Equality Act 2010 is intended to provide a new cross-cutting legislative framework that will protect the rights of individuals and advance the equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society. The Act has replaced the Disability Discrimination Act, combining it under one governing umbrella with all equalities issues. The provisions in the Equality Act will come into force at different times to allow time for the people and organisations affected by the new laws to prepare for them but the main initial provision is now in place and will already affect you and your service or rights! The most important aspect and aim of the Equality Act 2010 is to make the equality law simpler and stronger and there are two different ways in which the act seeks to do this. It will replace 9 major pieces of legislation and 100 other instruments with one single Act and harmonise definitions and exceptions. The Act will provide clear and consistent protection by leveling up protection for people discriminated because they are perceived to have, or are associated with someone who has, a protected characteristic. It will also provide simpler, clearer law and guidance so that employers are clear about what they need to do to comply. Special Education Needs: Code of Practice [2001]
The code is designed to help these bodies to make effective decisions regarding children with SEN. It does not (and could not) tell them what to do in each individual case. This document should help schools and LEAs to obtain the best value from the considerable resources and expertise they invest in helping children with special educational needs. The Code of Practice replaces the 1994 Code in England. It was formed following consultation with LEAs, schools, SEN voluntary bodies, the health and social services, and others. This took place between July and October 2000. The draft was then approved by Parliament. Areas covered include definitions of special educational needs themselves, parental responsibility and working partnership with parents. The code also looks at involving pupils in assessment and decision-making, provision in the early years, statutory assessment of children under compulsory school age and the role of SENCO. Many other topics are also included. Includes: * Principles and Policies * Working in Partnership with Parents * Pupil Participation * Identification, assessment and provision in early education settings * Identification, assessment and provision in the primary phase. * Identification, assessment and provision in the secondary sector. * Statutory assessment of special educational needs. * Statements of special education needs * Annual Review * Working in partnership with other agencies. * The Education (Special Educational Needs) Regulations 2001 * The Education (SEN) (Provision of Information by Local Education Authorities) Regulations 2001 * The Education (SEN) Regulations 1999 Glossary 1.2
It is important to support participation and equality of access so that every pupil has the same opportunities offered to them regardless of personal background. In order for us to achieve this we must involve the children in finding out what works well in school and what doesn’t. I believe that involving the children in this process would make the children more confident and feel more valued. The Equality Act 2010 states that there are seven different types of discrimination, which are: · Direct discrimination: discrimination because of a protected characteristic. · Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, his or her partner is from another country.) · Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. · Harassment: behaviour deemed offensive by the recipient. Employees can claim they find something offensive even when it's not directed at them. · Harassment by a third party: employers are potentially liable for the harassment of staff or customers by people they don't directly employ, such as a contractor. · Victimisation: discrimination against someone because they made or supported a complaint under Equality Act legislation. · Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don't). If we just ignored these guidelines we would not be offering the children the same opportunities as those we didn’t discriminate against. It is important that school has regular reviews of the policies, procedures and practices to make sure every child is getting equal opportunities. 1.3
In my assignment I am going to discuss promoting equality and diversity. The importance of supporting the rights of children and young people is that not all children are the same. They learn at different paces and many need support to help them e.g. one to one teaching, speech therapy, disability problems ect. They all deserve the right to learn and go to the school they choose. Also if you penalise a child because they come from a different back ground this makes them feel unwanted. Just because they can’t speak the local language or come from a different culture doesn’t mean they don’t belong. If they attend local schools they soon pick up the language (or get them a translator in to help them) and also gives them a chance to learn about the other cultures and helps everyone understand who they are and where they came from. Attention Deficit Hyperactive Disorder (ADHD), general learning difficulties etc) is for children who have a learning disability, if it was not there so many children would be struggling to keep up and some might not even be able to understand at all or they would have all the teachers attention and the rest of the class would not learn nothing new. Some have a Physical impairment and if the school isn’t adapted properly to able these children to get to classes then they miss out on their education, most of these are easy to solve, sometimes all this needs is doors widening or ramps fitted or even classes being moved down stairs, for things like PE someone taking the time to play games with them and a disabled toilet. It is also important for people of different sexes to be able to have a choice whether they want to do textiles (which are stereotyped as being something for girls) or wood work (which is stereotyped as being for the boys). The reason for this is everyone has different... 2.1
Discrimination means treating someone worse than other people because of who they are. The groups of people who have the right not be discriminated against have also been extended. People who belong to these groups have what are called protected characteristics. It doesn't matter whether any of these characteristics apply to you, or the people in your life. If you are treated worse because someone thinks you belong to a group of people with protected characteristics, this is discrimination. There is different ways of prejudice and discrimination for example, Sex discrimination ; Sex discrimination is when you are treated unfairly either because you are a man or because you are a woman. discrimination because of pregnancy or maternity discrimination because of religion or belief,
Discrimination because of disability.
2.2
The Impact of Prejudice on Children
Children can suffer from a climate of prejudice. Prejudice creates social and emotional tension and can lead to fear and anxiety and occasionally hostility and violence. Prejudice and discrimination can undermine the self-esteem and self-confidence of those being ridiculed and make them feel terrible, unaccepted and unworthy. When that happens, their school performance often suffers, they may become depressed and socially withdrawn and childhood can become a much less happy time.
It is critical that you help your child deal with diversity in a positive way. Prejudice is learned at a very young age from parents, other children and people and institutions outside of the family. By about 4 years of age, children are aware of differences among people, primarily in characteristics like appearance, language and names, but later they are aware of religious and cultural distinctions as well. To some extent, children begin to define and identify themselves through their understanding of these personal differences. This is
normal.
As youngsters try to make sense of these individual distinctions, they may hear and accept simplified stereotypes about others. When that happens, they not only develop distorted views of the youngsters and adults they encounter in daily life, but they may start to deny and overlook the common, universal human elements and traits that would bring people together. As a result, intolerance may develop where there should be friendship. common, universal human elements and traits that would bring people together. As a result, intolerance may develop where there should be friendship. 2.3
Identifying the current legislation and roles of practice relevant to the promotion of equality and valuing of diversity Legislation – is an act of parliament
Disability Discrimination act 1995-2005 – Protects the rights of people with disabilities to make sure that everyone can gain equal access to services. Schools must eliminate harassment and unlawful discrimination. Special educational needs and disability act 2001 - cannot discriminate against pupils with a special educational need or disability. Human rights act 1998 – List of everyone’s rights
Children’s act 1989 – 2004 – Ensures the needs of children, their safety and welfare are provided. Education act 1996 – Responsibility to provide for children with special educational needs. Equality act 2010 – Legal responsibility for equal opportunity’s for all people.
Codes of practice – is from legislation
Every child matters
Sen Policy
Inclusion
Safe guarding
Teaching & learning policy
Race equality - Good relations between people of different races.
The importance of supporting the rights of all children and young people to participation and equality of access Equal opportunity does not mean treating pupils the same but ensuring that the curriculum meets the individual needs of all pupils. Each child has the right to learn in a safe and secure environment. Being able to take part and include others, raises standards, boosts self esteem and confidence to form friendships and improve learning.
The importance and benefits of valuing and promoting cultural diversity in work with children and young people Actively promoting and being aware of cultural diversity will improve learning, knowledge and understanding of all pupils. 2.4
It is important to promote these positive practises to ensure all children are treated as individuals and in a fair and equal way. Positive role models in all areas of their lives are so important, and discrimination of all kinds needs to be challenged. All children are different, and learn in different ways, at different speeds. The practitioner needs to take this into account when planning, to ensure all children are given the same opportunities as their peers, whatever their differing abilities. Ensure equal access to all resources and activities, and encourage all children to take part in all activities together, not just typical gender related ones. Ensure positive resources are available, including role play, books, puzzles, etc. Ensure that various people are invited into setting, to show that adults of both sexes can do all types of work. Ensure children with additional needs are able to take part in all the activities you offer. It also applies to staffing within the setting too, ensuring jobs are advertised fairly, and that no-one is discriminated against due to age, sex, ability, race, etc. Hope this helps a bit, its one of those things that we all know, but getting it in the right words is the tricky bit, especially if you're limited with a word count. 2.5
The way that we would challenge discrimination in general is to discuss the reasons why certain practises are in place with your supervisor or with other staff who are working under you. Provide evidence e.g from childcare journals to demonstrate how changes can be made which help prevent discriminatory practise. If you observe discrimination then you might organise a team meeting or training session where you demonstrate examples of discrimination and show staff ways that they can change their work to prevent this.
If for example you worked in a child care setting and found that certain activities were arranged for girls and certain ones for boys, you would approach other staff and discuss why they were separating the genders and explain the benefits of children working in mixed groups and not conforming to gender stereotypes. This would promote changes in activities that involve mixed groups and increase staff awareness of their current practises. 3.1
The term ‘Inclusive learning’ was first defined in 1996 with the release of the ‘Tomlinson Report’. Inclusive practice enables us to recognise and accommodate the requirements of all learners, therefore removing barriers of learning. The report indicates a requirement to move away from labelling learners and creating difference between them. Instead there must be greater emphasis for institutions to create a positive and inclusive learning environment to suit all students. “The report found that historically learners with learning difficulties or disabilities were excluded from mainstream opportunities in the post-compulsory sector. All learners are different and require individual support. However some learners require additional support to achieve a positive learning outcome. Some learners may have social barriers such as requiring religious holidays, which may conflict with the typical college timetable or may miss certain parts of the day. Others may have financial problems, which will require additional college support to assist in their course, transport or purchasing of essential resources to complete their course. Some learners may have preconceived negative feelings about themselves and the world around them. Through support and encouragement by the college and the tutor, learners can change their attitude and the willingness to learn. Medical barriers could include epilepsy, Attention Deficit Hyperactivity Disorder (ADHD), poor vision/blindness, or hearing impairment and there are many hidden medical conditions such as diabetes, heart conditions, anaemia, cancer etc. 3.2
Equality, diversity and inclusion in work children and young people. Unfortunately some children, at some point in their life will experience some form of discrimination. This could be anything from being called names because they wear glasses or being shunned in the playground because they aren’t wearing the latest fashion in coats or trainers. Sadly as children become young people this could also grow into discrimination due to their race, colour or even sexual preferences. Whatever the age and whatever the reason, the impact and effect of discrimination and prejudice on children and young people can be extreme and can also have far reaching consequences for the sufferers – even following them into adulthood. Discrimination experience falls into 2 categories: Direct discrimination.
This is when children are unable to participate in school curriculum or activities because their disability, race or gender is not catered for. Such as not getting a place at school or in an extra-curricular club because they have Special Education Needs or not being allowed to observe an important date or celebration in their culture. This would also include other children excluding someone from their group because of that child’s race, colour or any other difference. Such as a group of children playing ring-o-roses not letting someone join in because their hands are dirty or a child not being picked for a team in P.E because they don’t run very fast or cannot catch a ball easily. Indirect discrimination.
This can be a less obvious form of discrimination and can come from a lack of thought when deciding practices and procedures. This would mean that a child would not be deliberately excluded from an activity but would be unable to participate due to their personal circumstances – whether that is a wheelchair user unable to climb into a visiting fire engine or a Muslim child being unable to join in a food tasting session involving sausages. 3.3 Under the “Every Child Matters” (ECM) agenda, the Government is committed to carrying out a number of actions to support workforce development. It is an important part of the Children’s Act and so the following actions have been taken nationally. - The Children’s Development Council has been set up to promote workforce excellence through training, career development and encouraging agencies to work together. The council is providing support and guidance, to local authorities, on workforce development. - The Department for Education and Skills (DfES) has developed a “common core” of skills and knowledge for the children’s service, which covers the following six areas: • Effective communication and involvement with children, young people and their families. • Developing children and young people • Protecting children • Supporting transitions and transfers in children’s lives (such as going to a new school) • Working between agencies • Sharing information Training and development for all those working in children’s services should be in line with these six areas. - A qualifications framework to be developed nationally to cover all sectors of the children’s services workforce. - A common assessment framework will bring together all partners in assessing the needs of children and young people and encourage them to share information. All - - - A new role of “lead professional” is to act as a single point of contact that children, young people and their families can trust, to support them in making choices and in navigating their way through the system; to ensure that children and families get appropriate interventions when needed. “Youth Matters” puts young people at the heart of reforming a wide range of services that support young people and explains how the government sees its youth policy fitting in with ECM. The Integrated Children’s System (ICS), a central government requirement for all local authorities to create an electronic system for recording and retrieving social care information about the children, young people and families that it provides social services to. those in children’s services workforce will need to understand the framework.
T d a 2.4 1.1
Education Act 1993 In this act gives brief meanings of special educational needs and special educational provision code of practice.it also provides duty to secure education for special needs children’s in this act gives a detail responsibility for education.it includes duty on secretary of state and duty on primary, secondary and further education.it provides direction to admit child to specific school. Religious education set out in all provisions. And changes in religious education and worship. Governing bodies have specifics duties with special education need. A duty is imposed on district and local authority to help local education authority.assesments are set out of educational need at request of child’s parent and there is a duty of district health authority to notify parents. …show more content…
School attendance requirements are set out.it gives detail of offences and education supervision orders in relation to school are set out. And it also includes details that a school failure to comply with school attendance order.it also includes details on inspection and reports, special measures, education associations. National curriculums are set out and duties regarding the teaching of religious education are explained. Compulsory school age and school leaving date is set out. Disability discrimination act [1995 and 2005]
1995: The Act covers five main areas:
Employment
Employers must make reasonable adjustments or arrangements for disabled or physical features which place disabled employees.employers must not discriminate unjustifiably against disable employees or job applicants. Access to goods, facilities and services
Without any justification it is unlawful to refuse to provide proper standard facilities to disable persons. Service providers have to take reasonable steps to:
They have to change polices ,procedures which are unreasonable for disabled people.they have to make reasonable services for example reserved spaces for disabled users. Provide temporary ramps or induction loops to make easier for enable disabled people to use service. Some time its very difficult or impossible to overcome physical features to use a service ,by providing alternative method it make easier for example provide a customer assistance service. Service provision includes to provide with or without charge facilities, goods or services to gernal public and it also includes communication and information service.service providers have to take steps to remove berries or make reasonable to make it possible for physical features disabled people. Management and disposal of land or property
The Act prohibits discrimination against disabled people in the management, sale or rental of premises (buildings or land). Public transport vehicles
This act introduce new regulations to lay down new access standards for texis,buses and trains. Education
Education act included employment requirments but excluded from service provisions.all education institute must produce statements and reports.all non educational activities on premises are covered. 2005: From December 2005 new laws placed a duty on public bodies to promote disability equality. This affects all public bodies – from local councils to government departments, from universities to hospitals. The disability equality duty requires the public sector to actively promote disability equality, and is similar to the duty to promote race equality under the Race Relations (Amendment) Act. This is a positive duty, which builds in disability equality at the beginning of the process, rather than make adjustments at the end. It brings about a shift from a legal framework which relies on individual disabled people complaining about discrimination to one in which the public sector becomes a proactive agent of change. Key public bodies are required to produce Disability Equality Schemes and action plans and to report annually on the outcomes and improvements they have achieved through these actions. The Act’s main provisions, which amend the Disability Discrimination Act (DDA 1995), are listed below with the intended commencement dates: From 5th December 2005 the Disability Discrimination Act (DDA) will: * Extend the DDA 1995 to cover, effectively from the point of diagnosis, people with HIV infection, cancer or multiple sclerosis. * End the requirement that a mental illness must be “clinically well-recognised” before it can be regarded as an impairment under the DDA 1995. * Make third party publishers (e.g. newspapers) liable for publishing discriminatory advertisements. * Amend the way that the DDA 1995 applies to group insurance to clarify the responsibilities of those concerned with its provisions. * Introduce for Part 3 of the DDA 1995 (i.e. access to goods and services, public authorities, private clubs and premises) a Questions Procedure similar to that, which already exists in Part 2 (i.e. employment and occupation). * Make it unlawful for private clubs with 25 or more members to treat disabled people less favourably. * Make it unlawful for local authorities and the Greater London Authority to treat their disabled members less favourably. * Clarify where liability falls if police officers discriminate under Part 3 of the DDA 1995. Equality act 2010
The Equality Act 2010 is intended to provide a new cross-cutting legislative framework that will protect the rights of individuals and advance the equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society. The Act has replaced the Disability Discrimination Act, combining it under one governing umbrella with all equalities issues. The provisions in the Equality Act will come into force at different times to allow time for the people and organisations affected by the new laws to prepare for them but the main initial provision is now in place and will already affect you and your service or rights! The most important aspect and aim of the Equality Act 2010 is to make the equality law simpler and stronger and there are two different ways in which the act seeks to do this. It will replace 9 major pieces of legislation and 100 other instruments with one single Act and harmonise definitions and exceptions. The Act will provide clear and consistent protection by leveling up protection for people discriminated because they are perceived to have, or are associated with someone who has, a protected characteristic. It will also provide simpler, clearer law and guidance so that employers are clear about what they need to do to comply. Special Education Needs: Code of Practice [2001]
The code is designed to help these bodies to make effective decisions regarding children with SEN. It does not (and could not) tell them what to do in each individual case. This document should help schools and LEAs to obtain the best value from the considerable resources and expertise they invest in helping children with special educational needs. The Code of Practice replaces the 1994 Code in England. It was formed following consultation with LEAs, schools, SEN voluntary bodies, the health and social services, and others. This took place between July and October 2000. The draft was then approved by Parliament. Areas covered include definitions of special educational needs themselves, parental responsibility and working partnership with parents. The code also looks at involving pupils in assessment and decision-making, provision in the early years, statutory assessment of children under compulsory school age and the role of SENCO. Many other topics are also included. Includes: * Principles and Policies * Working in Partnership with Parents * Pupil Participation * Identification, assessment and provision in early education settings * Identification, assessment and provision in the primary phase. * Identification, assessment and provision in the secondary sector. * Statutory assessment of special educational needs. * Statements of special education needs * Annual Review * Working in partnership with other agencies. * The Education (Special Educational Needs) Regulations 2001 * The Education (SEN) (Provision of Information by Local Education Authorities) Regulations 2001 * The Education (SEN) Regulations 1999 Glossary 1.2
It is important to support participation and equality of access so that every pupil has the same opportunities offered to them regardless of personal background. In order for us to achieve this we must involve the children in finding out what works well in school and what doesn’t. I believe that involving the children in this process would make the children more confident and feel more valued. The Equality Act 2010 states that there are seven different types of discrimination, which are: · Direct discrimination: discrimination because of a protected characteristic. · Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, his or her partner is from another country.) · Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. · Harassment: behaviour deemed offensive by the recipient. Employees can claim they find something offensive even when it's not directed at them. · Harassment by a third party: employers are potentially liable for the harassment of staff or customers by people they don't directly employ, such as a contractor. · Victimisation: discrimination against someone because they made or supported a complaint under Equality Act legislation. · Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don't). If we just ignored these guidelines we would not be offering the children the same opportunities as those we didn’t discriminate against. It is important that school has regular reviews of the policies, procedures and practices to make sure every child is getting equal opportunities. 1.3
In my assignment I am going to discuss promoting equality and diversity. The importance of supporting the rights of children and young people is that not all children are the same. They learn at different paces and many need support to help them e.g. one to one teaching, speech therapy, disability problems ect. They all deserve the right to learn and go to the school they choose. Also if you penalise a child because they come from a different back ground this makes them feel unwanted. Just because they can’t speak the local language or come from a different culture doesn’t mean they don’t belong. If they attend local schools they soon pick up the language (or get them a translator in to help them) and also gives them a chance to learn about the other cultures and helps everyone understand who they are and where they came from. Attention Deficit Hyperactive Disorder (ADHD), general learning difficulties etc) is for children who have a learning disability, if it was not there so many children would be struggling to keep up and some might not even be able to understand at all or they would have all the teachers attention and the rest of the class would not learn nothing new. Some have a Physical impairment and if the school isn’t adapted properly to able these children to get to classes then they miss out on their education, most of these are easy to solve, sometimes all this needs is doors widening or ramps fitted or even classes being moved down stairs, for things like PE someone taking the time to play games with them and a disabled toilet. It is also important for people of different sexes to be able to have a choice whether they want to do textiles (which are stereotyped as being something for girls) or wood work (which is stereotyped as being for the boys). The reason for this is everyone has different... 2.1
Discrimination means treating someone worse than other people because of who they are. The groups of people who have the right not be discriminated against have also been extended. People who belong to these groups have what are called protected characteristics. It doesn't matter whether any of these characteristics apply to you, or the people in your life. If you are treated worse because someone thinks you belong to a group of people with protected characteristics, this is discrimination. There is different ways of prejudice and discrimination for example, Sex discrimination ; Sex discrimination is when you are treated unfairly either because you are a man or because you are a woman. discrimination because of pregnancy or maternity discrimination because of religion or belief,
Discrimination because of disability.
2.2
The Impact of Prejudice on Children
Children can suffer from a climate of prejudice. Prejudice creates social and emotional tension and can lead to fear and anxiety and occasionally hostility and violence. Prejudice and discrimination can undermine the self-esteem and self-confidence of those being ridiculed and make them feel terrible, unaccepted and unworthy. When that happens, their school performance often suffers, they may become depressed and socially withdrawn and childhood can become a much less happy time.
It is critical that you help your child deal with diversity in a positive way. Prejudice is learned at a very young age from parents, other children and people and institutions outside of the family. By about 4 years of age, children are aware of differences among people, primarily in characteristics like appearance, language and names, but later they are aware of religious and cultural distinctions as well. To some extent, children begin to define and identify themselves through their understanding of these personal differences. This is
normal.
As youngsters try to make sense of these individual distinctions, they may hear and accept simplified stereotypes about others. When that happens, they not only develop distorted views of the youngsters and adults they encounter in daily life, but they may start to deny and overlook the common, universal human elements and traits that would bring people together. As a result, intolerance may develop where there should be friendship. common, universal human elements and traits that would bring people together. As a result, intolerance may develop where there should be friendship. 2.3
Identifying the current legislation and roles of practice relevant to the promotion of equality and valuing of diversity Legislation – is an act of parliament
Disability Discrimination act 1995-2005 – Protects the rights of people with disabilities to make sure that everyone can gain equal access to services. Schools must eliminate harassment and unlawful discrimination. Special educational needs and disability act 2001 - cannot discriminate against pupils with a special educational need or disability. Human rights act 1998 – List of everyone’s rights
Children’s act 1989 – 2004 – Ensures the needs of children, their safety and welfare are provided. Education act 1996 – Responsibility to provide for children with special educational needs. Equality act 2010 – Legal responsibility for equal opportunity’s for all people.
Codes of practice – is from legislation
Every child matters
Sen Policy
Inclusion
Safe guarding
Teaching & learning policy
Race equality - Good relations between people of different races.
The importance of supporting the rights of all children and young people to participation and equality of access Equal opportunity does not mean treating pupils the same but ensuring that the curriculum meets the individual needs of all pupils. Each child has the right to learn in a safe and secure environment. Being able to take part and include others, raises standards, boosts self esteem and confidence to form friendships and improve learning.
The importance and benefits of valuing and promoting cultural diversity in work with children and young people Actively promoting and being aware of cultural diversity will improve learning, knowledge and understanding of all pupils. 2.4
It is important to promote these positive practises to ensure all children are treated as individuals and in a fair and equal way. Positive role models in all areas of their lives are so important, and discrimination of all kinds needs to be challenged. All children are different, and learn in different ways, at different speeds. The practitioner needs to take this into account when planning, to ensure all children are given the same opportunities as their peers, whatever their differing abilities. Ensure equal access to all resources and activities, and encourage all children to take part in all activities together, not just typical gender related ones. Ensure positive resources are available, including role play, books, puzzles, etc. Ensure that various people are invited into setting, to show that adults of both sexes can do all types of work. Ensure children with additional needs are able to take part in all the activities you offer. It also applies to staffing within the setting too, ensuring jobs are advertised fairly, and that no-one is discriminated against due to age, sex, ability, race, etc. Hope this helps a bit, its one of those things that we all know, but getting it in the right words is the tricky bit, especially if you're limited with a word count. 2.5
The way that we would challenge discrimination in general is to discuss the reasons why certain practises are in place with your supervisor or with other staff who are working under you. Provide evidence e.g from childcare journals to demonstrate how changes can be made which help prevent discriminatory practise. If you observe discrimination then you might organise a team meeting or training session where you demonstrate examples of discrimination and show staff ways that they can change their work to prevent this.
If for example you worked in a child care setting and found that certain activities were arranged for girls and certain ones for boys, you would approach other staff and discuss why they were separating the genders and explain the benefits of children working in mixed groups and not conforming to gender stereotypes. This would promote changes in activities that involve mixed groups and increase staff awareness of their current practises. 3.1
The term ‘Inclusive learning’ was first defined in 1996 with the release of the ‘Tomlinson Report’. Inclusive practice enables us to recognise and accommodate the requirements of all learners, therefore removing barriers of learning. The report indicates a requirement to move away from labelling learners and creating difference between them. Instead there must be greater emphasis for institutions to create a positive and inclusive learning environment to suit all students. “The report found that historically learners with learning difficulties or disabilities were excluded from mainstream opportunities in the post-compulsory sector. All learners are different and require individual support. However some learners require additional support to achieve a positive learning outcome. Some learners may have social barriers such as requiring religious holidays, which may conflict with the typical college timetable or may miss certain parts of the day. Others may have financial problems, which will require additional college support to assist in their course, transport or purchasing of essential resources to complete their course. Some learners may have preconceived negative feelings about themselves and the world around them. Through support and encouragement by the college and the tutor, learners can change their attitude and the willingness to learn. Medical barriers could include epilepsy, Attention Deficit Hyperactivity Disorder (ADHD), poor vision/blindness, or hearing impairment and there are many hidden medical conditions such as diabetes, heart conditions, anaemia, cancer etc. 3.2
Equality, diversity and inclusion in work children and young people. Unfortunately some children, at some point in their life will experience some form of discrimination. This could be anything from being called names because they wear glasses or being shunned in the playground because they aren’t wearing the latest fashion in coats or trainers. Sadly as children become young people this could also grow into discrimination due to their race, colour or even sexual preferences. Whatever the age and whatever the reason, the impact and effect of discrimination and prejudice on children and young people can be extreme and can also have far reaching consequences for the sufferers – even following them into adulthood. Discrimination experience falls into 2 categories: Direct discrimination.
This is when children are unable to participate in school curriculum or activities because their disability, race or gender is not catered for. Such as not getting a place at school or in an extra-curricular club because they have Special Education Needs or not being allowed to observe an important date or celebration in their culture. This would also include other children excluding someone from their group because of that child’s race, colour or any other difference. Such as a group of children playing ring-o-roses not letting someone join in because their hands are dirty or a child not being picked for a team in P.E because they don’t run very fast or cannot catch a ball easily. Indirect discrimination.
This can be a less obvious form of discrimination and can come from a lack of thought when deciding practices and procedures. This would mean that a child would not be deliberately excluded from an activity but would be unable to participate due to their personal circumstances – whether that is a wheelchair user unable to climb into a visiting fire engine or a Muslim child being unable to join in a food tasting session involving sausages. 3.3 Under the “Every Child Matters” (ECM) agenda, the Government is committed to carrying out a number of actions to support workforce development. It is an important part of the Children’s Act and so the following actions have been taken nationally. - The Children’s Development Council has been set up to promote workforce excellence through training, career development and encouraging agencies to work together. The council is providing support and guidance, to local authorities, on workforce development. - The Department for Education and Skills (DfES) has developed a “common core” of skills and knowledge for the children’s service, which covers the following six areas: • Effective communication and involvement with children, young people and their families. • Developing children and young people • Protecting children • Supporting transitions and transfers in children’s lives (such as going to a new school) • Working between agencies • Sharing information Training and development for all those working in children’s services should be in line with these six areas. - A qualifications framework to be developed nationally to cover all sectors of the children’s services workforce. - A common assessment framework will bring together all partners in assessing the needs of children and young people and encourage them to share information. All - - - A new role of “lead professional” is to act as a single point of contact that children, young people and their families can trust, to support them in making choices and in navigating their way through the system; to ensure that children and families get appropriate interventions when needed. “Youth Matters” puts young people at the heart of reforming a wide range of services that support young people and explains how the government sees its youth policy fitting in with ECM. The Integrated Children’s System (ICS), a central government requirement for all local authorities to create an electronic system for recording and retrieving social care information about the children, young people and families that it provides social services to. those in children’s services workforce will need to understand the framework.