SHC33 Promote Diversity
SHC33: Promote equality and inclusion in healthy, social care or children’s and young people’s settings. 1.1 Explain what is meant by : * Diversity * Equality * Inclusion
1.2 Describe the potential effects of discrimination.
1.3 Explain how inclusive practice promotes equality and supports diversity.
1.1 Diversity:
Dictionary meaning: (noun) 1. The quality of being diverse or different, difference or unlikeness. 2. A variety, diverse types or examples.
The importance of diversity is to understand and know, what makes someone different? What makes a community diverse? There are various known traits that make a person and a community diverse. These range from: Religion, culture, age, gender, abilities …show more content…
and disabilities etc.
With the knowledge and/or experience of how to treat everyone the same, equally and without discriminating others. Research the advantages and points of the different diversities will ensure that ignorance and unawareness would be near to eradication.
The different types of diversities should be taken in to account (made aware), understood, as well as given positive outcomes, communication and interaction between ourselves and others.
Equality:
Dictionary meaning: (noun) 1. The fact of being equal. 2. The fact of being equal, of having the same value. 3. The equal treatment of people irrespective of social or cultural differences.
The importance of equality is to give everyone of different gender, age, sexuality, race (diversity) the same chances as well as being equal in their unique way of life.
Also being able to adjust and amend anything that balances out the awareness of the different diversities in the work place, leisure halls and community centres along with other public places that may see different groups and individuals which could then be understood to others less aware.
Equality can come in different forms and installed in different places.
This can be: * Rights * Respect * Laws, Acts, Legislations, Frameworks * Voiced and heard opinions/views * Workplace, Colleges, schools, nurseries * Social and leisure venues.
Equality also, equal opportunity should be given to everyone with the chance to prove ones abilities, with the chance of disregarding and erasing people’s way of being prejudice and stereotypical and also discriminate, through the, lack of knowledge of the qualities that the different diversities possess.
Inclusion:
Dictionary meaning: (noun) 1. The act of including i.e. adding or annexing (something) to a group, set, or total.
The importance of inclusion is so the individual would be able to build different skills, to feel counted and a normal person like everyone else. Build confidence and esteem amongst other emotional and mental positive attitudes.
Being able to include the individual in tasks, activities etc. In doing so this could see the positive contribution that they bring with their personal attributes.
A person should never feel left out, made different or isolated because i.e. they maybe brought up different, have a disability, do not have ‘English’ as a first language. In doing this it could see the individual shy away from peers and others. Confidence and esteem could as a result become lost as well as the individual stunting the growth of general learning and life skills amongst other things.
1.2
Effects of discrimination could include:
* Self-mental and emotional abuse of the victim * Denying ones’ self of Origin, sexuality, beliefs * Making excuses like illness, to stop them from going out in public * Isolation and seclusion from peers, families, themselves * Bad reputation of the institute, nurseries, sure starts * Low/minimal confidence, self esteem * Bullying from teachers, peers * Suicidal tendencies- self harming, marking on body * May cause legal intervention (depending on the severity of it) * Bad or an intense change in behaviour * The child becoming withdrawn * The child becoming the discriminator long term * Children that are being discriminated would not be given the right amount and correct support, help and as a result would stunt development.
1.3
Inclusive practice promotes equality and supports diversity by making sure everyone is involved and can use their individual abilities and given the same chances. Ensuring that the teacher, practitioner is able to identify and know the kind of support that is needed and is met in order for the individual to learn and develop.
Activities and tasks should be taken into consideration of who can do it and if there is alternatives, which could be made so everyone can be included and involved. In doing this everybody would be able to achieve and be given such as, progression to a child’s confidence. Along with the child knowing that there is more than one way of doing something and doing it correct, or achieving. If the individual does not understand, the practitioner should know how to demonstrate the best way in order for the child to learn. The practitioner always has an open mind and positive attitudes to things and people that are different and are aware and informed of different diversities, making sure the practitioner is not left ignorant or come across discriminative. Knowing about the facts, benefits and advantages of the different communities and groups. This should be incorporated into the work, tasks and activities that are set and the way that practitioners work, in order to support diversity and promote equality.
Knowing how the practitioner is part of a link with other professionals for the individuals’ progression i.e. a disabled child will have a key worker also a GP, family and other professionals who will also need on going reviews, up dates and assessments.
There are many Acts, Legislations, Laws and Frameworks that back up the many different kinds of support and needs of children in using various professionals in the field that ensure the above is met and in the right way, equally and respective of the child.
Within good inclusive practice in regards to diversity, equality and inclusion the following can and should be used as a guideline when working with children and people.
Here are a few of them and the references:
The Equality Act 2010:
This Act replaces and merges all the existing equality legislations and includes the following: * Equal Pay Act 1970 * Sex Discrimination Act 1976 * Disability Discrimination Act 1995 * Race Relations Act 2000
By doing this it hopes to make clear the wrongs and the don’ts of discrimination. It has added a few more laws where by children that are transgender or under going procedure and pregnant or recently pregnant students are also covered by the equality act and should not be discriminated along with other extensions to this act.
This helps practitioners, support workers and other professionals to stay politically correct by not discriminating those mentioned in this act, through such things as talking, actions and educational and social activities to but instead become aware and promote good communication and interaction through the above.
United Nations Convention on the Rights of the Child:
This is used to protect the rights children have and should meet minimum standards that the government must meet in providing health care, education, legal and social services to children in their country. This is part of an international human rights treaty. This treaty covers different aspects of childhood, rights and freedom from 18 years and under.
This helps enforce the children’s right to:
* The right to survive * The right to the development of their full physical and mental potential * The political and economical rights of a child * The right to participate in family, cultural and social life
Early Years Foundation Stage:
It has been designed to promote and improve outcomes for all children across all areas of Learning and Development.
The aim is to close the achievement gap between disadvantaged children and others. EYFS provides a flexible framework, grasping an idea of all children’s way of development from birth and using observational assessments made by the practitioners, systematically to plan for individual children’s progression at a pace that is right for them. EYFS works strongly with children to help them achieve all five Every Child Matters outcomes.
Common assessment Framework:
To aim for early identification using reports and assessments of children and young people’s additional needs as well as designating service provisions to support them and their needs. The CAF also uses the Every Child Matters outcomes and aims to outline the way in which the professionals using this framework work. A discussion would take place about the issues regarding the additional needs with the child (if old enough), families and other professionals. Information would then be distributed legally and professionally to other professionals if and when
necessary.
Ref: http://www.pre-school.org.uk/practitioners/inclusion http://www.education.gov.uk/aboutdfe/policiesandprocedures/equalityanddiversity/a0064570/the-equality-act-2010 www.education.gov.uk/publicationchild www.cwdcouncil.org.uk/assets
1.2 Describe the potential effects of discrimination.
1.3 Explain how inclusive practice promotes equality and supports diversity.
1.1 Diversity:
Dictionary meaning: (noun) 1. The quality of being diverse or different, difference or unlikeness. 2. A variety, diverse types or examples.
The importance of diversity is to understand and know, what makes someone different? What makes a community diverse? There are various known traits that make a person and a community diverse. These range from: Religion, culture, age, gender, abilities …show more content…
and disabilities etc.
With the knowledge and/or experience of how to treat everyone the same, equally and without discriminating others. Research the advantages and points of the different diversities will ensure that ignorance and unawareness would be near to eradication.
The different types of diversities should be taken in to account (made aware), understood, as well as given positive outcomes, communication and interaction between ourselves and others.
Equality:
Dictionary meaning: (noun) 1. The fact of being equal. 2. The fact of being equal, of having the same value. 3. The equal treatment of people irrespective of social or cultural differences.
The importance of equality is to give everyone of different gender, age, sexuality, race (diversity) the same chances as well as being equal in their unique way of life.
Also being able to adjust and amend anything that balances out the awareness of the different diversities in the work place, leisure halls and community centres along with other public places that may see different groups and individuals which could then be understood to others less aware.
Equality can come in different forms and installed in different places.
This can be: * Rights * Respect * Laws, Acts, Legislations, Frameworks * Voiced and heard opinions/views * Workplace, Colleges, schools, nurseries * Social and leisure venues.
Equality also, equal opportunity should be given to everyone with the chance to prove ones abilities, with the chance of disregarding and erasing people’s way of being prejudice and stereotypical and also discriminate, through the, lack of knowledge of the qualities that the different diversities possess.
Inclusion:
Dictionary meaning: (noun) 1. The act of including i.e. adding or annexing (something) to a group, set, or total.
The importance of inclusion is so the individual would be able to build different skills, to feel counted and a normal person like everyone else. Build confidence and esteem amongst other emotional and mental positive attitudes.
Being able to include the individual in tasks, activities etc. In doing so this could see the positive contribution that they bring with their personal attributes.
A person should never feel left out, made different or isolated because i.e. they maybe brought up different, have a disability, do not have ‘English’ as a first language. In doing this it could see the individual shy away from peers and others. Confidence and esteem could as a result become lost as well as the individual stunting the growth of general learning and life skills amongst other things.
1.2
Effects of discrimination could include:
* Self-mental and emotional abuse of the victim * Denying ones’ self of Origin, sexuality, beliefs * Making excuses like illness, to stop them from going out in public * Isolation and seclusion from peers, families, themselves * Bad reputation of the institute, nurseries, sure starts * Low/minimal confidence, self esteem * Bullying from teachers, peers * Suicidal tendencies- self harming, marking on body * May cause legal intervention (depending on the severity of it) * Bad or an intense change in behaviour * The child becoming withdrawn * The child becoming the discriminator long term * Children that are being discriminated would not be given the right amount and correct support, help and as a result would stunt development.
1.3
Inclusive practice promotes equality and supports diversity by making sure everyone is involved and can use their individual abilities and given the same chances. Ensuring that the teacher, practitioner is able to identify and know the kind of support that is needed and is met in order for the individual to learn and develop.
Activities and tasks should be taken into consideration of who can do it and if there is alternatives, which could be made so everyone can be included and involved. In doing this everybody would be able to achieve and be given such as, progression to a child’s confidence. Along with the child knowing that there is more than one way of doing something and doing it correct, or achieving. If the individual does not understand, the practitioner should know how to demonstrate the best way in order for the child to learn. The practitioner always has an open mind and positive attitudes to things and people that are different and are aware and informed of different diversities, making sure the practitioner is not left ignorant or come across discriminative. Knowing about the facts, benefits and advantages of the different communities and groups. This should be incorporated into the work, tasks and activities that are set and the way that practitioners work, in order to support diversity and promote equality.
Knowing how the practitioner is part of a link with other professionals for the individuals’ progression i.e. a disabled child will have a key worker also a GP, family and other professionals who will also need on going reviews, up dates and assessments.
There are many Acts, Legislations, Laws and Frameworks that back up the many different kinds of support and needs of children in using various professionals in the field that ensure the above is met and in the right way, equally and respective of the child.
Within good inclusive practice in regards to diversity, equality and inclusion the following can and should be used as a guideline when working with children and people.
Here are a few of them and the references:
The Equality Act 2010:
This Act replaces and merges all the existing equality legislations and includes the following: * Equal Pay Act 1970 * Sex Discrimination Act 1976 * Disability Discrimination Act 1995 * Race Relations Act 2000
By doing this it hopes to make clear the wrongs and the don’ts of discrimination. It has added a few more laws where by children that are transgender or under going procedure and pregnant or recently pregnant students are also covered by the equality act and should not be discriminated along with other extensions to this act.
This helps practitioners, support workers and other professionals to stay politically correct by not discriminating those mentioned in this act, through such things as talking, actions and educational and social activities to but instead become aware and promote good communication and interaction through the above.
United Nations Convention on the Rights of the Child:
This is used to protect the rights children have and should meet minimum standards that the government must meet in providing health care, education, legal and social services to children in their country. This is part of an international human rights treaty. This treaty covers different aspects of childhood, rights and freedom from 18 years and under.
This helps enforce the children’s right to:
* The right to survive * The right to the development of their full physical and mental potential * The political and economical rights of a child * The right to participate in family, cultural and social life
Early Years Foundation Stage:
It has been designed to promote and improve outcomes for all children across all areas of Learning and Development.
The aim is to close the achievement gap between disadvantaged children and others. EYFS provides a flexible framework, grasping an idea of all children’s way of development from birth and using observational assessments made by the practitioners, systematically to plan for individual children’s progression at a pace that is right for them. EYFS works strongly with children to help them achieve all five Every Child Matters outcomes.
Common assessment Framework:
To aim for early identification using reports and assessments of children and young people’s additional needs as well as designating service provisions to support them and their needs. The CAF also uses the Every Child Matters outcomes and aims to outline the way in which the professionals using this framework work. A discussion would take place about the issues regarding the additional needs with the child (if old enough), families and other professionals. Information would then be distributed legally and professionally to other professionals if and when
necessary.
Ref: http://www.pre-school.org.uk/practitioners/inclusion http://www.education.gov.uk/aboutdfe/policiesandprocedures/equalityanddiversity/a0064570/the-equality-act-2010 www.education.gov.uk/publicationchild www.cwdcouncil.org.uk/assets