Tda 2.4

(1.1) Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity.
• Disability Discrimination Act 1995
• Disability Discrimination Act 2005
• Special Educational Needs and Disability Act 2001
• Race Relations (Amendment) Act 2000
• Human Rights Act 1998
• Children Act 1989
• Children Act 2004
• Education Act 1996
• Equality Act 2010
(1.2) Describe the importance of supporting the rights of all children and young people to participation and equality of access.
Ans. Raising achievement- promoting equality of access to the curriculum will maximise the personal achievement, there are groups which does not meet their expected level of attainment, and these are children from black and minority ethnic groups, or those which are vulnerable due to economic or physical circumstance. We need to ensure that the curriculum meets the individual needs, this does not mean treating pupils the same but understanding the barriers which exist and providing the necessary intervention such as additional support which can be put in place before the pupil falls too far behind.
Improving participation- there should be opportunity for everyone within the school to become involved in the development and review of school policies, Achieving participation formally by school student councils and parents meeting. This can also be achieved in the classroom by asking pupils about how they learn best.
Developing a sense of identity- a sense of belonging and self-esteem should be promoted. When pupils are able to participate fully, they feel valued for who they are and the contribution that they have made. This can be achieved by acknowledging and reflecting diversity within the school in the methods of teaching and the resources and material used. Pupils must be given the opportunity to be independent learners. They become more motivated and achieve their full potential when they are able to make choices and have control of their own learning. This gives pupils the feeling of self- worth and well-being.
Improving relationships between individuals and groups- pupils must have their rights protected, but should also be taught about their responsibilities to others. Respect can be promoted informally through every day contact with groups of children and young people. Consideration and fairness should be demonstrated in all interactions.

(1.3) Describe the importance and benefit of valuing and promoting cultural diversity in work with children and young people.
Ans. There are many benefits to gain from the promotion of cultural diversity in working with children and young people, culture cuts across nationality and religion it is what gives people their identity. When different cultures are recognised and promoted within schools will enrich learning and promote the knowledge and understanding of all pupils. It is important to build essential relationship and provide support, the diverse culture of our society should be reflected throughout the curriculum. This can be done by incorporating songs, dramas, dances, stories from various cultures, this will not only raise awareness but will lead to a very rich curriculum.

(2.1) Describe ways in which children and young people can experience prejudice and discrimination.
Ans. Prejudice can be experience through lack of knowledge and understanding of diversity. It is the making of assumption about a child for example because he/she belong to a particular group, such as if the child is disabled it is assumed that they have a learning difficulties.
Discrimination can be either direct or indirect. Direct discrimination occurs when a child is not able to access part of the curriculum because of their race, gender or disability, an example of this is where a child isn’t accepted in a particular school because of their disability, or a child isn’t allowed to play with other children during play time because of his/her disability.
Indirect discrimination occurs when practice and procedures are applied without consideration to individual’s circumstances. This could occur where a child is not excluded directly but will be unable to participate because of person situation, for example where a class goes on a trip to a construction site where all students will only be allowed in if they are wearing a hard hat, I student wearing a turban might feel discriminated against as they won’t be able to wear they hard hat and thus will not be allowed to partake in this activity.
(2.2) Describe the impact of prejudice and discrimination on children and young people.
These can only have a negative effect on children and young people, it will have a negative effect on their academic progress as well as their overall health and well-being. When children and young people feels discriminated against it can result in: loss of self-esteem, anger, lack of motivation, confusion, depression etc.

(2.3) Assess how own attitudes, values and behaviour could impact on work with children and young people.
It is vital to examine one’s own attitude, values, and behaviour as this can have an impact the children we work with. We all have prejudices in regards to individuals, background and belief we need to first identify what these are and address them. Personal prejudice can lead to discrimination, we need to overcome these by developing a greater understanding of diverse groups in society. This can be done by finding out about the religious belief and the culture of the children you are working with, as well as by finding out about any special educational needs or disability that the child might have. We should not make assumption about pupils, we need to find out about their backgrounds, interest, ability and individual needs.

(2.4) Describe the importance of promoting anti-discriminatory practice in work with children and young people.
It is very important to promote anti-discriminatory practice by being good role models, it should not only be seen that we are doing lip service, but it should be demonstrated in all we do. Diversity and individual of children and young people should be appreciated and promoted. This can be done by acknowledging their positive attributed and abilities.
(2.5) Describe how to challenge discrimination.
Discrimination should always be challenged, before we can do this we need to identify anti-discriminatory practice. Pupils should be protected from discrimination at all times. If it is ignored when it happens this will be seeing as condoning discrimination. Not to challenge isn’t an option. Discrimination should be challenge immediately if it possible at the time, the motivation behind the discrimination should be questioned, clarification should be requested if you are not sure of what is meant by what was said, question the factual accuracy of the information being used, use reflection and be firm. These will all help to challenge the discrimination. Within the role of a teacher we are required to challenge learners over their behaviour because it is felt to be potentially discriminatory. When discrimination is challenged it is done in order to ensure a learning environment free from discrimination- reinforce the policies and procedures of your organisation, ensure you do not breech the equalities and legal framework.
(3.1) Describe what is meant by inclusion and inclusive practices.
Inclusion is a term which express commitment to education each child to the maximum extent appropriate in the school and classroom he/she would otherwise attend. It involves bringing the support service to the child ( rather that the child to the support service) and require that only that the child will benefit from the class rather than having to keep up with the other students. Proponents on inclusion generally favour newer form of education service delivery.
Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. It will ensure that everyone feels valued and has a sense of belonging.
(3.2) Describe features of an inclusive setting for children and young people.
Barriers are recognised and staffs have a good understanding of individuals and groups of children so that they are aware of any difficulties the pupils may have in accessing the curriculum.
Barriers are then removed or minimised- the environment is adapted and personalised support, resources or equipment are provided
Pupils are educated alongside their peers and not segregated when they need support. For example, a pupil with English as an additional language will receive language support in the classroom.
Children and young people are given and use their voice- that is their own views and opinions are listened to and valued. This may be informal or through a school council or form representatives.
There are clear policies and procedures and these are reviewed regularly.
All staff receives regular training relating to inclusion, diversity and equality of opportunity
The school works in partnership with stakeholders- staff, governors, parents and children and young people
The school work in partnership with other services, for example speech and language therapists or educational psychologists to ensure that children and young people receive appropriate professional support.

(3.3) Describe how inclusion works in own sector of the children workforce.
Whatever the organisation the child should always be at the centre of all practice, according to the National Curriculum Inclusion Statement, schools must implement a whole-school approach to both the national and wide curriculum, schools must:
Provide a curriculum which ensure active participation and achievement of all pupils
Recognised pupils entitlement to high-quality learning experiences
Meet the needs and interests of all pupils
Recognised and overcome potential barriers to learning and assessment.
Personalised learning, have been introduce in schools in a move to raise standard. In practice personalise learning ensure that all children, regardless of their background, special education need, disability or culture, receive the support they need to make progress. When personalised learning is successful, children and young people experience:
A challenging curriculum
A staff who have high expectations
Personal targets
More focused assessment
Early identification and intervention when targets are not achieved
Promoting well-being through an inclusive curriculum
The key role of the school is to provide a good quality education through an inclusive curriculum, the school also has a wider role to ensure the well-being of children. Programmes such as Citizenship and personal, social and health education help to build relationship and also prepare children for living and working in the wider society.