TDA 3.6: Promote equality‚ diversity and inclusion in work with children and young people 1. Be able to promote equality and diversity in work with young people. 1.1 Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity. SEN code of practice 2001 This act was created to strengthen the rights of SEN children and their parents to a mainstream education. The act was designed to make a difference to the education of SEN children
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Yet other argues that inclusion for all pupils within education is important for many factors. Our experience within the education system is very important for many reasons‚ it can shape friendships‚ our self-esteem‚ our academic achievements as well as integrating each one of us into society as valued citizens however not all pupils have the same experience within the education system. As Farrell (2010‚ pp.107) explaining that a pupil who is labelled as having a “special education need” automatically
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Level 3 PROMOTE EQUALITY AND INCLUSION IN HEALTH SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLES SETTINGS OUTCOME 1 UNDERSTAND THE IMPORTANCE OF DIVERSITY‚ EQUALITY AND INCLUSION 1.1 Explain what is meant by: DIVERSITY Diversity encompasses acceptance and respect. It means understanding that each individual is unique‚ and understanding our individual differences. These differences can be due to race‚ ethnicity‚ gender‚ sexual orientation‚ socio-economic status‚ age‚ physical abilities
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FINANCIAL INCLUSION INTRODUCTION The prophecy of Millennium Development goals of U.N. i.e. “growth with equity” clearly envisages that the growth spree of the globe in the 21st century has left some people behind the time. Handful of the global populace are still languishing in the vicious circle of poverty & are cast aside by those who are economically stronger & swifter in the sway of globalization & liberalization. For sustenance/better growth of the world‚ the deprived sections should be
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1.1 – My role requires me to support individuals from a diverse range of backgrounds. As a senior I have to ensure my staff have a clear and full understanding of equality‚ diversity and inclusion and to ensure that they put this into their daily practises. Diversity – This literally means difference. Although people have things in common they are also very different and unique in many ways. Recognising and valuing differences with both visible and invisible factors. This could be recognising an
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FULL SENTENCE OUTLINE Introduction I. AG- Picture Going 110 in this (SHOW PICTURE) II. RtoA- I know it’s a pick-up truck ‚ but think about being behind the wheel‚ think about all the power pulling them 26s III. THE-My passion for driving fast has gotten me into a lot of trouble with police IV. Pre- First‚ I will discuss how I fell in love with driving fast and the reason I love to do it‚ then I will talk about how it has gotten me into alot of trouble Transition: I know most if not everyone
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background‚ experiences‚ and ideas. PetSmart believes that it is these values that make them a better company. PetSmart also believes by having diversity and inclusion among their associates‚ that it generates the ability to solve problems‚ generate new ideas‚ which allows them to enhance their brand. The PetSmart culture of diversity and inclusion also allows its associates to execute effectively‚ which in turn delivers results
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STUDY GUIDE EMRM5103 Project Risk Management CENTRE FOR GRADUATE STUDIES STUDY GUIDE EMRM5103 Project Risk Management Writer: John Rudolph Raj Developed by: Centre for Instructional Design and Technology Open University Malaysia First Edition‚ August 2012 Copyright © Open University Malaysia (OUM) All rights reserved. No part of this work may be reproduced in any form or by any means without the written permission of the President‚ Open University Malaysia. 1 STUDY
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This work comprises BSHS 345 Week 4 Special Population Interview Business - General Business BSHS 345 Week 4 Individual Assignment Special Population Interview Conduct an interview with someone from one of the following special populations studied this week: · African American · Latino(a) · Arab and Muslim American · White ethnic · Lesbian‚ gay‚ bisexual‚ and transgender · Differently abled Obtain faculty approval of your selected population
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student struggling on the floor as other students walked by‚ undisturbed by the occurrence. This would be my first encounter with the inclusion for which Bethesda Elementary is known. Once in Bethesda Elementary‚ I walked through the numerous classrooms searching for indications of inclusive practices. What seemed shocking to me‚ however‚ was how normative inclusion had been made inside the classroom. I had difficulty discerning students who may be struggling with a disability‚ and even began to
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