Throughout this essay I will look at and discuss the issues of equality and diversity. I will also look at ways to promote inclusion with the learner‚ and how to meet their needs; I will provide evidence and give examples of this. ‘Each of your learners is an individual who should be treated as an equal and with respect’ Wilson‚ L. (2008. pg. 27) As a lecturer it is essential to show equality in the learning environment. A lecturer must always treat all learners equally
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Promote Equality and Inclusion in health‚ Social care or Children’s and Young People’s Settings Task 1 1.1 Explain what is meant by Diversity Equality Inclusion Diversity: is meant by acknowledging that each individual is unique and recognising individual differences‚ for example; culture‚ ability‚ gender‚ race‚ religion‚ sexual orientation or any other individual characteristic. Equality: is fair treatment and access to opportunities for all regardless of differences like their ability‚
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Deana Fraser January 31st 2015 Unit 3 – Champion Equality‚ Diversity and Inclusion 1.1 Explain models of practice that underpin equality‚ diversity‚ and inclusion in own area of responsibility My role requires me to support individuals from a diverse range of backgrounds. I have to ensure I uphold and promote equality and diversity in my practice and offer inclusion. I will in my role be supporting people from a diverse range of backgrounds and culture. Through this I must ensure I treat
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Unit 203 – Principles of diversity‚ equality and inclusion in adult social care settings The numbers in the bracket after each question relate to the assessment criteria in the standards UNIT 4222-203 1. Define what is meant by: (1.1.1) A. diversity diversity means variety people varied in lots of ways their age‚ beliefs‚ height weight in a health care setting men and women vary in age‚ each having their own personal experiences and beliefs‚ clients also have their own eating habits‚
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Level 5 - Diploma in Leadership for Health and Social Care Unit 503 – Champion equality‚ diversity and inclusion Unit 503 – Champion equality‚ diversity and inclusion (SHC53) OUTCOME 1: Understand diversity‚ equality and inclusion in own area of responsibility Diversity means difference. Diversity recognizes that although people have things in common with each other‚ they are also different and unique in many ways. Diversity is about recognizing and valuing those differences. It therefore consists of
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Unit 503 Champion equality and diversity and inclusion Y/602/3183 21st Feb 2013 Hayley Scarborough Learning outcome 1.3 Legislation and policy initiatives have had a major impact on the promotion of equality and diversity and inclusion within my area of responsibility. Legislation has made it a legal requirement to treat everyone equally regardless of their colour‚ age‚ gender‚ ethnicity‚ sexual orientation‚ disability etc for example‚ it would not be equal treatment to provide two different
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P1 – State the chosen age range and area of development AND describe the development of the children or young people in this age range The age range I have chosen is 3-7 yrs and I will discuss intellectual development. The main stages of intellectual development as defined by Jean Piaget for children aged 3-7 yrs are classified under the “Preoperational Stage” the second stage of four in his cognitive development theory. Piaget states that children between the ages of 3-7 yrs continue to explore
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Equality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflected
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equality in schoolsIntroduction Every child has the right to access the curriculum‚ Equality of access. This means that children can work to the best of their ability and be treated equally within their learning. The schools have a duty to support these rights and they must be reflected through their policies and procedures and must comply with current legislations and codes of practice. The Equality Act 2010 1.2 All pupils have the right to a broad and balanced curriculum. This must also be
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Types and characteristics of different schools Grammar school Grammar schools are state schools. The age range for a grammar school is usually between 11 and 16. To attend a grammar school you have to be selected based on your ability. A test called the 11+ is taken‚ and if you pass‚ you can attend that school. The school is also selective about who takes the test or has the most chance of passing. Grammar school classes are a lot smaller and therefore each child gets higher support. There
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