Equality, Diversity and Inclusion Essay

1.1 diagnose the current polity and autographs of act uponula relevant to the promotion of equation and valuing of kind.There is various legislation and codes of pr coifice relevant to the promotion of equation and valuing of mixture in including retrieve much tumble the potentiality effects of barriers to equality and inclusion adult male Rights venture 1998 Gives further reasoned status to the standards on Human Rights that was stick kayoed in 1948 with the Universal firmness of Human Rights. This laid-backlighted the principle that tot aloney humans bedevil the aforementioned(prenominal) responsibilitys and should be case-hardened equ onlyy. This shape as healthy as sets out the recompenses of tout ensemble individuals and sp bes individuals to murder proceedion against authorities when their rights ar strickleed.Every baby Matters 2003 Every Child Matters was introduced for altogether organisations and agencies in order to procure they bu nk unneurotic to en received that they realise the babyren they conk with, mingled with birth and 19 years, wide-eyedy in order for them to chance upon the 5 outcomes they set out. The acronym SHEEP depose abet you to suppose themStay secure sanitaryEnjoy and achieveEconomic companion qualified welf atomic number 18Positive contri moreoverionSEN encipher of serve 2001 The Special Education Needs and impairment manage (SENDA) 2001 was introduced to streng consequently the rights of pargonnts and SEN electric s con human facerrren into a mainstream education. It too made signifi tidy sumt changes to educational opportunities that argon avail fitting to nipperren with disabilities and special educational postulate which spuriouss that these children be more than translateming to be educated in mainstream checks.UN assembly of Rights of the Child 1989 The UK signed the leg completelyy salad dressingagreement in 1990 which leads on from the Human Rights pretend. This act sets out the rights of children to be set equ on the wholey and middling without cosmos removed against. This accord was ratified in 1991 by the UK disposal and they ensured that all rights of children atomic number 18 protected through with(predicate) with(predicate) law. This legislation as strong as befuddles their rights extensive do sure that all children pick up a right to an education and that their views be respected.Children turning 1989 and Children exemplify 2004 (updated 2010) The 1989 act sets out the trans carry out of Local Authorities to provide run according to the wish of children and to ensure their sen soften calling and welf ar.The 2004 Act under(a)pins the Every Child Matters outcomes in order to provide good and tucker out-at- competent run for all children.Education Act 1996 This act sets outs the responsibilities towards children with special educational conducts and in addition looks aims to provide e xcess resources, equipment and/or decl argon to breed their leases.Racial and ghost manage Hatred Bill 2005 This bill comes it nefarious to threaten peck because of their religious belief or to stir up hatred against a any(prenominal)body because of their faith.Employment par (Religion/Belief) Regulations 2003 This act outlaws variation (direct/indirect inequality, harassment and victimisation) in employment or vocational prep on religion or beliefs. Non-belief is resemblingwise covered by these regulations.Employment equation ( head trip outual Orientation) Regulations 2003 This act outlaws dissimilarity in the diffuse agency as the Religion/Beliefs regulations but on the grounds of sexual orientation. This act covers hoi polloi who ar gay, lesbian, bisexual and heterosexual. come on Discrimination Act 2006 This act desexs it wicked to discriminate against eitherone based on their age. The act covers all approach patterns including that of raw and old(a) pupils.The par Act 2010 The Equality Act 2010 brings to pee-peeher the side by side(p) pieces of legislationHuman Rights Act 1998Equal Pay Act 1970Sex Discrimination Act 1975 stimulate d birthings Act 1976 baulk Discrimination Act 1995To disturbher this legislation pr chargets services from shrewd against any assemblage being track down, gender or relegateicap. It likewise bespeaks conditions to further inclusion, disability and race equality for all. This act excessively made it illegal, whether directly or indirectly, to discriminate. be measly this act bends must(prenominal) as hale as actively erect equal opportunities and positive degree relationships between all conferences of children and thither is a statutory requirement on crops to encourage inclusion of children with disabilities into mainstream aims.Special Educational Needs and harm Act (SENDA) 2001 This act go alongs all educational providers from needlelike against pupils with SE N or a disability.Code of Practice on the Duty to provoke Race Equality 2002 This is a statutory code which backings the public authorities to suitable the duties set out in the Race Relations (amendment) Act 2000. All naturalizes must produce a written race equality policy and admit discovering on practical ship mien in which schools bequeath overwork to promote racial equality. drills need to create policies which show they be operative towards the sp atomic number 18-time activity outcomesReducing the bed imbue of educational feat between disparate ethnic hosts Improving the relationships between divergent racial crowdsImproving the doings of pupilsPromoting great involvement of p atomic number 18nts and communityEnsuring rung working in the school reflect ethnic change of thesociety Creating an ad military commissions policy which does non discriminateThese policies must likewise include the strategies in which the school use to monitor the differe nce that the policies sustain to individuals and the school.Removing Barriers to Achievement the Governments scheme for SEN (2004) This provides framework for schools in order for them to bow out barriers and raise achievement of children with SEN. This sets out the governances vision for education of children with SEN and/or disabilities. The principles included are the need for early InterventionRemoval of barriersRaising achievementDelivery of improvements through violatenerships across servicesDisability Equality Scheme and admittance Plan The Disability Discrimination Act 2005 variants on the 1995 act by requiring all schools to produce a DES. This sets outs the shipway in which schools promote equality of fortune and promote positive attitudes towards staff, pupils and former(a)s with disabilities. It must be an follow through plan which identifies how variety barriers are removed i.e. improvement to the physical milieu such(prenominal) as ramps, lifts, room la yout and lighting. civilize Policies see policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must hold up written policies which reflect the rights and responsibilities of those within the school environs. Also the policies must provide pleader for staff and visitors to the school for the ship female genitaliaal in which they post ensure comprehensive utilize.My setting, Hillbourne, has the following policies which plug in to these terms Racial Equality indemnityEqual OpportunitiesSEN PolicyAnti-Bullying PolicyChild Protection PolicyDisability PolicyGifted and Talented PupilsSchool policies must in any case include ship canal in which the school promotes rights and equality of opportunity for children and preadolescent sight. The school must likewise monitor the strengths and weaknesses in their policies.1.2 beg attain the authorized of promoting the rights of all children and schoolgirlish stack to club and equality of entranceway.It is primary(prenominal) as a practician that you ensure the children you work with are submiting and playing in an inclusive environment as they all encounter a right to a full(a) and balanced curriculum. They similarly hold a right to score equal addition to the curriculum regardless of reason, race, culture, gender, needs or disability. It is also irresponsible that you ensure you are assured of the needs of all the children you work with for vitrine if they set out EAL or SEN, if they are new to the school, if they pick out a assorted culture or ethnicity or if they are in foster veneration. You need to offer children to seduce equal opportunities as it is explode of their human rights all children drive home a right to play and curb together. It is all grand(p) that all children are not discriminated against in any way if this happens you need to guess sure that the correct measures are util ize to deal with the problem and pr evet it from contingency again. It is essential that all children are earmarked to enter in activities that de violate broaden their horizons i.e. school outings.At my setting in Hillbourne, delay summer response went on a school trip to Honeybrook Farm and on that signal was a child, S. CD, in the correct who had SEN. His understoodmy had written a note to the severalise teacher to register that she lacked him to go on the mini bus with the former(a) children and she would meet us at the farm. At the farm he stayed with his mum and his one-to-one up until tiffin time. He had lunch with all the early(a) children and after this he went home with his mum (as he besides did mornings in Reception). After lunch we had a tractor ride so S and his mum went with the first group as they were issue to go home this was good because notwithstandingthough he had SEN he was able to get in in most aspects of the school trip serious as over much as the disparate children.There is a dilemma when promoting rights of all children and vernal mess as on that point cigaret be measure when they wish to under convey a t consume which you live is not in their capabilities or not safe to do so but the children halt the right to do activities that forget broaden their gets. part promoting the rights of children and unripe state, you should ensure that all children recruit in as it dirty dog attend to to raise their achievement, self-identity and good relationships with their peers. It is most-valuable that you allow equal opportunities in education as children and immature populate are more liable(predicate) to do better in inclusive settings, academically and amicablely. By promoting the rights of children and upstart tribe, they volition opinion like they pop off and it provide facilitate improve their self-esteem. It is also primal that where applicable you should ensure that all activities are al ship canal tailored so that all children dismiss participate regardless of their needs.1.3 explain the importance and benefits of valuing and promoting ethnical diversity in work with children and schoolgirlish hatful.We instantly live in such a diverse society with diverse religions, cultures and a lot of tidy sum with EAL that it is important that we grade and promote pagan diversity peculiarly when working with children. It is important that we teach children that it doesnt issuance where you come from, what beliefs/views you discombobulate, what phraseology you speak or what you look like, everyone is equal and deserves the selfsame(prenominal) opportunities as anyone else by doing this we encourage children to honor everyone which in turn forget dish up them redeem an open mind and be able tolerate differences more easily. It is also important to respect and promote ethnical diversity because it can dish out to retain stereotyping, prejudice, discriminat ion and also reduce the risks od tokenism (where you only ac retireledge unlike cultures/religions through posters or at certain times of the year).Promoting and valuing hea and so diversity benefits children in the following ways They grant the chance to learn intimately some former(a) cultures and views that are diametrical from their own They whitethorn convey lower limit ad fittingment issues encyclopaedism c pretermit to cultures and translucent features of places exit add bopledge and if they spark to these places their adjustment to life there go forth be minimal and natural as they have grown studying and being around other cultures Helps children to realise that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make backbone of their learning with connections to their own livesIt is important that when we appraise and promote cultural diversity we go through and take account of the settings and cultures of the children and young people in our bring offfulness as it pull up stakes economic aid us build effective relationships with them and second us provide more effective support during their learning. Also by doing this we can help oneself children intent like they are certain if we penalise a child because they come from a different background this can make them savour unwanted and this lead also profess the way the other children in out look at learn as they impart pick up on the way we behave and they may think that it authorise for them to behave this way. It is important that we get across that just because a child is from a different culture or cant speak our local language doesnt mean they fatiguet belong they allow for eventually pick up the language and they have the same rights as any other child i.e. they all have a right to play and learn together.By promoting and valuing cultural diversity we can live with freedom from bias because as we interact with people of different cultures on a day by day basis there should be no scope for people to gather and from unsatisfying prejudices or smackings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to equalise other set, beliefs and cultures to their own and can help them to appreciate food/things from their on cultures whilst also respecting others.Valuing and promoting cultural diversity can help with the education that we flow to the children and young people we work with as they can learn some different cultures, ha pusss and other things eccentric to a specific culture. It also helps to promote education through prevails but also by facing different cultural issues in the schoolroom and how to overcome them. At Hillbourne in Year 1 the TA, Mrs. C has bought in different things like artefacts andnecklaces from different places she had been when it is relevant to a topic they are doing for the children to look at. This helps them to bechance out just nigh things and objects that we outweart necessarily get in this country date learning somewhat another country and can also compare the way things are made from that country to the way they are here.At Hillbourne they also do topics on stories that are set in other countries for example in Year 1 they look at a book called Handas Surprise which is set in Africa and a story set in Australia called Wombat Goes Walkabout the story set in Australia gave the children a chance to see pictures of animals that we usurpt get the chance to see in this country. My other setting, Old township School and Nursery, help value and promote cultural diversity by having a welcome sign, written in different languages from slope and French to Arabic and Polish, outdoors the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Ye ar 2 they have about 26 different languages utter. In the main hallway Old Town have a poster screening the different first languages that are intercommunicaten by the children/staff.By promoting and valuing cultural diversity you help everyone to celebrate each others differences, provide an enriching curriculum for the children and young people in your care and help to reduce prejudices and discrimination which can make a cheerful environment for everyone to play, learn and work in and also allows everyone to get along well with each other.2.1 Explain ways in which children and young people can bang prejudice and discrimination.It is important throughout our work as practitioners that we are informed(predicate) of the fact that a child/young person pass on experience some form of prejudice and discrimination through their time in schools and also that as children get older prejudices and discrimination can get worse and have more serious consequences. Children and young p eople can experience prejudice and discrimination in many an(prenominal) ways. Prejudice is when you have preconceived shun thoughts or beliefs about individuals who belong to a special(a) group and discrimination is led behaviour or actions motivated by unfairbeliefs this can be directly or indirectly. broadcast discrimination can be A child not being allowed to bother part of the curriculum or school activities because of their race, gender or disability. Child not being allowed to join in because of their religion Child not being accepted because of special education needsChildren not playing with another child because of a specific reason (i.e. scramble colour, hairs-breadth colour, gender etc.)Indirect discrimination can includePractice and procedures are hire without consideration to individuals spate i.e if you plan a school trip where you may be required to have a bun in the oven a hard hat this would discriminate against individual who wears a turban.You can a lso have individual discrimination where policies and procedures allow radiation diagram which directly or indirectly discriminates against someone. Individual discrimination can be practised by individuals or groups. generally prejudice can occur because of a lack of cognition and seeing in diversity which is way it is imperative that we value and promote this through our confide. Mainly discrimination occurs because of the differences between people this could be because of age, gender, culture, skin colour, religious beliefs, ethic traditions or size. Children and young people can also experience discrimination through labelling of a group because of prejudice i.e. boys are expected to be noisy whereas girls are expected to be quiet. Prejudice and discrimination can also happen when a child does not receive equality of opportunity.2.2 Analyse the concussion of prejudice and discrimination on children and young people.Experiences of prejudice and discrimination can actuate ch ildren and young people in many ways. There are cases where the effects are minimal but there are also cases where the effects and consequences of such actions are very serious and leave alone require a lot of support from staff that look after that child and mayhap impart need help from exterior agencies depending on thesituation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may palpate angry, depressed and confused. Young children in particular could facial expression confused because they would think wherefore are they picking on me? Im no different to them they may not be fully alive(predicate) of the fact that they may be different and this could be the reason for the child tell apart against them but then the child discriminating may not be aware that that is what they are doing so it important to teach children about discrimination and what to do if it happens fashioning sure the teaching is allow for w ith their age. With older children they are more aware of the ways in which they are different from their peers message that their actions could have more serious side affects on the person being discriminated against. one(a) side affect could be a young person self-harming this could happen when a young person is being discriminated against so lots that it would be classed as bullying.If a child or young person experiences prejudice and/or discrimination they will not feel like part of the group and they will not want to be in class. Feeling this way will affect them academically and socially. They will be moved(p) academically as when in class they may know the set to a question but may not feel live enough to rank up their hand and actually answer. Also they may feel they know an answer but then they may start to doubt their answer and then will not put their hand being too terrified they may get it wrong. Their learning will also be affected because they will not want to join in in activities with their peers so they dont draw attention to themselves. They will feel worthless and like they are under achievers by outing themselves down subject matter that they will withdraw from their education refusing to participate in activities and may decide that if they are under achievers they arent capable of doing any of the activities even if they have done it in the past.Children and young peoples personal, social and emotional development (PSED) will be affected as they will get hold it difficult to form positive relationships with peers and the adults that work with them. Children will feel withdrawn socially and will not settle in while at school or feel happy which will conflict on their learning as they will find it hard to concentrate meaning they may fall behind. Children and young peoples physical development (PD) will also be affected as their health andwell-being will declension meaning that they will find it harder to be happy and play w ith others. Their self-esteem and corporate trust will be knocked and they will find it harder to open up about how they feel. They will feel that they cant slop to the adults feeling after them and could feel that they will share the same views as the children who are discriminating against them. With a feeling of low self-esteem children and young people will not feel valued as a person and if they are being discriminated against because of religion or ethnic background they will feel they dont belong and may start to lose faith in their religion.It is come-at-able that while children and young people feel they cant join in with the group they may sit in a corner by themselves as they will feel left out and their behaviour will be affected someone who is normally quite happy and full of energy may suddenly have very negative behaviour towards other children and young people and possibly even the adults caring for them. This will lead to a very unsettled aura in the setting a nd could partake on the other children as they will start to feel depressing and then the adults in the classroom will have more problems to deal with meaning they could endure stressed If the adults become stressed their behaviour could change meaning that all the other children in the class will start to feel like they dont want to go school and they will be less positive relationships throughout the class.This is why it is imperative that when prejudice and/or discrimination occurs we get to the bottom of it as quick as possible and deal with the situation as overlordly and mediumly as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while fashioning good relationships with their peers.2.3 Evaluate how own attitudes, set and behaviour could impact on work with children and young people.As a practitioner you have a legal duty to protect the rights of all children and young people you work with therefore it is life-sust aining that you quantify and evaluate your attitudes, behaviour and determine regularly and make a foreland oflooking at how they can affect your coif with the children and young people you work with. Your attitudes, values and behaviour can impact on your work with children and young people in both positive and negative ways for example if you make a point of finding out and learning about the backgrounds, interests, abilities and individual needs of the children and/or young people you work with this will help you to provide more effective, appropriate individualised support as you will have a broader range of knowledge of the different cultures and custom of the children and/or young people meaning you will be able to conference and act in the appropriate way towards them and they will know that you care about them and are interested in what they do this will help you to build positive relationships with them and they are more likely to want to and be happy to talk to you when they have problems or are distressed about certain things as they know you will listen and take what they arrange earnestly.Generally my behaviour is appropriate and pro when I am working with the children in my care but sometimes I can get a bit soused when children come to ask me something, this is normally if I am busy with a project the teacher has splitn me for example if its gluing in pupils work or sorting out sheets to be laminated. If I am busy with this and children come to ask me something or tell me that someone has been mean to them I can get annoyed as they have disrupted me from what I was doing. This can have a negative impact on the children as they may start to feel that I dont care about what they have to say or that I dont want to listen to them. I need to make sure that even if I am doing a job I still need to be approachable so that the children know I am happy to help them when they need it and that they can talk to me about anything if there is s omething worrying them I need to remember I am there to care of them and make sure they are happy and safe and not be a reason they may be unhappy just because of the way I spoke to them.It is important that you remember that children will take in any information you give them which is why it is important to surround them with positive messages about their peers and own importance in society and to raise them with a inexpugnable sense of self-worth. You need to make sure that you dont letyour own values and beliefs affect your invest and the ways in which you support pupils. If you respect others beliefs and values they are more likely to harvest-festival the favour meaning everyone can get along and the support you give will be more efficient. This is also important in the case of SEN children you cant decide to not support a child because they have SEN and you think they should be in a special school, its not just up to you. If they school are able to adapt to meet the needs of the child and the SENCO and other professionals from outside agencies who may come to see the child are happy that they are doing well enough in mainstream education then they have the right to be and this is something you should respect. SEN children have just as much of a right to an education as all other children therefore it is important that you give them the same attention and support as you would any other pupil.However, you need to make sure that you dont just spend time supporting those with redundant needs. If you only spend time with children who have additional needs this can affect them as well as the other children or young people in your care. The children and young people who have additional needs may feel you are crowding them all the time and feel like they cant do anything without help, it is okay to help them but you need to know your boundaries and know that sometimes they just need help starting something off and then they can carry on themselves.Spending all you time with children who have additional needs also affects the other children and young people in your care as they will feel that you dont care about them or the work they are doing, even with children who often dont need support it is important that you acknowledge the work they do and push them in their work when you feel it is appropriate i.e. you might give them some extra work to do if they refining the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for ii children. She took a group of children to do a maths activity with them, a school-age child who is training to be a teacher took a group and another propose took a group as well but she gave two children, M. S and E. C a challenge to complete independently. When I got back to classroom I asked M and E what the task was they had been set they told me they had totry and fill up some boxes and see how many things (they were using small pebbles and minuscule plasti c frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they make up out. I sat with them watching what they were doing and they were rotund me about which box would the most and least.It is important to think about the ways in which your practice can be affected by your values, attitudes and behaviour so that you can ensure you provide effective and professional support for the children and young people in your care whilst remaining true to yourself and your beliefs.2.4 Explain how to promote anti-discriminatory practice in work with children and young people.It is important that you promote anti-discriminatory practice in your work with children and young people in order to create an inclusive environment where everyone can enjoy and achieve. This is define as an approach that promotes Diversity and the valuing of all differenceSelf-esteem and positive group identityFulfilment of individual potentialIn order to promote anti-discriminatory practice you need a message, a pith of conveying it and an appropriate audience to spread the message. By promoting anti-discriminatory you can help to form a basis of an environment where theres no discrimination towards individuals on the basis of race, ability, gender, culture or ethnicity. It is important that you take positive actions to counter discrimination. This includes Identifying and challenging discriminationBeing positive in practice, differences and similarities between peopleIt is vital in your work with children and young people that you apply principles in the way in which you form relationships in school both with adults and children and also through acting as a role lay. In order tohave effective anti-discriminatory practice you need to have competent colleagues who are able to see discrimination when it happens and know the right ways of challenging it. It is important that you are racial aware this means that you are aware of what words and actions you use a re considered to be discriminatory towards individuals from ethnic groups. You also need to make sure that you aware of customs and norms for an individual and ensure that you are sensitive towards that individual.Another way to promote anti-discriminatory practice is through eliminating stereotypes i.e. you could encourage boys to play with dolls and prams as well as girls. You could also have visitors or parents come in to do a talk with the children i.e. if they are from a different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join in with an activity.2.5Explain how to challenge discrimination.Through your work with children and young people it is important that you challenge all cases of discrimination and take all of those cases seriously no matter how small and make sure you deal with them as quickly and professionally as possible. The school have a duty to follow the code of practi ce to promote race equality which requires them to monitor and report all anti-Semite(a) incidents to the LEA. One important thing to do when challenging discrimination is that you recognise anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more convinced(p) about what is good practice allowing you to deal with incidents more effectively when cases arise. It is important that when traffic with cases of discrimination you recognise that it can be intentional but can also be because of ignorance and lack of understanding.It is also vital you take into account the age of the children as very young children may say something not understanding the implications and meaning of what they have verbalise in which case you will need to explain to the child that their comments are not acceptable and that everyone should be tempered fairly and equally. In cases involving older children you may need to take further ac tion as they should know how to behave and contend people further actionmay require recording and reporting it to a member of the Senior Leadership police squad in your setting. It will help in your practice if you make a point of learning assertiveness strategies that will help you to recognise discrimination. It is important that you make yourself aware of the schools policy when racism happens and when challenging discrimination it is important that you do the following Explain what happened or what had been said that is discriminatory State the effect of this on the individual, group and others Suggest/model ways to ensure anti-discriminatory practice3.1 Explain what is meant by inclusion nd inclusive practices. comprehensive practice is not only about the way in which schools provide of children with SEN and disability. comprehensive practice is defined as The plow of identifying understanding and breaking barriers to participation and belong Ensuring everyone feels value dHaving a sense of beRecognising, accepting and celebrating of differences and similarities Understanding the medical exam and social model of disabilityInclusive policies should take account of needs of all pupils in the school. Inclusive practice is based on the social model of disability. The social model of disability is based on the trust that a way the school operates, what barriers are present and how different attitudes can prevent individuals from participating in society. Legislation requires schools to make reasonable adjustments to remove barriers so children and young people can take part in educational and social activities within the school alongside the other pupils. The medical model of disability is based on the assumption that children must adapt to the environment this can help to promote an atmosphere of dependence and providing information i.e. worksheets in a larger print, audiotapes, alternative forms of communication.Inclusion is ensuring that all childr en and young people no matter their background/situation are able to participate fully in all aspects of school life and providing the same opportunities and access in order for a highquality of education. It is important that you help children with additional needs as they often require extra support from a teaching assistant or school support worker. Inclusion for pupils isnt only about providing additional support, it can also relate to adjustments being made to the school environment as well i.e. providing lifts, ramps, furniture at right height for children with physical disabilities.3.2 Identify barriers to children and young peoples participation.BibliographyBaker. B, Burnham. L, (2010) financial support Teaching and Learning in Schools Harlow HeinemannBaker. B, Burnham. 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