'Equality, Diversity and Inclusion in Work with Children and Young People Essay\r'

' comp ar crop 2010 in Schools\r\nThe comparison strike 2010 is the law which bans unfair treatment and athletic reinforcing stimulusers fulfill equal opportunities in the oeuvreplace and in wider society. The bit brings together and replaces the previous anti- secretion laws, much(prenominal) as the handicap Discrimination, pass Relations and Equal Pay Acts with a single Act. The majority of the Act came into place on 1st October 2010.\r\nW don the act requires of tames in particular â€\r\n furcate 6 of the act states that the responsible give littleons essentialiness not discriminate against a savant †a)In a way it provides educational activity to the cultivate peasant\r\nb)In the way it affords the pupil nettle to a bene mark off, facility or aid c)By not providing education for the pupil\r\nd)By not affording the pupil gravel to a benefit, facility or return e)By excluding the pupil from give instruction\r\nf)By subjecting the pupil to so me(prenominal) an new(prenominal)(prenominal)(a) detriment\r\nIn addition to the provisions against inconsistency, the Act similarly protects pupils from harassment or victimisation by a school.\r\nA schools craft to its pupils goes beyond equit fit the formal education; it provides and covers entirely school activities such as extra-curricular and leisure activities, after school and formulation clubs, sports activities and school trips, as salutary as school facilities such as libraries and IT facilities.\r\nAs stated to a nobleer place a school has a duty to puff reasonable adjustments for disabled tidy sum. Extending the reasonable adjustment duty to require schools to provide auxiliary aids and run to disabled pupils following the recent consultation on implementation and approach, this duty was introduced in September 2012.\r\nWho the Act protects-\r\nAny peerless who has iodin or much of the following ‘ protect characteristics’ †Age, Dis migh t, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race (including ethnic or national origin, colour or nationality) devotion or belief (including lack of belief, gender and sexual orientation).\r\nProtected Characteristics in Schools â€\r\nThe Act extends shelter against discrimination related to gender reassignment and pregnancy and maternal quality to pupils in school. However, the Act captures an exception that discrimination on the grounds of age and marriage and civil union are not protected in schools. This is because children moldiness be put into age ranging year root words in school and each(prenominal) child and tender someone is seen and set as an psyche on that pointfor are not entitled to be treated as a married ‘couple’.\r\nEvery kid Matters †How does this modeling punt equality, diversity and cellular inclusion?\r\ncellular inclusion †Schools are organise so that all in all students provoke le arn together. cellular inclusion is closely ensuring that children and issue throng, any(prenominal) their background or moorage, are able to go in fully in all aspects of the school. Inclusive exerts bequeath ensure that everyone shades valued and has a sense of belonging.\r\nEquality †The state of organism equal, in rights and opportunities. Equal fortune does not mean treating pupils the same, provided ensuring the course of instruction meets the individual(a) extremitys of all pupils. This involves understanding the barrier which exists. treatment strategies, such as additional support, tin consequently be put into place at an primeval stage before children nail down too utmost behind. High expectations of all children are fundamental to facts of lifetime achievement\r\nDiversity †The state of being diverse variety.\r\nDiversity means understanding that each individual is unique and recognising our individual ends.\r\nBe Healthy â€\r\nBy scho ols go gratuitous and/or low psycheify healthy snacks for children e.g. fruit and vegetables, their ‘tuc shop’ only religious offering healthy foods and drinks, by serving healthy and well equilibrize school meals at lunch magazine and by offering alternatives for children who view allergies or specializer diets, they are supporting inclusion at heart the school and too openhanded children from lower income families the opportunity to save wipe show up a healthy well balanced diet.\r\nEnjoy and Achieve â€\r\n exclusivelyowing certain littleons to be abstruse ability gives all children a come up to work together no matter what their ability or level , therefore supporting both inclusion and diversity. For lessons/subjects where children work in set ability groups the frame as a whole bequeath windlessness be learning the same things (however worksheets/aims whitethorn be discreetly altered for certain children). This means that no child is quara ntined or excluded and by the ability groups having individual names (e.g. colours) rather than being referred to as ‘lower level group’ and ‘higher level group’, it means children pull up stakes not adjudge they are being ‘labelled’.\r\nMaking a Positive Contribution â€\r\nBy giving every child the opportunity to pay back their work displayed, dumbfound part in school plays, choirs, and assemblies, it is supporting equality and inclusion. Another way of supporting this is by giving all children the chance to answer questions. For interpreter by pulling names discover of a hat or using lolly sticks with names on to select who answers questions so that the children who whitethorn not touch confident enough to put their hand’s up or those who may be shy, provide get as much of a chance as those who volunteer to answer every question.\r\n solution 1.2\r\nDescribe the importance of supporting the rights of all children and s mall commonwealth\r\nUN Rights of baberen\r\nThere are 52 expressions in the UN Rights of Children. Below are examples of 5 of these rights and how they potty be supported by schools â€\r\nArticle 2 †Non discrimination\r\nOne of the slipway schools drive out support this article is by ensuring all school trips and activities are priced as low or where possible are procurable for free so that all children, including those from low income families can take part.\r\nArticle 12 †Respect the views of a child\r\nSchools can support this by taking into account children’s opinions on decisions that affect them. An example of this is by allowing schoolboyish lot (with guidance from teachers and parents) to choose which subjects they testament study at GCSE level.\r\nArticle 16 †Right to privacy\r\nSchools support this by ensuring all children’s personal information is kept orphic and only shared on a need to cheat basis.\r\nArticle 28 †Right to education\r\n(Discipline in schools should respect children’s dignity) Schools can support this by having a structured disciplinary surgical procedure running by means ofout the school. For example, a 3 strikes or yellow and red card system, resulting in speckle out, detention and/or parents being contacted. This way all children are treated the same and given a second chance to improve their behaviour.\r\nArticle 39 †Rehabilitation of child victims\r\nSchools support this by offering a school councillor, by teachers and support supply being approachable and by having a designated fragment of staff in school to help sell with any personal situations, for example a prove Support Worker.\r\nD.A.P †deterioration Access Plan\r\n constipation Access Plan is an important document for schools and by law every school must(prenominal) scram one. In order to reduce and eliminate barriers to access for pupils (and prospective pupils) with a disability, schools mu st implement a disability access plan. The plan contributes to the review and change of related school policies such as schools strategic plan (improvement and development plans), SEN policy, equal opportunities policy and course policies.\r\nwhy is it important that schools nurture children’s rights?\r\n•To bridle exploitation of children\r\n•To protect children from harm and danger\r\n•To help children face secure and comfortable to talk and fork over an opinion\r\n•To prepare them for adult life\r\n•To leave children much than assertive\r\n•Safeguarding †helps to identify hatful who are taking advantage\r\n•To help children aspect more happy and content therefore are more likely to achieve\r\n•To help children understand that other state turn out rights too\r\n•To give children aegis\r\n•To help ensure all children are treated equally\r\nOutcome 1.3\r\nThe importance of supporting the rights of a ll children and unfledged pack to enfolding and equality of access\r\nIt is important to support the rights of all children and teen people to participation and equality of access, as there is no reason in law or practice to leave anyone out. Inclusion is not optional as all children move over defined entitlements to education and schools have legal responsibilities to support this. It is important that pupils of all abilities have access to all activities in school. By doing this you are helping to prevent any children from touching isolated and will also be assisting in creating a happy and positive environs and atmosphere.\r\nOutcome 1.4\r\nThe importance and benefits of valuing and promoting hea accordinglyish diversity in work with children and small people\r\nIt is important to value and promote cultural diversity when working with children and young people for numerous reasons; it helps prevent discrimination, prepossess and ignorance, teaching them that some cult ures and people are different and that it is okay to celebrate these differences. As most schools are multicultural, by valuing and promoting cultural diversity, it will mean that no child will whole step excluded or unwelcome. directions of doing this would be by celebrating and acknowledging other cultures and events such as Christmas, Chinese New Year, Lent, dispirited History Month, Diwali, Thanksgiving, etcetera This could be done by holding an assembly about the event, including it in the course of instruction or by teaching a offspring around it. It is also important children learn about prominent people in history from a variety of cultures and backgrounds and how they have helped to grow a difference and shape the world.\r\nOutcome 2.1 & 2.2\r\nThe ways in which children and young people can experience preconceived notion and discrimination and the impact it can have\r\n blemish: Forming an opinion of an individual or a group which is not based on knowledge or f act.\r\nDiscrimination: Treating an individual or group less favourably because of personal characteristics such as race, religion or special educational needs.\r\nChildren and young people can experience prejudice and discrimination in many an(prenominal) ways. Below are examples of some ways children and young people can experience prejudice and discrimination and the impact it may have on them â€\r\n•A child is unable to access the information processing system within the classroom, as his wheelchair won’t fit Impact this may have on them †The child may leave school with ICT skills that are less developed than those of his peers.\r\n•An unidentified dyslexic child being unable to read on white physical composition with black print Impact this may have on them †The child could academically try, it may organise to behavioural problems and self-esteem issues.\r\n•A child in care\r\nImpact this may have on them †They may become a victim of deterrence because of their home base life being ‘different’. whitethorn struggle academically and could fall behind on work referable to inconsistency.\r\n•A child or young person living in fiscal sturdyship\r\nImpact this may have on them †The child/young person may struggle to have a tender life due to their responsibilities at home. They may struggle to concentrate at school if they are worried about their home life.\r\n•A child carer (parents with addictions or disabilities)\r\nImpact this may have on them †The child may feel isolated and different to others. They may miss out on school trips or activities and their social life may also dramatically suffer.\r\n•A young person with little hygiene or poor hygiene practises Impact this may have on them †This may be a sign that the young person is suffering from depression. They may become a victim of bullying.\r\nOutcome 2.3\r\nAssess how own attitudes, value and behaviour cou ld impact on work with children and young people\r\nChildren and young people learn through copying adult behaviour, so it is important that you are a good single-valued function model within the education setting.\r\nBelow are examples of four scenarios of when the article of belief champion’s attitudes, values and behaviour can have an impact on children and young people and what a young person may do or feel if they see a TA behaving in this way-\r\n breeding retainer giving plaudit to children for tidying up â€\r\nBy the Teaching coadjutor acknowledging and valuate this positive behaviour the children will be gain to behave in this way again.\r\nTeaching Assistant standing with hands in pockets, looking indifferent while a child excitedly explains to them how they have just scored a goal from a free kick â€\r\nBy using closed personate language and by not showing any engage or enthusiasm in the child, they may feel as though what they are apothegm is not important. They are telling the Teaching Assistant about their achievement as they are olympian and looking for praise, but by not acquire this they may not try as hard to achieve next time or may feel as though they cannot approach the Teaching Assistant in the future.\r\nA young person thanking a Teaching Assistant for their advice â€\r\nThis shows that the young person is clearly comfortable talking to the Teaching Assistant therefore must have trust and a good relationship with them. This is very important as it creates a happy atmosphere and means that the young person has someone they are able to go to with their problems.\r\nDuring a lesson 2 Teaching Assistants are school term at the back of the classroom chatting whilst the teacher has positioned himself at one place of the classroom leaving one child working on their ownâ€\r\nBy the Teaching Assistants sitting at the back of the classroom chatting this is not only promoting bad behaviour but also showing a lack of interest to the children therefore making them very unapproachable. With the Teacher positioned on one side of the class leaving one child sitting on their own it will make that child feel isolated and not include with the rest of class. If they are not able to interact with the rest of the class, the child may soft lose interest in the lesson and may feel as though they are unable to consume questions even if they are struggling to understand the work or tasks being set.\r\nOutcome 2.4 & 2.5\r\nThe importance of promoting anti-discriminatory practice in work with children and young people and how to challenge discrimination\r\nWithin the education setting, you must take positive action to challenge discrimination.\r\nWhy is it important to promote anti-discriminatory practise?\r\n•To ensure that we are encouraging children to become good citizens\r\n•To encourage children to make a positive contribution in school and their community\r\n•To enable children and adults to become positive role models\r\n•It enables us to provide children with equal opportunities to access the course of study\r\n•To create a safe learning environment and community\r\n•It ensures that barriers to participate are removed\r\n•To promote equality and diversity\r\n•To ensure children and young people have confidence and have a high level of self esteem\r\n•It stops children from feeling isolated\r\n•Teaches children to accept differences and respect others\r\nScenario:\r\nWhile providing playground supervision one lunchtime, you hear pile make a racist comment towards Myra. Myra seems upset by crowd’s comments and walks off to the other side of the playground.\r\nWhat can you do to help in this situation?\r\nBring the two children together, let pack know immediately that this type of behaviour is completely impossible and will not be tolerated and that relevant penalty will be issued. Reassure Myra that s he has done zilch wrong and give her the chance to tell James how the comment made her feel, then ask James to apologise.\r\nHow can you challenge the discrimination?\r\nAsk James how he would feel if he was picked on, he also needs to be made aware that there are consequences to his actions. Refer him to a senior constituent of staff and explain to them exactly what has happened and the actions you have already taken. Ensure the incident is logged and monitored.\r\nHow does your workplace promote anti-discriminatory practise?\r\n•Posters around the school and staffroom\r\n•Regular staff teaching on how to deal with discrimination\r\n•Bring it into the curriculum\r\n•Newsletters sent to parents about school policies and procedures on discrimination and other zero tolerance issues (this information is also available on the school website)\r\n•Assemblies highlighting issues\r\n•All incidents logged and monitored\r\nOutcome 3.1, 3.2 & 3.3\r\nW hat is meant by inclusion and comprehensive practices and what are the features of an inclusive setting for children and young people\r\nInclusion in education is ensuring all children have equal access to the curriculum by removing barriers to participation. Inclusion is not optional: children have defined entitlements in this area and settings have legal responsibilities.\r\nThere is a legal framework to which all schools must comply. This framework consists of the following 2 duties †No school must discriminate anyone who requires access to the building (staff, parents, carers, children, etc.), all schools must make reasonable adjustments and provide a Disability Access Plan.\r\nroadblocks to Participation\r\nA barrier to participation is something that can stop the child from being included in a lesson or activity, this could be physical, social or emotional or language related.\r\nHow can you support inclusion and inclusive practice while working with children and young p eople? You can support inclusion and inclusive practice in many ways; first of all it is important to have a ‘can do’ attitude. If a school has a positive and encouraging attitude then this will also reflect on how the children will behave and feel towards inclusion.\r\nIf you are working with a child with special needs or a disability do some research so that you are aware of what the barriers may be as you may need to adapt lesson plans, talk to their senco worker, parents, etc. It is also important to talk to the child/young person so that you know what their abilities are and what they feel comfortable with. Observe other schools, find out how they deal with barriers and inclusion.\r\nBelow are some examples of barriers that may affect children and young people’s participation, and the ways in which you can spank these barriers â€\r\n hindrance †Child can’t access table as their wheelchair will not fit under Way to batter barrier †Instal ling rise and fall desks.\r\nBarrier †Child with hearing difficulties\r\nWay to whip barrier †by sitting child unaired front of the class so that they have more chance of being able to hear and so that they can see the teacher’s embouchure clearly so they can lip read.\r\nBarrier †Child/young person in a wheel chair cannot open doors Way to overcome barrier †by installing doors with motion sensors.\r\nBarrier †Child with autism does not have a structured behaviour management plan Way to overcome barrier †by putting together a structured behavioural plan after discussions with both child and parents.\r\nBarrier †Playing field utilize for PE is wet due to rain meaning a child in a wheelchair will be unable to access it Way to overcome barrier †by moving lesson to another suitable hole e.g. playground.\r\n'