Equality, Diversity and Inclusion Essay

1.1 light upon the current commandment and codes of pr fermentice relevant to the advancement of equivalence and valuing of diversity.There is various legislation and codes of institutionalize relevant to the packaging of equivalence and valuing of diversity in includingsee moreanalyse the potential lease of barriers to catchity and inclusionHuman Rights comprise 1998 Gives further judicial status to the standards on Human Rights that was educate aside in 1948 with the widely distri only ifed Declaration of Human Rights. This highlighted the principle that alone humans pull in the equal rightlys and should be treated equ completelyy. This act a corresponding sets out the rights of solely in all individuals and bring home the bacons individuals to sell action against authorities when their rights argon rivaled.Every peasant Matters 2003 Every chela Matters was introduced for all organisations and agencies in order to encounter they feed together to en g enuine that they support the tenuous fryren they wager with, between birth and 19 years, to the full in order for them to achieve the 5 out tote ups they set out. The acronym SHEEP ignore support up you to regain themStay honor satisfactoryHealthyEnjoy and achieveEconomic eudaimoniaPositive contri unlessionSEN Code of wrenchout 2001 The specific Education call for and Disability execute (SENDA) 2001 was introduced to streng because the rights of p bents and SEN unripesterren into a mainstream education. It in any fountain made subject matter(a) changes to educational opportunities that ar available to squirtren with disabilities and special educational indigences which elbow room that these children be more correspondingly to be educated in mainstream rails.UN figure of Rights of the Child 1989 The UK signed the actionively bindingagreement in 1990 which leads on from the Human Rights answer. This act sets out the rights of children to be treated e qually and middling without world discriminated against. This treaty was ratified in 1991 by the UK government and they ensured that all rights of children ar protected done law. This legislation to a fault urinates their rights extensive fashioning sure that all children wee a right to an education and that their views be respected.Children Act 1989 and Children Act 2004 (updated 2010) The 1989 act sets out the duty of Local regime to provide services according to the attain of children and to ensure their safety and welf be.The 2004 Act underpins the Every Child Matters outcomes in order to provide effective and tender services for all children.Education Act 1996 This act sets outs the responsibilities towards children with special educational motifs and also leads naturalises to provide surplus resources, equipment and/or support to sate their needs.racial and Religious Hatred Bill 2005 This bill makes it illegal to jeopardize multitude because of their rel igious belief or to stir up hatred against a person because of their faith.Employment E timberland (Religion/Belief) Regulations 2003 This act outlaws discrimination (direct/indirect discrimination, torment and victimisation) in employment or vocational training on religion or beliefs. Non-belief is also covered by these regulations.Employment Equality (Sexual Orientation) Regulations 2003 This act outlaws discrimination in the corresponding mien as the Religion/Beliefs regulations only when on the grounds of sexual orientation. This act covers masses who atomic number 18 gay, lesbian, sissified and heterosexual.Age Discrimination Act 2006 This act makes it unlawful to discriminate against anyone ground on their age. The act covers all forms including that of spring chicken and older pupils.The Equality Act 2010 The Equality Act 2010 brings together the adjacent pieces of legislationHuman Rights Act 1998Equal Pay Act 1970Sex Discrimination Act 1975 belt along traffic Act 1976Disability Discrimination Act 1995Together this legislation pr til nowts services from discriminating against any meeting being induce, gender or disability. It also requires tutors to kindle inclusion, disability and race equality for all. This act also made it illegal, whether without delay or indirectly, to discriminate. Under this act schools moldinessiness also actively levy equal opportunities and unequivocal relationships between all groups of children and there is a statutory requirement on schools to advance inclusion of children with disabilities into mainstream schools.Special Educational Needs and Disability Act (SENDA) 2001 This act prevents all educational providers from discriminating against pupils with SEN or a disability.Code of Practice on the traffic to Promote Race Equality 2002 This is a statutory code which supports the popular authorities to visit the duties set out in the Race Relations (amendment) Act 2000. All schools must produce a written race equality policy and include information on practical slip right smart in which schools volition work to come along racial equality. Schools need to micturate policies which show they be working towards the following outcomesReducing the gap of educational achievement between contrastive ethnic groups Improving the relationships between opposite racial groupsImproving the behaviour of pupilsPromoting greater involvement of p bents and communityEnsuring rung working in the school reflect cultural diversity of the parliamentary procedure Creating an admissions policy which does non discriminateThese policies must also include the strategies in which the school use to monitor the difference that the policies make to individuals and the school.Removing Barriers to Achievement the Governments dodge for SEN (2004) This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the governments visio n for education of children with SEN and/or disabilities. The principles included argon the need forEarly InterventionRemoval of barriersRaising achievement rescue of improvements through break innerships across servicesDisability Equality Scheme and glide slope Plan The Disability Discrimination Act 2005 builds on the 1995 act by requiring all schools to produce a DES. This sets outs the manners in which schools promote equality of fortune and promote collateral attitudes towards staff, pupils and near new(prenominal)s with disabilities. It must be an action picture which identifies how discrimination barriers are removed i.e. improvement to the physical surroundings such(prenominal) as ramps, lifts, room layout and lighting.School Policies School policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must befuddle written policies which reflect the rights and responsibilities of those w ithin the school environment. alike the policies must provide guidance for staff and visitors to the school for the ways in which they trick ensure inclusive course session.My setting, Hillbourne, has the following policies which relate to these terms Racial Equality PolicyEqual OpportunitiesSEN PolicyAnti-Bullying PolicyChild protective covering PolicyDisability PolicyGifted and Talented PupilsSchool policies must also include ways in which the school promotes rights and equality of opportunity for children and tender spate. The school must also monitor the strengths and weaknesses in their policies.1.2 par put one over the fundamental of promoting the rights of all children and unexampled pack to intimacy and equality of access.It is authorised as a practitioner that you ensure the children you work with are scholarship and fiddleing in an inclusive environment as they all give way a right to a broad and balanced curriculum. They also keep a right to have equal acce ss to the curriculum no matter of compass, race, culture, gender, needs or disability. It is also self-asserting that you ensure you are sensible of the needs of all the children you work with for example if they have EAL or SEN, if they are new to the school, if they have a unlike culture or ethnicity or if they are in foster business organization. You need to allow children to have equal opportunities as it is part of their human rights all children have a right to play and regard together. It is signifi wadt that all children are not discriminated against in any way if this happens you need to make sure that the correct measures are used to deal with the problem and prevent it from happening again. It is essential that all children are allowed to move into in activities that provide broaden their horizons i.e. school outings.At my setting in Hillbourne, last summer Reception went on a school trip to Honeybrook Farm and there was a child, S. CD, in the strain who had S EN. His mum had written a note to the club trainer to set up that she lossed him to go on the mini bus with the some another(prenominal)(prenominal) children and she would meet us at the farm. At the farm he stayed with his mum and his matched up until lunch date. He had lunch with all the other children and later on this he went home with his mum (as he only did mornings in Reception). afterward lunch we had a tractor ride so S and his mum went with the prototypical group as they were going to go home this was good because eventhough he had SEN he was able to participate in approximately aspects of the school trip just as much as the other children.There is a dilemma when promoting rights of all children and young quite a little as there rear be times when they wish to undertake a task which you have is not in their capabilities or not safe to do so solely the children have the right to do activities that bequeath broaden their experiences. While promoting the ri ghts of children and young plenty, you should ensure that all children participate in as it green goddess answer to raise their achievement, self- identicalness and good relationships with their peers. It is important that you allow equal opportunities in education as children and young people are more likely to do better in inclusive settings, academically and socially. By promoting the rights of children and young people, they exit obtain like they snuff it and it pass on occupy improve their self-esteem. It is also important that where applicable you should ensure that all activities are always tailored so that all children preempt participate regardless of their needs.1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people.We now live in such a versatile society with different religions, cultures and a lot of people with EAL that it is important that we time value and promote cultural diversity especi ally when working with children. It is important that we larn children that it doesnt matter where you come from, what beliefs/views you have, what language you verbalize or what you fancy like, everyone is equal and deserves the same opportunities as anyone else by doing this we encourage children to value everyone which in turn go forth s dampen out them have an blustering mind and be able tolerate differences more easily. It is also important to value and promote cultural diversity because it roll in the hay second to prevent stereotyping, outrage, discrimination and also reduce the risks od tokenism (where you only ac beledge different cultures/religions through menus or at certain times of the year).Promoting and valuing cultural diversity benefits children in the following ways They have the medical prognosis to learn nigh other cultures and views that aredifferent from their own They whitethorn have minimum tolerance issues study most cultures and distinct features of places allow for add knowledge and if they travel to these places their adjustment to life history there get out be minimal and natural as they have grown studying and being around other cultures Helps children to meet that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make sense of their larn with connections to their own livesIt is important that when we value and promote cultural diversity we hear and take answer for of the backgrounds and cultures of the children and young people in our care as it impart servicing us build effective relationships with them and help us provide more effective support during their discipline. Also by doing this we bathroom help children live like they are accepted if we penalise a child because they come from a different background this foundation make them olfactory modality unwanted and this leave alone also affect the way the other children in out care learn as they will resource up on the way we behave and they may think that it very tumesce for them to behave this way. It is important that we get across that just because a child is from a different culture or brookt speak our local language doesnt mean they dont belong they will 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 daily hindquarters there should be no scope for people to gather and from baseless preconceived notions or qualityings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to compare other values, beliefs and cultures to their own and can help them to appraise food/things from their on cultures whilst also respecting others.Valuing and promoting c ultural diversity can help with the education that we translate to the children and young people we work with as they can learn about different cultures, habits and other things unique to a specific culture. It also helps to promote education through books but also by facing different cultural issues in the classroom 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 realise at. This helps them to run across out about things and objects that we dont necessarily get in this coun approximate while learning about 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 dont get the chance to see in this country. My other setting, Old Town School and greenhouse, help value and promote cultural diversity by having a obtain sign, written in different languages from English and French to Arabic and Polish, alfresco the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Year 2 they have about 26 different languages spoken. In the main hallway Old Town have a poster showing the different first languages that are spoken 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 quick environment for everyone to play, learn and work in and al so allows everyone to get along well with each other.2.1 Explain ways in which children and young people can experience prejudice and discrimination.It is important throughout our work as practitioners that we are aware of the fact that a child/young person will 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 people can experience prejudice and discrimination in many ways. wrong is when you have preconceived negative thoughts or beliefs about individuals who belong to a particular group and discrimination is led behaviour or actions motivated by unfairbeliefs this can be directly or indirectly. bear discrimination can be A child not being allowed to access 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 no t being accepted because of special education needsChildren not playing with another child because of a specific causa (i.e. pelt colour, hair colour, gender etc.)Indirect discrimination can includePractice and procedures are applied without consideration to individuals circumstances i.e if you externalise a school trip where you may be required to wear a hard hat this would discriminate against someone who wears a turban.You can also have individual discrimination where policies and procedures allow praxis which directly or indirectly discriminates against someone. Individual discrimination can be deft by individuals or groups. Mostly prejudice can occur because of a privation of knowledge and understanding in diversity which is way it is imperative that we value and promote this through our arrange. 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 anticipate 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 doctor of prejudice and discrimination on children and young people.Experiences of prejudice and discrimination can affect children and young people in many ways. There are cases where the do are minimal but there are also cases where the effects and consequences of such actions are very serious and will require a lot of support from staff that look after that child and possibly will need help from outside agencies depending on thesituation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they would think Why are they picking on me? Im no different to them they may not be fully aware of the fact that they may be different and this could be the reason for the child discriminating 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 making sure the teaching is seize with their age. With older children they are more aware of the ways in which they are different from their peers intend that their actions could have more serious side affects on the person being discriminated against. One side affect could be a young person self-harming this could happen when a young person is being discriminated against so often 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 impact aca demically as when in class they may know the answer to a question but may not feel brave complete to put up their raft and actually answer. Also they may feel they know an answer but then they may cancel to doubt their answer and then will not put their hand being too afraid 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 financial aid to themselves. They will feel worthless and like they are under achievers by outing themselves down centre 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 through it in the past.Children and young peoples personal, social and emotional emergence (PSED) will be affected as they will find it herculean to form positive relationships with peers and the adults that work with them. Children will feel with drawn socially and will not settle in while at school or feel happy which will impact 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 decline meaning that they will find it harder to be happy and play with others. Their self-esteem and confidence will be knocked and they will find it harder to open up about how they feel. They will feel that they cant run out to the adults looking 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 possible 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 atmosphere in the setting and could impact on the other children as they will start to feel unhappy and then the adults in the classroom will have more problems to deal with meaning they could become 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 fewer 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 quickly as possible and deal with the situation as professionally and sensitively as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while making good relationships with their peers.2.3 Evaluate how own attitudes, values 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 accordingly it is racy that you assess and evaluate your attitudes, behaviour and values regularly and make a point oflooking at how they can affect your suffice 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 determination 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, inhibit personalised support as you will have a broader course of knowledge of the different cultures and customs of the children and/or young people meaning you will be able to talk and act in the remove way towards them and they will know that you care about them and are implicated 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 worried about certain things as they know you will listen and take what they say seriously.Generally my behaviour is seize and professional when I am working with the children in my care but sometimes I can get a bit irritate when children come to ask me something, this is normally if I am meddling with a job the teacher has given 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 attemptable 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 something lamentable 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 strong sense of self-worth. You need to make sure that you dont letyour own values and beliefs affect your traffic pattern and the ways in which you support pupils. If you respect others beliefs and values they are more likely to payoff the favour meaning e veryone 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 alter 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 additional 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 an d 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. outlay 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 finish the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for dickens children. She took a group of children to do a maths activity with them, a bookman who is training to be a teacher took a group and another volunteer took a gr oup as well but she gave two children, M. S and E. C a scrap 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 beautiful pebbles and little plastic frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they found out. I sat with them watching what they were doing and they were telling me about which box would the most and least.It is important to think about the ways in which your answer 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 y oung people in order to take a crap an inclusive environment where everyone can enjoy and achieve. This is defined 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 means of conveying it and an appropriate interview to spread the message. By promoting anti-discriminatory you can help to form a hind end 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 ambitious 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 r ole model. 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 wrangle and actions you use are 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 disc rimination.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 practice to promote race equality which requires them to monitor and report all racialist incidents to the LEA. One important thing to do when challenging discrimination is that you actualize anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more confident 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 neb the age of the children as very young children may say som ething not understanding the implications and meaning of what they have said in which case you will need to explain to the child that their comments are not acceptable and that everyone should be treated fairly and equally. In cases involving older children you may need to take further action as they should know how to behave and treat people further actionmay require recording and reporting it to a member of the Senior Leadership Team 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 pr actices. comprehensive practice is not only about the way in which schools provide of children with SEN and disability. Inclusive practice is defined as The process of identifying understanding and breaking barriers to participation and belonging Ensuring everyone feels valuedHaving a sense of belongingRecognising, accepting and celebrating of differences and similarities arrest the medical 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 assumption 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 average 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 disabilit y 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 children 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. 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