Sunday, March 10, 2019
Promote equality and diversity in work with children and young people Essay
These were put into place to see to it that exclusively organisations and agencies start-to doe with with children amid birth and 19 years should knead together ensure that children shake off the support needed to be healthy, stay safe, enjoy and achieve, f be a positive contribution and ahieve economic wellspring-being. The key aspect of the get along was to overhaul child protection and chilrens services in the UK. both Child Matters has been futher developed through the publication of the Childrens Plan 2007 which sets come to the fore to ameliorate educational bug outcomes for exclusively children.Race Relations prompt 1976 and 2000This places a statutory duty on instructs to promote race equality. It makes it against the law for a person to be discriminated against, whether directly or indirectly. Schools atomic number 18 evaluate to improve the educational achievements of all children and to promote equal opportunities and good relations between different ra cial groups. Schools are also required to have a race equality policy which is linked to an action plan.Disability Discrimintaion defend 1995 and 2005This make it illegal for services (shops and employers) to discriminate against discapabled people. According to this recreate, a person has a disability if he /or she/ has a physiological or mental impairment which has a substantial and long-term uncomely effect on his /or her/ ability to carry out radiation diagram day-to-day activities. Now it is a statutory requirement to encourage the inclusion of children with disabilities into mainstream schools.The Disability and Discrimination feign 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme. This must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, supply and others who are disabled. Also, there must be an Accessibility Plan in place which identifies how th school bequeath incre ase accession to the broadcast improve the physical environment and provide information in a range of ways to meet the necessitate of individuals withdiability.SEN Code of Practice 2001The fussy Educational Needs and Disability Act 2001 strengthened the right(a)s of parents and SEN children to mainstream education. It make meaning(a) changes to the educational opportunities that are available to children with disabilities and special educational needs.Human Rights Act 1998The United Nations first set a standard on mankind rights in 1948 with the Universal Declaration of Human Rights. In 1998 the Human Rights Act gave a further legal status to this. The basic human rights are the right to life independence from torture and degrading treatmentfreedom from slavery and forced labourthe right to libertythe right to sporty trialthe right not to be punished for something that wasnt a crime when you did it the right to abide by for private and family lifefreedom of thought, conscie nce and religion, and freedom to express your beliefs freedom of expressionfreedom of assembly and acquaintancethe right to marry and to start a familythe right not to be discriminated against in respectt of these rights and freedomsthe right to peaceful enjoyment of your attributethe right to an educationthe right to participate in free electionsthe right not to be subjected to the death penalty.UN Convention on the Rights of the Child 1989The UK sign this legally binding agreement in 1990. It leads on from the Human Rights Act and sets out the rights of all children to be treated equally and fairly and without discrimination.1.2 The imprtance of promotiong the rights to companionship and equality of access All pupils should be able to fully access all areas of the curriculum. The advent of the Every Child Matters framework and the revolve about on personalised learning in all sectors of education has also made this high on the agenda. The reasons for this areHuman rights all children have a right to learn and play together children should not be discriminated against for every reason inclusion is concerned with improving schools for staff as well as pupilsEqual opportunities in education children and juvenility people do better in inclusive settings, both academically and socially children and young people should not need to be separated to achieve seemly educational provision inclusive education is a more businesslike use of educational resources Social opportunities inclusion in education is atomic build 53 aspect of inclusion in society children need to be twisting and integrated with all of their peers. We always have to be aware of the needs of different pupils, whatever these may be. These may become more unpatterned as we get to know individual pupils. These who may be open could include pupils pupils with special educational needs those who speak English as an additional language who are new to the school pupils are able and talented w hose culture or ethnicity is different from the predominant cultture of the school who are in foster care whose parents views are not consistent with those of the school.1.3The immensity and benefits of valuing and promoting cultural diversityAll schools must be aware of the sizeableness of valuing and promoting culturaldiversity. Most schools are actively include a number of strategies to ensure that children from all cultures feel welcome in school. These may be words are displayed in a variety of languages in classrooms and in different areas of the school other languages spoken in different lessons or during registration themed days, festivals and celebrations from other cultures discussed and explored representations from other cultures found in books and learning resources, and displayes around the school parents involved in finding out sessions with children.These will have a number of benefits for children and young people mainly that they will go up up in an environmen t which values cultural diversity and enables us to learn from one another. If children and young adults are finding out to the highest degree other cultures and belief systems from an early age, they become more open and accept towards each other. Children from all backgrounds need to know that the culture and status is determine as this helps them to feel settled and secure. This in turn contributes to the being able to learn. If they feel isolated or anxious, it is more likely that learning will be difficult for them.Outcome 2Pudersant the importance of prejudice and discrimination on children and young people 2.1Ways in which children and young people can give birth prejudice and discrimination There are m either ways in which children can experience prejudice and discrimination in school. There is a big pressure on children to fit in and to conform with expected appearances and behaviour that they may be discriminated against and bullied that they may be discriminated agains t and bullied if they do not. In school, all staff needs to be vigilant to ensure that children respect and embrace diversity. Children can experience prejudice and discrimination in the surface-to-air missile way as adults due to race, religion, age, sex, culture or ethnicity. We can focus on comments about a childs appearance or clothes children not interacting with others who may be different children being excluded because they are boys or girls children only socialising with otrs of the same race or ethnicity.2.5How to challange discriminationWhenever we witness discriminatory behaviour and comments, we have to challenge, record and report the incident. Children sometimes say things without understanding the impact on others, also the consequences. It should be made clear to them that their comments are not acceptable and that everyone in school should be treated fairly and with respect.Outcome 3Support inclusion and inclusive practices in work with children and young people 3. 1What is meant by inclusion and inclusive practicesPupils are all have an equal right to education and learning. Equal opportunities and inclusion should ca-ca account not only of access to provision on school premises, but also to facilities outside the school setting. All organisations that offer educational provision must by law ensure that all pupils have access to a broad and balanced curriculum. The school should ensure that inclusive practices are a matter of coures within day-to-day provision and that any barriers to inclusion are identified and removed.
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