Equality, Diversity and inclusion in work with children and young people. Essay

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Equality, Diversity and inclusion in work with children and young people. Essay
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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 1245

  • Pages: 5

Equality, Diversity and inclusion in work with children and young people.

1.1 How does the equality Act 2010 promote equality and diversity? Obtain your schools Equality of opportunity policy. What is its aim? Identify references to action.

The Equality Act protects individuals from unfair treatment and promotes a fair more equal society. Equality and diversity is now a ‘limiting judgement’ in Ofsted inspections. This means that if equality measures are not being implemented efficiently, this will restrict the overall inspection grade.

As a school, you must not discriminate against a pupil or prospective pupil because of their disability, race, sex, gender reassignment, religion or belief, or sexual orientation.

The objectives at Tutshill School are that all children in our school will learn in an environment free from the effects of and without discrimination, and that the working conditions and environment of our staff and volunteers will also be free from discrimination.

Tutshill C of E Primary School strives to ensure that the culture and ethos of the school are such that, whatever the heritage and origins of members of the school community, everyone is equally valued and treats one another with respect. Pupils should be provided with the opportunity to experience, understand and celebrate diversity.

Tutshill School will adhere to Gloucestershire LEA’s Racial Harassment in Schools – Guidelines and make all new teachers, student teachers and ancillary staff aware of the policy.

1.2 Why is it important to support the rights of all children and young people to participation and equality of access?

All children have the right to access all the opportunities which are on offer in the school provision. Each and every pupil has the right to learn and should not be discriminated against for any reason. In order for us to achieve this we must involve the children and parents in finding out what works well in school and what doesn’t. This should be supported by high quality teaching and learning experience. I believe that involving the children in this process would make the children more confident and feel more valued within school.

1.3 How is cultural diversity valued and promoted in your school? Discuss its importance.

Within Tutshill School opportunities are provided for all children to experience others cultures and ethnic backgrounds. This is promoted through literacy lessons. Every term the children I work with have a new topic for example, Greece and The Romans. With each topic they learn about their cultures such as their religion, language and the different foods they eat. The children in year four studied the Romans and did a play for the other children in assembly and also designed a menu for the whole school to try. The Year five class studied Greece and designed and made holiday brochure for display in their class room and also designed a Greek menu for the school to try. This is to ensure that the children understand and value the social and cultural diversity that could be in their own community as well as around the world. Culture can cut across nationalities and faiths and by promoting cultural diversity and the differences of individuals and groups within school will enhance a child’s learning and promote knowledge and understanding of all pupils. Diverse cultures in schools should be acknowledged and reflected throughout the curriculum. By supporting and encouraging children to understand and accept cultural diversity will also prevent stereotyping and reduce prejudice and discrimination within schools. Most importantly, it will prepare children and young people for numerous changes that will happen in their lives as adults where they will inevitably be involved in mixing with adults of different cultures and backgrounds.

Having watched the Teachers’ TV programme ‘Pride and Prejudice’, about Gypsy, Roma and Traveller children, comment on the following.

2.1 What prejudices do these groups face?

Gypsy, Roma and Traveller children face many prejudices throughout their lives. They are not considered part of the community that they live in and often come up against racism, stereotyping, discrimination and abuse not only from other children but adults as well.

2.2 What impact does this have on traveller C/YP?

The impact that racism, stereotyping and discrimination have on the children is that they fall out of school or are taken out of school at an early age. Majority of traveller children tend to leave school or are taken out of school at the end of primary level as they find the transition into secondary school a difficult one due to other children and teachers bulling them and having little knowledge or understanding of their culture. The remainder of the children do not often make it past year 9.

2.3/2.4 How have schools tackled prejudice to raise attendance and attainment?

Schools have tackled these prejudices by increasing other people’s knowledge about these minority groups. For Example:

•Celebrate their culture.
•Looking at the history of the travellers.
•Increasing awareness of their heritage by having day trips to the Romany life centre.

•Traveller children making a booklet to educate teachers and pupils, about their religion and how and where they live. •Showing the pupils a film about travellers about their skills and how they made a living.

To raise attendance and attainment schools have been flexible with rules regarding attendance rates and given extra support especially just before SAT’s. The most important thing I feel is that they treated each and every child the same.

3.1 Explain what is meant by ‘inclusion’?

Inclusion means to be fully included, to make people feel valued and respected irrespective of ethnicity, gender, disability, culture, age, religion and sexual orientation. It is about giving equal access and opportunities to everyone.

3.2/3.3 Provide 3 or 4 examples of inclusive practices in your classroom/school.

During my time at Tutshill School I have witnessed and been part of several inclusive practices.

Example 1.

Within year 4 we have a student who is Chinese. During the Chinese New-year SL brought in sweets for everyone so we could celebrate the Chinese new-year with her. She then had time to talk to the class about what she did during their celebrations.

Example 2.

Throughout each classroom and the school there are displays of children’s work. All abilities are displayed, so the children can see and understand that just because their work may not be the neatest or always correct it will still get to be displayed.

Example 3.

During P.E all children will be included, whether they have a lower ability or any medical issues. The games that they are playing will be adapted if needed to so that every child has the opportunity to participate.

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Equality, diversity and inclusion in work with children and young people Essay

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Equality, diversity and inclusion in work with children and young people Essay
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  • University/College:
    University of California

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 909

  • Pages: 4

Equality, diversity and inclusion in work with children and young people

1.1 What are the laws and codes of practice that relate to the promotion of equality and the valuing of diversity? (Make a list).

Disability Discrimination Acts 1995 & 2005
Special Educational Needs and Disability Act 2001
Race Relations Amendment Act 2000
Human Rights Act 1998
Children Acts 1989 & 2004
Education Act 1996
Equality Act 2010
Carers and Disabled Children Act 2001
Every Child Matters 2005

1.2 Why is it important to support the rights of all children and young people to participation and equality of access?

All pupils have the right to a broad and balanced curriculum, which schools have a duty to provide. They should have equal access to the curriculum irrespective of their background, race, culture, gender, additional need or disability. This curriculum refers to learning within and outside of the classroom and it is important that all children are provided with positive and high quality standards of teaching. By providing this equality of access personal achievements of CYP’s will be maximised.

Participation involves everyone within a school. Inclusion of pupils and parents alike, regarding development of school policies perhaps, should be a two-way process with the teachers, via student councils and parents’ meetings. Participation could also take place in the classroom where CYP’s can relay what works best for them and they then feel that they have a voice.

1.3 What are the benefits of valuing and promoting cultural diversity in work with young people? Why is it important? Recognising and promoting the cultural diversity of individuals and groups within a school will enrich learning and promote the knowledge and understanding of all pupils. By understanding the cultural diversity of the pupils within a school helps them make sense of their learning by making connections with their own lives. Taking account of CYP’s background is essential to build effective relationships and provide support. Diverse cultures in society should be recognised and reflected throughout the curriculum with regards to music, food, and music, to name but a few. By doing this demonstrates a valuing of their culture and supports all CYP’s to explore and understand different cultures to their own.

Outcome 2
Assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5.
Write notes about three imaginary children to outline how prejudice and discrimination might affect them and how you might deal with this. Example 1. Hamish is a 7 and is hard of hearing. He is a loner and finds it hard to make friends. He has difficulty understanding what is happening within the classroom and playground. Approaches I would make to support inclusion and learning

Provide flashcards and more visual aids
Introduce a ‘buddy’ scheme whereby other pupils assist him Educate the CYP’s about his disability via the British Deaf Association, perhaps, talking within the school Liaise with the parents as to how they may know of ways to help, as they will already have strategies in place at home Liaise with the SEN teacher

Example 2.
Maria is 9 and is a traveller. She is new to the school and this is the sixth school she has been to. She is very behind in education due to her moving around. She has a strong accent making it difficult for others to understand her and appears to have been isolated. Approaches I would make to support inclusion and learning

Educate the CYP’s about the traveller way of life, via perhaps having a member of their community attending the school for an assembly Provide extra tuition to improve grades
Provide individual TA support
Introduce ‘buddy’ scheme

Example 3.
Sam is 6 and he has moderate autism. He cannot sit still for long periods. He cannot read or write. Approaches I would make to support inclusion and learning
Allow him to expel any of his pent up energy by going to a safe area and ‘running around’ Make sure during carpet time he has something to keep his hands occupied Provide SEN support
Allow use of IT to type out words
Extra TA support

Outcome 3
Assessment criteria 3.1, 3.2, 3.3
Find out what inclusion means and write some notes about approaches to inclusion in supporting learning. Inclusion is about ensuring that CYP’s, whatever their background or situation are able to participate fully in all aspects of the life of the school. They should be provided with the same opportunities and access to a high quality of education. Best practice checklist for contributing to an inclusive environment Know the individual needs of children and any potential barriers to their learning Listen to children and involve them in their own learning

Know the background and interest of individual children and draw on these when supporting their learning Include materials and resources in your own work with children which reflect diversity in society Find out about the individual targets of the children with whom you work Use different strategies to support children with their learning Have high expectations of all children

Report any concerns that you have about children’s progress and/or well-being

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Equality, diversity and inclusion in work with children and young people Essay

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Equality, diversity and inclusion in work with children and young people Essay
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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 1572

  • Pages: 6

Equality, diversity and inclusion in work with children and young people

1. Understand the importance of promoting equality and diversity in work with children and young people.

1.1.Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity

Each school must have set polices which is formed of guidance and procedures these don’t just mean that there for our teaching and learning that’s happening in the classrooms but all around the school and the school grounds. We must take in account of everyone’s individuality and as group. Before learning the policies of the school you work at it is handy that you recognise the purpose and legislation. This may help you with your role in the school and your own responsibility to policies and legislation. The children and young people’s rights are stated in the united nation’s convention on the right of child (1989) the uk government must make sure the children are protected trough law, the uk government say that the children have a right to education and the right for their own views to be respected.

The special education needs code of practise 2001
This shows the outlines of statutory guidance and the procedures for the policy of children with special needs, this is likely to be changed by the children and young family’s bill 2013.

Code of practice on the duty to promote race equality (2002) This code supports schools and the public services so that they can meet the duty that is set out for race relations act. All schools are required to write a written race equality policy. The school policies should demonstrate that there working towards the following outcomes:-

•Reducing the space of educational achievement between the different ethnic groups •Improving the relationships between all different racial groups

•Improving the behaviour of the pupils

•Promoting more involvement of the parents and our local community

•Ensuring that the staff working in the schools show social diversity of society •An admissions policy that does not discriminate

Removing barriers to achievement: the government’s strategy foe SEN (2004) This shows a form of structure for schools to show achievement of children with special needs and disabilities. The documents show the governments expression for the education of children with special education needs or disabilities. These principles include the need for:

•Early intervention

•Removal of barriers

•The delivery of improvements through partnerships across services

•Raising achievement

Disability equality scheme and access plan
The disability discrimination act 2005 is an improvement on the 1995 act by require the schools to make a disability equality scheme (DES) this shows the way the schools to show positive attitudes to the pupils, staff and others with disabilities. There must also be an action plan, this plan should show the discriminatory barriers are removed for example:

•An improvement to the physical environment, like ramps, lifts, lighting and the way the room is laid out

•providing information in different ways for children with disabilities, such as audio, pictorial and larger print

School policies

Most schools has a mission statement that sets out the commitment of the schools to the inclusion and equality of opportunity. Each school must have written policies to the reflect of the rights and responsibilities of those in the school. Policies should show guidance for the staff and visitors to the schools. There is a number of different policies or they can be combined but must include the ways that the school should work in relation to:

•Cultural diversity/ race

•Inclusive practise/ equality of opportunity

•Bullying/safeguarding

•Gifted and talented pupils

•Special educational needs

•Disability and access

There are different ways the schools promote the rights of equality and opportunity for the children and young people should be included in the policy. There is now a huge focus on the outcomes that is difference the legislations have made to the individuals and groups within the schools. Ofsted make judgement about the schools inclusiveness. It is important that you are up to date with the polices because they change every so often due to the outcomes.

1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access.

Each pupil has every right to a widely diverse and equally balanced curriculum. Teaching and learning must be of very high quality. Each student should have an equal curriculum regardless of their race, background, gender and disabilities. So that your or aware of the importance of supporting the rights of children and young people, it is best if you look into more detail at the outcomes of legislation, codes of practise and policies. On inclusion children and young people can raise achievement and promote self-identity and also great relationships through the participation of policies.

Raising achievement

Improving access to the curriculum will make a huge difference to the personal achievements set by children and young people. Studies have shown that some children and young people have not met the levels they were expected to. The children that have the most concerns are children and young people from black and minority ethnic cultures they are vulnerable due to their economic and physical circumstances. This is sometimes known as an attainment gap. Equal opportunity does not mean that it’s just treating them the same but also their curriculum. This includes the understanding of barriers. Before children fall behind its usually best for intervention strategies to be put in place like additional support at an early stage. High expiations of all pupils are important to raise their achievement.

Improving participation

Participation means that everyone within the school is involved. There are things like parents evening and student councils, these are opportunities to talk to pupils and their parents to talk to them about things like curriculum and things that are happening around the school and development. These can happen in classrooms, school halls and the pupils are usually asked how they learn their best, what could they improve and how they learn.

Developing a sense of identity

The schools should recognise and support the pupils and have access to everything that is happening in school. This should raise their self-esteem and give them the feeling that they belong there. When the children fully participate they usually feel valued for who they are and what they have done. And what they have achieved by acknowledging them and reflecting what they done was fantastic. Children and young people should have the opportunity to do independent learning. Children are more likely to be motivated and achieve full potential when they are making choices.

Improving relationships between individuals and groups

Your actions and attitude towards the children is important for e.g. fairness in what you do as they see you as a role model, the respect can be improved by your everyday contact with them. Children’s rights should be protected but they should know their responsibilities towards others.

Opportunities are provided for all children to experience each other’s cultures and ethnic backgrounds, this is to ensure that they understand and value the social and cultural diversity in their own community as well as around the world, culture can cut across nationalities and faiths and by recognizing and promoting cultural diversity and the differences of individuals and groups within school will enhance a child’s learning and promote knowledge and understanding of all pupils.

Diverse cultures in schools should be acknowledged and reflected throughout the curriculum, by incorporating music, food and stories from a range a of cultures will not only contribute to a rich and more exciting curriculum but will demonstrate that the school not only values the culture of groups but also supports all their pupils to explore and understand cultures that are not their own. By supporting and encouraging children to understand and accept cultural diversity will also prevent stereotyping and decrease prejudice and discrimination within schools. Most importantly, it will prepare children and young people for numerous changes that will happen in their lives as adults where they will inevitably be involved in mixing with adults of different cultures and backgrounds. You could also add a reflective account of some event in your school for e.g. Chinese New Year.

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

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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 3636

  • Pages: 15

Equality, Diversity and Inclusion in Work with Children and Young People

Equality Act 2010 in Schools

The Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. The Act brings together and replaces the previous anti-discrimination laws, such as the Disability Discrimination, Race Relations and Equal Pay Acts with a single Act. The majority of the Act came into place on 1st October 2010.

What the act requires of schools in particular –

Part 6 of the act states that the responsible school must not discriminate against a pupil – a)In a way it provides education to the pupil
b)In the way it affords the pupil access to a benefit, facility or service c)By not providing education for the pupil
d)By not affording the pupil access to a benefit, facility or service e)By excluding the pupil from school
f)By subjecting the pupil to any other detriment

In addition to the provisions against discrimination, the Act also protects pupils from harassment or victimisation by a school.

A schools duty to its pupils goes beyond just the formal education; it provides and covers all school activities such as extra-curricular and leisure activities, after school and homework clubs, sports activities and school trips, as well as school facilities such as libraries and IT facilities.

As stated above a school has a duty to make reasonable adjustments for disabled people. Extending the reasonable adjustment duty to require schools to provide auxiliary aids and services to disabled pupils following the recent consultation on implementation and approach, this duty was introduced in September 2012.

Who the Act protects-

Anyone who has one or more of the following ‘protected characteristics’ – Age, Disability, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race (including ethnic or national origin, colour or nationality) religion or belief (including lack of belief, sex and sexual orientation).

Protected Characteristics in Schools –

The Act extends protection against discrimination related to gender reassignment and pregnancy and maternity to pupils in school. However, the Act makes an exception that discrimination on the grounds of age and marriage and civil partnership are not protected in schools. This is because children must be put into age ranging year groups in school and every child and young person is seen and treated as an individual therefor are not entitled to be treated as a married ‘couple’.

Every Child Matters – How does this framework support equality, diversity and inclusion?

Inclusion – Schools are structured so that all students can learn together. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the school. Inclusive practises will ensure that everyone feels valued and has a sense of belonging.

Equality – The state of being equal, in rights and opportunities. Equal opportunity does not mean treating pupils the same, but ensuring the curriculum meets the individual needs of all pupils. This involves understanding the barrier which exists. Intervention strategies, such as additional support, can then be put into place at an early stage before children fall too far behind. High expectations of all children are fundamental to raising achievement

Diversity – The state of being diverse variety.
Diversity means understanding that each individual is unique and recognising our individual differences.

Be Healthy –
By schools offering free and/or low cost healthy snacks for children e.g. fruit and vegetables, their ‘tuc shop’ only offering healthy foods and drinks, by serving healthy and well balanced school meals at lunch time and by offering alternatives for children who have allergies or specialist diets, they are supporting inclusion within the school and also giving children from lower income families the opportunity to still have a healthy well balanced diet.

Enjoy and Achieve –
Allowing certain lessons to be mixed ability gives all children a chance 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 class as a whole will still be learning the same things (however worksheets/aims may be discreetly altered for certain children). This means that no child is isolated 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 will not feel they are being ‘labelled’.

Making a Positive Contribution –
By giving every child the opportunity to have their work displayed, take 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 example by pulling names out of a hat or using lolly sticks with names on to choose who answers questions so that the children who may not feel confident enough to put their hand’s up or those who may be shy, will get as much of a chance as those who volunteer to answer every question.

Outcome 1.2
Describe the importance of supporting the rights of all children and young people

UN Rights of Children

There are 52 articles in the UN Rights of Children. Below are examples of 5 of these rights and how they can be supported by schools –

Article 2 – Non discrimination
One of the ways schools can support this article is by ensuring all school trips and activities are priced as low or where possible are available for free so that all children, including those from low income families can take part.

Article 12 – Respect the views of a child
Schools can support this by taking into account children’s opinions on decisions that affect them. An example of this is by allowing young people (with guidance from teachers and parents) to choose which subjects they will study at GCSE level.

Article 16 – Right to privacy
Schools support this by ensuring all children’s personal information is kept confidential and only shared on a need to know basis.

Article 28 – Right to education

(Discipline in schools should respect children’s dignity) Schools can support this by having a structured disciplinary procedure running throughout the school. For example, a 3 strikes or yellow and red card system, resulting in time out, detention and/or parents being contacted. This way all children are treated the same and given a second chance to improve their behaviour.

Article 39 – Rehabilitation of child victims
Schools support this by offering a school councillor, by teachers and support staff being approachable and by having a designated member of staff in school to help deal with any personal situations, for example a Parent Support Worker.

D.A.P – Disability Access Plan

Disability Access Plan is an important document for schools and by law every school must have one. In order to reduce and eliminate barriers to access for pupils (and prospective pupils) with a disability, schools must implement a disability access plan. The plan contributes to the review and revision of related school policies such as schools strategic plan (improvement and development plans), SEN policy, equal opportunities policy and curriculum policies.

Why is it important that schools promote children’s rights?

•To stop exploitation of children
•To protect children from harm and danger
•To help children feel secure and comfortable to talk and have an opinion

•To prepare them for adult life

•To make children more assertive

•Safeguarding – helps to identify people who are taking advantage

•To help children feel more happy and content therefore are more likely to achieve

•To help children understand that other people have rights too

•To give children security

•To help ensure all children are treated equally

Outcome 1.3
The importance of supporting the rights of all children and young people to participation and equality of access

It is important to support the rights of all children and young people to participation and equality of access, as there is no reason in law or practise to leave anyone out. Inclusion is not optional as all children have 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 feeling isolated and will also be assisting in creating a happy and positive environment and atmosphere.

Outcome 1.4
The importance and benefits of valuing and promoting cultural diversity in work with children and young people

It is important to value and promote cultural diversity when working with children and young people for many reasons; it helps prevent discrimination, prejudice and ignorance, teaching them that some cultures 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 feel excluded or unwelcome. Ways of doing this would be by celebrating and acknowledging other cultures and events such as Christmas, Chinese New Year, Lent, Black History Month, Diwali, Thanksgiving, etc. This could be done by holding an assembly about the event, including it in the curriculum or by teaching a topic 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 make a difference and shape the world.

Outcome 2.1 & 2.2

The ways in which children and young people can experience prejudice and discrimination and the impact it can have

Prejudice: Forming an opinion of an individual or a group which is not based on knowledge or fact.

Discrimination: Treating an individual or group less favourably because of personal characteristics such as race, religion or special educational needs.

Children and young people can experience prejudice and discrimination in many ways. Below are examples of some ways children and young people can experience prejudice and discrimination and the impact it may have on them –

•A child is unable to access the computer 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.

•An unidentified dyslexic child being unable to read on white paper with black print Impact this may have on them – The child could academically struggle, it may lead to behavioural problems and self-esteem issues.

•A child in care
Impact this may have on them – They may become a victim of bullying because of their home life being ‘different’. May struggle academically and could fall behind on work due to inconsistency.

•A child or young person living in financial hardship
Impact this may have on them – The child/young person may struggle to have a social life due to their responsibilities at home. They may struggle to concentrate at school if they are worried about their home life.

•A child carer (parents with addictions or disabilities)
Impact 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.

•A young person with poor 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.

Outcome 2.3
Assess how own attitudes, values and behaviour could impact on work with children and young people

Children and young people learn through copying adult behaviour, so it is important that you are a good role model within the education setting.

Below are examples of four scenarios of when the Teaching Assistant’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-

Teaching Assistant giving praise to children for tidying up –

By the Teaching Assistant acknowledging and praising this positive behaviour the children will be encourage to behave in this way again.

Teaching Assistant standing with hands in pockets, looking uninterested while a child excitedly explains to them how they have just scored a goal from a free kick –

By using closed body language and by not showing any interest or enthusiasm in the child, they may feel as though what they are saying is not important. They are telling the Teaching Assistant about their achievement as they are proud and looking for praise, but by not getting 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.

A young person thanking a Teaching Assistant for their advice –

This 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.

During a lesson 2 Teaching Assistants are sitting at the back of the classroom chatting whilst the teacher has positioned himself at one side of the classroom leaving one child working on their own–

By 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 included with the rest of class. If they are not able to interact with the rest of the class, the child may easily lose interest in the lesson and may feel as though they are unable to ask questions even if they are struggling to understand the work or tasks being set.

Outcome 2.4 & 2.5
The importance of promoting anti-discriminatory practice in work with children and young people and how to challenge discrimination

Within the education setting, you must take positive action to challenge discrimination.

Why is it important to promote anti-discriminatory practise?

•To ensure that we are encouraging children to become good citizens

•To encourage children to make a positive contribution in school and their community

•To enable children and adults to become positive role models

•It enables us to provide children with equal opportunities to access the curriculum

•To create a safe learning environment and community

•It ensures that barriers to participate are removed

•To promote equality and diversity

•To ensure children and young people have confidence and have a high level of self esteem

•It stops children from feeling isolated

•Teaches children to accept differences and respect others

Scenario:

While providing playground supervision one lunchtime, you hear James make a racist comment towards Myra. Myra seems upset by James’s comments and walks off to the other side of the playground.

What can you do to help in this situation?

Bring the two children together, let James know immediately that this type of behaviour is completely unacceptable and will not be tolerated and that relevant punishment will be issued. Reassure Myra that she has done nothing wrong and give her the chance to tell James how the comment made her feel, then ask James to apologise.

How can you challenge the discrimination?

Ask 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 member of staff and explain to them exactly what has happened and the actions you have already taken. Ensure the incident is logged and monitored.

How does your workplace promote anti-discriminatory practise?

•Posters around the school and staffroom

•Regular staff training on how to deal with discrimination

•Bring it into the curriculum

•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)

•Assemblies highlighting issues

•All incidents logged and monitored

Outcome 3.1, 3.2 & 3.3
What is meant by inclusion and inclusive practices and what are the features of an inclusive setting for children and young people

Inclusion 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.

There 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.

Barriers to Participation

A 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.

How can you support inclusion and inclusive practice while working with children and young people? 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.

If 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.

Below are some examples of barriers that may affect children and young people’s participation, and the ways in which you can overcome these barriers –

Barrier – Child can’t access table as their wheelchair will not fit under Way to overcome barrier – Installing rise and fall desks.

Barrier – Child with hearing difficulties
Way to overcome barrier – by sitting child near front of the class so that they have more chance of being able to hear and so that they can see the teacher’s mouth clearly so they can lip read.

Barrier – Child/young person in a wheel chair cannot open doors Way to overcome barrier – by installing doors with motion sensors.

Barrier – 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.

Barrier – Playing field used 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 location e.g. playground.

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