TDA 2.4 Equality, diversity & inclusion in work with children & young people
This unit focuses on the importance of promoting equality and diversity in all aspects of work with children and young people. You will explore how prejudice and discrimination impacts on individuals and groups in a school setting and ways that you can support policies and procedures to break down barriers.
By the end of this unit you will:
understand the importance of promoting equality and diversity in work with children and young people understand the impact of prejudice and discrimination on children and young people understand inclusion and inclusive practices in work with children and young people.
Level 2 Certiﬁcate Supporting Teaching & Learning in Schools
Understand the importance of promoting equality and diversity in work with children and young people Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity Each school must produce a range of policies which formally set out the guidelines and procedures for ensuring equality. These must take account of the rights of all individuals and groups within the school. When considering the way policies work to ensure equality and inclusion, we o en just think of the teaching and learning that is happening in the classroom. Policies must also pay regard to the values and practice which are part of all aspects of school life. Before exploring the policies in your own school, it is helpful to gain an understanding of relevant legislation and its purpose. You do not need detailed knowledge of each one, but it is important to understand the legal duties of the school. This will help you to understand your own role and responsibility to adhere to legislation and policy. The rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). The UK government ratiﬁed the treaty in 1991 and must ensure that the rights of children in the UK are protected through law. These rights are extensive and include the right to education and the right for children to have their views respected. Table 1 lists relevant legislation, which forms a basis for government statutory codes of practice and frameworks and school policies and procedures relating to equal opportunity and inclusive practice.
Statutory – required by law Special educational needs (SEN) – children who have learning diﬃculties or disabilities that make it harder for them to learn or access education than most children of the same age Legislation Disability Discrimination Act 1995 Disability Discrimination Act 2005 Special Educational Needs and Disability Act 2001 Race Relations (Amendment) Act 2000 Human Rights Act 1998 Children Act 1989 Purpose
Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability Outlines the duty of organisations to promote good relationships between people from different races. Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare
TDA 2.4 Equality, diversity & inclusion in work with children & young people Legislation Children Act 2004 Education Act 1996 Purpose Sets out the duty to provide effective and accessible services for all children and underpins the five Every Child Matters...
Please join StudyMode to read the full document