146 Champion Equality, Diversity and Inclusion146 Champion Equality, Diversity and Inclusion

Topics: Discrimination, Human rights, Affirmative action Pages: 19 (6685 words) Published: June 19, 2013
Within the child care setting there is a range of policies which formally sets out guidelines and procedures for ensuring equality. The equal opportunity policy takes account of the rights of all individuals and groups within the setting as well as considering the ways policies work to ensure equality, inclusion, policies also pay regards to the values and practice which are part of all aspect of playgroup’s life. Within the playgroup setting we ensure that all children, their families, friends, carer’s and members of staff and agencies we work in partnership with, are treated equally. Everyone should be treated with dignity and respect. There are legislations like Race Relations Act 1976, Sex Discrimination Act 1975, United Nations Convention on the Rights of the Child 1991, The Disability Discrimination Act 1995 (DDA) and The Children Act 1989/2004, codes of practice and policies and procedures within the setting which regulate equality diversity and inclusion within my area of responsibility. In my managerial role, I have to promote equality and uphold individuals equality of opportunity, individual rights and choice, their privacy, individuality, independence, dignity, respect, promote empowerment, equality of care, confidentiality and their wishes and need in practice these are carried out with individual planning, inclusion, adapting activities and specialist equipment to the individual child’s needs. Ensuring respect and diversity and accept other individual’s differences is paramount within the setting. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the playgroup. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education. In an inclusive environment there is recognition, acceptance and celebration of differences and similarities. In practice this is carried out by recognizing and celebrating diversity and cultural differences through awareness days, through themes and through resources. 1.2

Within our setting potential barriers to equality and inclusion are recognised and staff have a good understanding of individuals and groups of children so that they are aware of any difficulties the children may have in accessing the setting. Barriers are then removed or minimised – the environment is adapted, and personalised support, resources or equipment are provided. Such potential barriers are as follows:

All activities or opportunities provided need to be appropriate to the age and level of understanding among the children in your group. •It is important that children from minority groups are supported and not singled out in discussions about diversity and equality issues. •Positively encourage play in areas that children might not usually be engaged. •Ensure all adults working in and using the service understand the policy on diversity and equality. •Ensure that children with a hearing or visual impairment can join in all activities such as storytelling and singing, art, music and movement. •Include activities in which speech is not required for full participation, such as art, drama, music and movement. •Predictable routines are needed for children with autistic spectrum disorders. •Ensure that all children, including those with special educational needs, are given tasks with responsibility and that all achievements are celebrated. •Analyse practice and procedures in the setting and remove or rectify anything that is identified as being discriminatory towards any group or individual. •Providing equipment, materials and programme activities free of any bias that challenge stereotypes together with a commitment to challenge bias and discrimination within activities or interaction where it occurs. •...

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Equality and Human Rights Commission. (2011). The Disability Discrimination Act 1995 (DDA): A Brief Explanation. Available: http://www.equalityhumanrights.com/advice-and-guidance/before-the-equality-act/guidance-for-service-providers-pre-october-2010/good-medical-practice-and-disability-equality/1-the-disability-discrimina. Last accessed 30/04/13.
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Legislation.gov.uk. (2000). Race Relations Act 1976. Available: http://www.legislation.gov.uk/ukpga/1976/74http://www.legislation.gov.uk/ukpga/1976/74. Last accessed 02/05/13.
Thomas, H. (2008). An overview of the Children Act 1989. Available: http://www.rcpsych.ac.uk/files/samplechapter/102_0.pdfhttp://www.rcpsych.ac.uk/files/samplechapter/102_0.pdf. Last accessed 02/05/13.
UK Centre for Legal ExcellenceUK Centre for Legal Excellence. (2010). SENDA: Special Educational Needs and Disability Act 2001SENDA: Special Educational Needs and Disability Act 2001. Available: http://www.ukcle.ac.uk/resources/directions/previous/issue4/senda/http://www.ukcle.ac.uk/resources/directions/previous/issue4/senda/. Last accessed 02/05/13.
UNICEF. (2001). UN Concention on the Rights of the Child. Available: http://www.unicef.org.uk/UNICEFs-Work/Our-mission/UN-Convention/http://www.unicef.org.uk/UNICEFs-Work/Our-mission/UN-Convention/. Last accessed 30/04/13.
UWIC. (2005). Sex Discrimination Act 1975 and 1986Sex Discrimination Act 1975 and 1986.Available: http://www.careandthelaw.org.uk/eng/b_section15http://www.careandthelaw.org.uk/eng/b_section15. Last accessed 30/04/13.
Welsh Government. (2013). Children and Families (Wales) Measure 2010Children and Families (Wales) Measure 2010. Available: http://wales.gov.uk/topics/childrenyoungpeople/poverty/childrenandfamilies/?lang=enhttp://wales.gov.uk/topics/childrenyoungpeople/poverty/childrenandfamilies/?lang=en. Last accessed 02/05/13.
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