Aims of the session
Define the terms Equal Opportunities
Define and identify stereotyping, prejudice and discrimination Identify appropriate legislation
Suggest ways of creating a positive environment
A few useful websites
Commissions for racial equality
Disability rights commission
National children’s Bureau
UN convention on the rights of the child
In groups define the following:
Discrimination: To treat someone less fairly because they belong to a particular group. E.g. Racial discrimination.
Stereotype: Believe certain things about a group of people without knowing the facts. E.g. Racism, sexism, ageism, disability
•Attitudes or opinions about someone
•To pre-judge someone, jump to conclusions because of their opinions •When prejudices are acted upon they lead to discrimination.
Attitudes and first impressions
Our attitudes towards others are based on:
•Feelings about the world
Negative attitudes are often formed by making assumptions about people and their way of life.
Have you made any assumptions in your time at school?
What about earlier in your life?
•Participation (what does it involve)
•Equality of access
Swap Groups!! Define one of the above, remember, we are talking about children and young people.
Participation involves: asking children and young people what works, what doesn’t work and
what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis.
Equality of access: ensuring that discriminatory barriers to access are removed and allowing for children and young peoples’ individual needs.
Anti-discriminatory practice: taking positive action to counter discrimination. This will involve identifying and challenging discrimination and being positive in own practice about differences and similarities between people.
Inclusion: a process of identifying, understanding and breaking down barriers to participation and belonging.
What is inclusion and how can we ensure our schools follow an inclusive practice?
Inclusive Schools will:
•Recognise barriers – Staff will 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 curriculum •Remove/minimise barriers – Environment is adapted and personalised support, resources or equipment are provided. •Educate pupils alongside their peers and not segregating them when they nee support. For example, a pupil with English as an additional language (EAL) will receive language support in the classroom. •Allow children and young people to have and to use their ‘voice’ – They will listen to the views and opinions of the pupils. This may be informally or through a school council or form representatives. •Have clear policies and procedures. These will then be reviewed regularly. •Ensure all staff have regular training relating to inclusion, diversity and equality of opportunity. •Work in partnership with all – staff, governors, parents and children and young people. •Work in partnership with other services to ensure that children and young people receive appropriate professional support. For example speech and language therapists and educational psychologists.
Each group will be given a scenario. You must decide:
1. Why the practice is discriminatory?
2. What would YOU say and do?
How could we do this appropriately?
Lets look at staff and pupils.
How would you/your school challenge discrimination?
What would you do if your actions/school actions did not stop this...
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