Tda 2.4

Topics: Discrimination, Disability, Special education Pages: 8 (2735 words) Published: July 10, 2013
TDA 2.4
Equality and diversity and inclusion 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. Equality Act 2010

The Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: • employment
• education
• access to goods, services and facilities including larger private clubs and land based transport services • buying and renting land or property
• functions of public bodies, for example the issuing of licences The Equality Act also provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person. This can apply to a carer or parent of a disabled person. In addition, people must not be directly discriminated against or harassed because they are wrongly perceived to be disabled. Disability Discrimination Act 1995

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.

Disability Discrimination Act 2005
Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan.   Schools must encourage participation in all aspects of schools life and eliminate harassment and unlawful discrimination.

Special Education Needs and Disability Act 2001
The Special Educational Needs and Disability Act 2001 (SENDA) establishes legal rights for disabled students in pre and post-16 education. The Act introduces the right for disabled students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies’, including further and higher education institutions and sixth form colleges.

1.2 DESCRIBE THE IMPORTANCE OF SUPPORTING THE RIGHTS OF ALL CHILDREN AND YOUNG PEOPLE TO PARTICIPATION AND EQUALITY OF ACCESS All children have the rights to access the opportunities on offer in the provision. Check Every Child Matters. Inclusion, SEN and equal opportunities policies are a legal requirement for settings and they should clearly state how the provision ensures that all children and their individual needs are catered for. Every child with special needs should have an individual education plan and the setting should work in partnership with parents and other agencies involved for the benefits of the child. Pre-school settings should state their commitment to ensuring that diversity is reflected and valued within the provision and the practice should reflect this, for instance, newsletters should show awareness of the fact that many parents do not speak English as a first language and if it is not possible to translate them then they should be written in clear easy to understand format. The environment should be welcoming and show images of people from a variety of cultures. Children's background and cultures must be give respect and treated with equal concern. It is the responsibility of the setting to ensure that all children and their families are welcomed, valued and given access to the provision.

1.3 DESCRIBE THE IMPORTANCE AND BENEFITS OF VALUING AND PROMOTING CULTURAL DIVERSITY IN WORK WITH CHILDREN AND YOUNG PEOPLE. The importance of valuing and promoting cultural diversity the school should provide opportunities for the spiritual, moral, social and cultural education of its children to ensure that they understand and value social and cultural diversity in Britain and the world. An essential part of preparation for adult life is preparation to live in a multi-ethnic, multicultural and multi-faith society and this is positively promoted. The schools, therefore, does not allow any form of bullying, racism and other forms of violence, whether physical, intellectual or emotional...
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