UNIT 2.4 FOLLOW LEGISLATION RELATING TO EQUALITY, DIVERSITY AND INCLUSIVE PRACTICE
Identify legislation, policies and procedures relating to equality, diversity and inclusive practice.
Equality Act 2010: This is a way of how people interact with others in society and is statutory by law. The equality Act 2010 replaces all previous acts relating to equality and discrimination. The act is compulsory to any organisations providing a service to the public. Early Years must have a policy in place regarding equality of opportunities and to support children with learning difficulties or disabilities. Early years must also have regard to the SEN code of practice. The EYFS also states that settings have a responsibility to ensure positive attitudes to diversity and differences. Within the setting we have Equality and Diversity, SEN and disability policies in place to help support and protect all individuals that access our service. The policies bring together all the main points from all the Acts and requirements of the EYFS.
This act ensures people with characteristics do not discriminated against. These characteristics are:
• Gender Reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Religion and belief
• Sexual orientation
Special Educational Needs and Disability Act 2001 (SENDA)Provides all parents and children with rights so that their education (is of the same standard as anyone else. Under this new law disabled children/people in higher education are now covered in this Act.
• The right for children to be able to attend mainstream school
• Parents will receive information from the local education authority.
• Any education setting must not treat any disabled children/adults less favourably than any other child.
• Local educational authority must comply with special educational needs tribunal.
• We cannot discriminate against children/people if they are disabled from attending your setting they have the same rights as every individual. e.g. admission,
• We cannot discriminate against a disabled person by excluding them from your school (temporary or permanent).
• Schools/settings must adjust for children with specific needs to join in.
• Local education authority needs to provide support to the child and their family.
• Providers should plan and organise their system and workplace so that every child receives challenging and enjoyable learning and develop their individual needs (EYFS statutory framework).
• School Action: This is where you have identified a child as needing extra support. (Parents will be informed).
• School Action Plus: This is where outside help is needed to help the child (this can only be given with parent’s permission).
• Request for a Statutory Assessment: Parents or schools/settings can ask for this if the child is not progressing this will enable the child to get extra support (The LEA will ask professionals for reports on the child for their needs to be assessed). The LEA may not proceed with an application, parents can appeal against discussions.
The Disability Discrimination Act (DDA) 1995.
The Disability Discrimination Act 1995 (DDA) – Covers those who have or who have had a disability.
It protects individuals against discrimination on the grounds of disability when, applying for a job, at work, education, buying goods and services, buying property or renting.
• It is unlawful to treat a disabled child/person less favourably than a non-disabled child/person without justification for a reason related to their disability.
• Settings are required by law to make ‘reasonable adjustments’ to prevent disabled children/person being discriminated against, these include:
The Special Educational Needs code of Practice 2001.This applies to settings that receive government funding. The SEN code of practice states that children have SEN if they have a learning difficulty that calls for special Educational provision to be made for them. Children have a learning difficulty if they have any of the following:
• If the child has a significant difficulty in learning than most of the same age.
• If the child has a disability that prevents or hinders them from making use of Educational facilities of a kind generally provided for children of the same age in schools within the local authority.
• If the child is under school age and fails within the definitions above or would do so if a special provision was not made for them
The SEN code of practice sets out principles that support an inclusive education. Some of these principles are:
• A child with special educational needs should have their needs met.
• Special educational needs will normally be met in a mainstream school or setting.
• The views of the child should be sought and considered.
• Parents/carers have a vital role to play in supporting their child’s education.
• Children with special educational needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage and the National Curriculum.
• The local Educational Authority provides parents with children of SEN with advice and information and a means of resolving disputes
• Providers to inform parents they are making special provision for their child.
• Schools or nursery education providers can ask for a statutory assessment of a child.
In Early years, primary and secondary there are separate chapters for:
• Working in partnership with parents.
• Pupil participation.
• Working in partnership with other agencies.
United Nations Convention on the rights of a child (UNCRC – 1989 AND RATIFIED 1991)
As an early year practitioner, we must understand the basic requirements of the united nations convention on the rights of a child. These are the rights of a child under the age of 18 years. The children’s rights apply to Males or females, their religion, if they are disabled or the family’s diversities. There are children living in exceptionally difficult situations and that such children need special consideration. Governments have a responsibility to take all available measures to make sure that all children’s rights are respected, protected and fulfilled. They also agree to review their laws relating to children. This involves assessing Social Services, legal health and Educational systems, as well as levels of funding for these services. Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential.
There are specific rights below are some of them:
• The right to play.
• The right to survival and development.
• What is best for the child
• The right to be safe.
• The right to live in a loving and caring family environment or alternative care and to have contact with both parents wherever possible.
• The right to speak up and have your opinions listened to and their views respected.
• Every child needs to be registered after birth. The right to a name, nationality, freedom of expression and access to information concerning them.
• The right to education, leisure, culture.
• Children have the right to know and live their own culture.
• Respect the rights and respect others.
• The right to privacy.
• If you have a disability you have rights for special help for you to participate, the right to health and health care and social security.
• To be healthy.
• Children have the right to access special education.
• The right to be educated.
• Children have the right to live life free from discrimination.
Data protection Act 1998.The SENCO may have access to sensitive and confidential information regarding a child in their care, so you need to comply with this law and follow the eight principles of good practice. Data must be:
• Fairly and lawfully processed.
• Processed for limited purposes.
• Information should be adequate for what it is going to be used for, relevant and not excessive.
• Information must be accurate.
• Information not to be kept longer than necessary.
• Processed in accordance with the data subjects rights.
• Not transferable to others without permission and adequate protection.
Education Act 1993. (Children with special needs, now known as additional need, enter a statementing process).
The Education Act 1993 placed a duty on the government to issue a code of practice for children with additional needs and to revise it from time to time. The first Code of Practice came into effect in 1994, this code gave a definition of “Special education and needs” which still remain in effect today in The Education Act 1996.
The Educational Act 1993 took over 10 years to arrive. It brought in time restrictions for completing assessments of special Educational needs (additional needs) and an SEN tribunal
Areas that are covered include discrimination on the grounds of:
• Colour, Nationality, ethnic, national origin.
• Religious groups, national or ethnic origin.
Explain the roles and responsibilities of the early year’s
As an early year’s practitioner one of my key role’s is ensuring that I support equality and diversity always, both with children and parents, getting to know them individually and in depth will help to ensure I am doing so for their individuals needs and taking their circumstances into account. we have a duty of care to protect the well-being of all the children we care for. It is important that practitioners embed anti discriminatory practice into all my work with and challenge discrimination when I see it. Practitioners should ensure we are completing any training given around equality and diversity to ensure they understand what is expected and how to approach different situations we may come across.
As an early year’s practitioner, my roles and responsibilities in supporting equality, diversity and inclusion include: Working within the policies and procedures of your setting, Valuing the individual child, Developing and sustaining a child-centred approach, engaging actively with the family to appreciate the holistic needs of the child, providing an inclusive environment which actively welcomes diversity. Being a positive role model in promoting equality, diversity and inclusive practice, recognising discriminatory practice, knowing how, why and when to challenge discrimination, engaging in effective partnership working to enable the child to thrive.
For example, in my setting a child, Alex 4 has moderate autism. He cannot sit still for long periods. I would make to support inclusion and learning to allow him to expel any of his energy by let him go to safe rea and running around. He like holding toys everywhere he goes around, so I allow him to do so.
Practitioners should always plan activities to allow all children to take part and be prepared to adapt the activity for children with additional needs. Settings should have a variety of resources for children to play with such as books from different cultures to look at and read, dressing up clothes, dolls that are authentic looking, play food, either bought or made from play-dough/salt-dough as well as music rhymes and songs. Practitioners should think about their environment and ensure they display diverse decorations; this could be flags or signs with different languages.
It is important to be a positive role model for children and families, showing them you value and respect them, you should do this by showing them and thinking about how you treat others around you, be aware of your own opinions, ensuring you are trying your best to pronounce names correctly, learn about the clothing worn by different cultures and what they are called.
2.1 Access information, advice and support about equality, diversity and inclusion
Practitioners will always have to follow policies and procedures to make sure the setting is diverse, inclusive and treats all children equally. time to time, practitioners will need to access information, support and advice to help them to meet the individual needs of children. Support will be available from within the setting, but practitioners may need to access additional information, and this can be found in a range of places. As Practitioners I can talk to their colleagues and managers for advice and guidance.
The team can work together to share their own knowledge and experiences, and this will support practitioners to provide a diverse and inclusive environment. The setting may seek information, advice or support from other professionals outside of the setting, as they will have specialist knowledge areas.
The internet is another source for information, advice and support, but practitioners must be careful to only use trustworthy sites, as some of the information available is not accurate. It is important that practitioners access a variety of information, advice and support to help them when planning for a specific event such as celebrating Diwali. This could include: Speaking to parents/carers who celebrate Diwali and asking for their help, sing any of the relevant books already in the setting, templates or activity ideas from the internet and sing a DVD or video to show the story in an age appropriate way.
Practitioners may need to access information, advice and support when they are planning to meet the individual needs of a child who has mobility difficulties. This could include: Speaking to the parent/carer about their child’s movements at home. Working with an occupational therapist within the setting who can advise the best standing and sitting positions for the child and Working with any other professionals involved in caring for the child’s individual needs. Attending training courses to help practitioners further support the child.
2.2 how information, advice support about equality, diversity and inclusion informs practice
Practitioners will work closely with their colleagues and manager and they can all share knowledge and experience to support the provision of a diverse and inclusive environment. The local library can provide a wealth of information must be used to seek information, advice and support about equality, diversity and inclusion.
Practitioners can a variety of information, advise and support to help with planning for an event such as Chinese New Year, Hanukkah, Diwali, Holi. we could involve parents/carers to help with food, music and costumes. we use children’s books to show the story of Elmor the colourful elephant. We can make drum or year of the animals. We could involve a parent or member of the community to speak to the children about the traditions and customs around new year.
In our setting parents involved to discuss the communication needs of the child, we work with the speech and language therapist to support the child with in the setting. We work with the local education authority to access relevant training for all staff. for advice and support about equality and inclusion speak to you manager or supervisor.
3.1 Interacting with children and meeting their individual needs
Be able to Use information, advice and support to promote equality, diversity and inclusion. In most settings there will be an INCO / SENCO whom you can approach for information or support when working with a child with additional need. It is important that you get to know the strengths and personal expertise of individual members in your staff team; you will often find that they can offer useful support. We should remember that the child’s family can give us further information about individual child’s, disability, home language, special dietary needs, cultural preferences.
All children are unique. All children have individual needs must meet• All children deserve to be respected and valued. We must able to work in ways which support equality, diversity and inclusive practice.
As practitioners must work with all children in a way that makes every child feel valued, it will plan activities and experiences to ensure all individual needs are met and that all children can take part to the best of their ability. Practitioners will treat all children with respect and courtesy and be positive role models.
It is important that all practitioners actively listen to children as this will make them feel valued. Children will want to share their news with practitioners and no matter how busy a practitioner is or how trivial the information may seem it is important to make time to listen. Last week a girl from my setting, while we on tidy up time the toys, she starts talking to me what her dad did for her mum valentine days, she was exciting and passionate about it, stopped cleaned up and start again sharing her story. Th other children stared to talk about different subjects, I observed that children need someone listen to them not only teach and guide them. Children will be excited to tell practitioners their news and this could be anything from finding a worm in the garden to having a new baby at home. A practitioner can show they value all children need time to talk and be listened to. Respecting children’s work and play and giving all children praise and encouragement.
Active listening Eye contact Down to the child’s level Undivided Attention Stop what you are doing Respond to the child Positive body language Facial expressions. Some children will have individual needs that mean they will need extra support within the setting and practitioners must interact with them in a way that makes them feel valued. In my setting some children have learning difficulties and therefore we help on a day-to-day basis, we use flash card and pictures and sign language. Those who English is not their first language as an additional language and may need activities and experiences explained in a different way. For example, in my setting there is children who speak and listen their mother language, so in the beginning of their start we use their mother language or greeting words some words to feel them value and included.
3.2 Analyse the benefits of supporting equality, diversity and inclusive practice.
Under the EYFS, all settings must provide and implement an effective equality of opportunity policy.From a very young age child can learn to place a value on different races, cultures and disabilities.
The benefits of supporting equality and diversity include. If we supporting young children to develop a sense of belonging- support diversity and inclusive practice to help children start to understand and respect family cultures.
• Welcoming diversity and working with it – Creating an environment that promotes and positively encourages diversity with different language music, cultural food
• Recognition of our own prejudice – having an awareness of our own bias and prejudice will enable us to act positively to ensure they don’t result in discrimination or bias to others.
3.3 Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.
As humans we all have our own opinions, beliefs and values inbuilt into us over years of life either by what we have heard/seen or experienced, it is important that we help to teach children from a young age to understand their environment, different cultures and beliefs and to teach them to have respect for these differences.
When it comes to children they are influenced by the behaviour they see from their role models and the way we come across, it is very important to be self-aware of how we come across as this will impact on the relationships that we have with the children in our care and the staff around us. It is my duty as adults as well as practitioners to encourage children to respect and accept others and the only way to do this is to examine our own beliefs and attitudes and learn not to make judgments on the basis of race, gender, ethnicity or religion. If we display negative behaviour when talking to or being around people of different beliefs, race or sexual orientation it could have a negative effect on young children and could influence them to behave in the same way.