Promote_Equality_and_Diversity_Unit_306

Unit 306 Promote equality, diversity and inclusion in work with children and young people. 1.1 UK legislation covering equality and diversity is extensive, and complex, The Protection from Harassment Act 1997 The Human Rights Act 1998 The Employment Relations Act 1999 The Employment Act 2002 are just a few of the acts overlooking equality and diversity. Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age. Diversity aims to recognise, respect and value people’s differences to contribute and realise their full potential by promoting an inclusive culture for all staff and students. To alleviate the problems associated with equality and diversity it is regarded as good policy to promote equality and diversity within the work study environment in a positive way, firstly by treating all staff and students fairly as well as creating an inclusive culture and not an exclusive culture. 1.2 All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional need or disability. To understand the importance of supporting the rights of children and young people, it is helpful to look in more detail at the intended outcomes of legislation, codes of practice and policies. Policies on inclusion and equality of opportunity can only be successful if they help to raise achievement and to promote self-identity and good relationships through the participation of all children and young people. Equal opportunity does not mean treating pupils the same, but ensuring that the curriculum meets the individual needs of all pupils. This involves understanding the barriers which exist. Intervention strategies, such as additional support, can then be put into place at an early stage before children fall too far behind. High expectations, of all children, are fundamental to raising achievement. Participation involves everyone within the school. There should be opportunities to talk to children and their parents about all aspects of the school and the curriculum. This could include the development and the review of school policies. Participation can be achieved formally through student councils and parents’ meetings. It may also take place in the classroom when children and young people can be asked about how they learn best, what works for them and what could be improved. Schools must recognise and support all pupils’ access to everything that is happening in the school. This will promote a sense of belonging and self-esteem. When children and young people are able to participate fully, they feel valued for who they are and the contribution that they make. This can be achieved by acknowledging and reflecting diversity within the school in the methods of teaching and the resources and materials used. Policies which promote equality and inclusion give out a positive message and encourage an atmosphere of mutual respect. Children must have their rights protected, but should also learn about their responsibilities to others. Respect can be promoted informally through your everyday contact with groups of children and young people. Your own attitudes and actions will provide a model for children, so it is important that you demonstrate consideration and fairness in all your interactions. 1.3 and 1.4 Culture can have many different meanings and the way the term is used has changed over time. Culture can cut across nationality and religions. It is what gives groups of people in our society their identity. It also refers to the way groups live, for example, shared customs, thoughts, arts, language and social activity. Recognising and promoting the cultural diversity of individuals and groups within the school will enrich learning and promote the knowledge and understanding of all pupils. It is important that schools celebrate the bilingual or multilingual skills of pupils. Schools will have a policy in place which states how to ensure inclusive practice, including the additional support for pupils who need to improve their English.(E.A.L Policy from school website) It is important that you understand the cultural diversity of the pupils within the school and particularly those you are supporting. You will then be able to help pupils to make sense of their learning by making connections to their own lives. The diverse cultures in society should be recognised and reflected throughout the curriculum. For example, incorporating music, foods, stories and drama from a range of cultures will contribute to a rich curriculum. Promoting an understanding of cultural diversity will help to prevent stereotyping and reduce prejudice and discrimination. A good exercise we did at school with the year 2 class i am in was to find out about the different kinds of material there are, and which areas of the world in they are mostly used as clothes. e.g in norway it is very cold and it is found at the top end of the world and there the material used is very thick and warm. The children then related to where in the world their ethnicity was from and what clothes were typical of their country. They also got to wear their traditional home clothes and everyone had fun trying to remember what each others clothes were called. This was definately a good way of promoting diversity and equality. Unit 306.2 2.1 Explain ways in which children and young people can experience prejudice and discrimination Prejudice and discrimination can start at a surprisingly young age and children may experience it at school where there are many pressures for them to conform to a certain style, appearance and even behaviour. Children and young people also experience prejudice and discrimination due to ethnicity, race, religion, culture, age or sex in the same way as adults do. Within a school setting it is essential to be aware of children being excluded for being a boy or a girl or where children only play together with others from the same background – ethnicity or race, also where a child is not being included because they are different i.e. in a wheelchair, or appearance. Any environment that shows discrimination and prejudice will obviously have a negative effect on any child or young person. 2.2 Explain how to challenge discrimination It is essential to teach that prejudice and discrimination is not acceptable and will not be tolerated. However there will still be incidents and these must be challenged. It is important to acknowledge remarks and behaviour that is perceived to be discriminatory or with prejudice – this can cause tension and conflict but this is unavoidable when dealing with sensitive issues. All issues must be treated seriously and the school’s policies re-inforced. By making it clear that discriminatory, racist, ethnic, religious or cultural comments will not be tolerated. By making oneself aware of different backgrounds, culture etc., it is easier to educate others. When dealing with a challenge of prejudice and discrimination most of the focus is on the person who made the remark, therefore it is very important to give time, comfort and re-assurance to the person to whom the remark was made. The incident should always be reported to the relevant manager who will then take the appropriate action with regards what to do next for example contacting the parents/carers of both the victim and the young person that made the remark to discuss what further action is necessary. The victim’s parents/carers can report the incident to the police if they feel that offended and all parties have the right of appeal which will be put to the Governing body. It is essential that staff be proactive and aware so as they are able to identify incidents of prejudice, race, and sexism, any concerns should be discussed with the relevant teacher being mindful of the requirements of confidentiality.