Unit_204

Unit 204 Outcome 2 understand the impact of prejudice & discrimination on children & young people. 2:1 describe the ways in which children & young people can experience prejudice & discrimination. When working within a school you will be aware of the ways in which a child can experience prejudice and discrimination. Prejudice usually occurs through people’s lack of knowledge and understanding aswell as making assumptions about children who are part of a particular group ie, a child who is physically disabled may be assumed that they also have a learning disability. When people experience prejudice they often go onto label the individual or group. It tends to happen when a particular label or characteristic is given ie, a group who need extra help and support can be as being slow or thick, this isn’t true. Discrimination is often brought about by people prejudice and giving out of labels. This happens when children don’t receive any equality of opportunity. Everyone is discriminated against at some point in their lives be it for their age, gender, size or beliefs. There are some groups and individuals in society who are more likely to experience discrimination, this may be because of their culture, race, sexual preference, social background, special educational needs or a disability. There are many ways in which a child can experience discrimination, whether it is in a non-direct way or a direct way. The two ways of discrimination are: Direct Discrimination: This can happen when a child doesn’t get access to the national curriculum and take part in school activities because of their beliefs, race, gender or disability. In-direct Discrimination: Schools and their staff need to be aware of the ways children can experience in-direct discrimination as this can be difficult to spot. This type of discrimination occurs when a school practice and procedures are applied without any consideration to an individual’s own circumstances. A child will not be excluded in a direct way but they are unable to take part due to their own personal situation. Discrimination can also be: * Institutional – this happens when policies and procedures of organisations allow a practice which will directly or non-directly discriminate either a group or an individual. * Individual – this may be practised by either individuals or within a group. The individuals may be members of staff, visitors or other children. 2:2 Describe the impact of prejudice & discrimination on children & young people. When a child experiences prejudice and discrimination it will only have a negative effect on them. It won’t only affect their academic progress but it can also have a negative effect on their overall lives, wellbeing and health. Children can feel a number of emotions when they are being discriminated against, including: * Loss of self esteem * Disempowerment * Anger * Depression * Confusion * Lack of motivation * Loneliness * Frustration 2:3 Assess how attitudes, values & behaviour could impact on work with children & young people. Everyone who works in a school will have the legal duty to protect the rights of all children. Examining what your own rights and values are in a critical way and considering how these will have an impact on the way in which you work with children. Individual’s backgrounds, experiences and upbringing will have and these are recognised and don’t go unnoticed. A personal prejudice may lead onto a personal discrimination practice. This can be overcome by developing a better understanding of the diverse groups that are among today’s society. It often helps to find out the interests, abilities, background and individual needs are as this will help to provide an effective personal and appropriate support for all children. 2:4 Describe the importance of promoting ant discriminatory practice in work with children & young people. Promoting of any anti-discrimination practice within school should underpin all the work is done. Although it’s not only sufficient to have policies in place that make statements which regard the anti-discrimination practice. The anti-discrimination practice should be demonstrated within all schools. They must also monitor the way in which positive practice impacts on the education and the wellbeing of the child. As an adult you are responsible for ensuring that the anti-discrimination practice is promoted. It’s important that you recognise when discrimination is taking place and that it’s dealt with effectively. 2:5 Describe how to challenge discrimination. When you see any discrimination you should always challenge it but you need to recognise the anti-discrimination practice to be able to do this. One of your many roles within school is to protect the children. Ignoring this when it happens could be considered by others that you are condoning it. This may give not only the child but other members of staff that you share the view of the person who is doing the discrimination or that the way in which they are being treated is normal. This can make the child feel that they are in some way inferior to you and others. They will feel that they have been let down by you for not protecting them. You may find it difficult to challenge any acts of discrimination especially if it’s being done by another member of staff or adult. You will have to have knowledge of the policies and procedures to be able to challenge any discrimination. You will be able to deal with this in a more effective way if you are confident about what is good practice. Discrimination may be intentional aswell as unintentional due to the lack of understanding. Changing others views isn’t always easy, but any discriminatory comments or actions need to be challenged and stopped. When recognising discrimination it is also important to learn some assertive strategies. When challenging any form of discrimination you should: * Explain what has been said or happened that is thought to be discriminatory. * State what affect this has had on the individual or group. * Model or suggest ways in which can ensure anti-discrimination practice. Outcome 3 understand inclusion & inclusive practice in working with children & young people. 3:1 describe what is meant by inclusion & inclusive practice. The inclusive practice is a process of identifying and breaking down the barriers to promote participation and belonging. Inclusion is all about ensuring that all children, whatever their background or situation is able to participate in all aspects of life within school. Inclusive practice will ensure that everyone feels valued and has a sense of belonging. Inclusion isn’t about being viewed the same or providing them all with the same work but providing them the same opportunities along with access to a high quality education. Legislation requires schools to make a reasonable adjustment and remove all barriers so children can take part in educational and social activities that are within the school. Children with additional needs often require the additional support of the teaching assistant. Adjustments may be related to: * The physical environment, such as providing lifts, ramps, rails and furniture at the correct height for children with physical disability or improved lighting for children with visual impediments. * The curriculum, such as grouping, additional support, technology (text to speech, tracker balls) or adjustments to assessments (extra time, using different methods) Inclusive practice is not only about the way the school provides for the needs of children with special educational needs or disabilities. Inclusion policies must take into account the needs of the children that are in the school. 3:2 describe feature of an inclusive setting for children & young people. People talk about the ethos of schools, it’s different to sum up what this actually means. It’s something which is often apparent when you enter the school building. There is a feeling that everyone on the school matters and all play their own part. The surroundings reflect the diversity of all those that are within the school. In inclusive setting is one which uses the whole school as an approach to learning. Barriers are recognised and strategies are used to remove them. When children experience difficulties such as special educational needs or disabilities, there is an approach used which focuses on what the child can do rather than can’t do. A school setting which is inclusive will have the following feature within it: * Barriers are recognised and staff has a good understanding of individual and groups so that they are aware of any difficulties they may have in accessing the curriculum. * Pupils are educated alongside their peers and aren’t segregated from them when they need support. * Children are able to use their voice to get their own views and opinions across and they are listened to aswell as valued. This is either informally or through a student council. * All staff receive regular training regarding inclusion, diversity and equal opportunity. * The school works in partnership with other services ie, speech and language specialist, educational physiologist to ensure children receive the appropriate professional support. 3:3 describe how inclusion work in own sector of children’s workforce. Professional who work across all of the children’s services must share a common understanding of values and principles of inclusion. The way in which these are put into practice may vary depending on the type of organisation, its role within education and the care of the children. The children should always be the centre of all practices. According to the national curriculum inclusion statement – school must implement a whole school approach to both the national and wider curriculum. Schools must also: * Provide a curriculum which ensures an active participation and achievement of children. * Recognise pupil’s entitlement to a high quality learning experience. * Meet the interests and need of all its children. * Recognise and overcome potential barriers to learning and assessment. The key role of a school is to provide a good quality education through an inclusive curriculum. The school also has a wider role which is to consider the wellbeing of the children with it. Every Child Matters outcomes was brought out in 2004 in response to an enquiry following the death of a child. The enquiry highlighted the need for all services including schools should work more closely together so that they can protect and support the needs aswell as the rights of children. Schools must show ways in which they work towards each of the following outcomes: * Be healthy * Safe * Enjoy and achieve * Making a positive contribution * Achieve economic well being