Importance of supporting the rights of children and young people to participation and equality of access
Every pupil has a right to a curriculum that is broad, balanced and supported by high quality teaching. It is important to raise individual and group achievements, participation and the development of a good sense of identity. Schools have a duty that all pupils have access to curriculum regardless of race, backgrounds, culture, gender or additional needs.
Importance and benefits of valuing and promoting cultural diversity in work with children and young people
It is important to understand the diversity of culture as it helps pupils make more sense of learning by making connections through their own lives. Essentially it is important for the teaching staff to build a relationship and provide necessary support of each individual pupil. By demonstrating that we value culture and support pupils to learn and understand cultures different to their own prevent stereotyping and reduce prejudice and discrimination.
Ways in which children and young people can experience prejudice and discrimination
Children often experience prejudice and discrimination by staff known as institutional discrimination where policies allow this or individually by other pupils or groups, often through lack of knowledge or assumptions being made about a certain group they belong to. There are two ways in which this can occur either directly (children not allowed access to learning through gender, race, disability etc) or indirectly (excluded due to circumstance e.g. cooking certain foods as they are not allowed to be touched or eaten for religious reasons)
Impact of prejudice and discrimination on children and young people
The impact of prejudice and discrimination has a tremendous and often negative effect on children. Discrimination can have an affect on them both academically and their health and well being. Children often have feelings of anger or a loss in self esteem and motivation. Children can very often feel disempowered confused or even suffer with depression.
Assess how own attitudes, values and behaviour could impact on work with children and young people
By assessing your own attitudes taking the time to develop our own understanding of cultures, special needs etc and by learning not to make assumptions of pupils staff can provide effective, appropriate and personal support to any individual child or young person.
Importance of promoting anti-discrimination practice in work with children and young people
It is not sufficient just to have policies for anti-discrimination. Staff must demonstrate and monitor positive practice. By following and promoting these policies help a child to learn and assess themselves so they to can promote anti discrimination both within the classroom and in society and feel confident to challenge discrimination. Ways staff can promote anti-discrimination:
Be a role model
Appreciate and promote diversity of children and young people Listen and involve children in activities and hear their concerns Recognise children as centre of learning and treat as individuals Have realistic but high expectations of each child
Support positive ethos of school
Encourage and build child’s confidence to challenge prejudice or unwanted behaviour Recognise when discrimination is happening
Challenging discrimination can sometimes be a challenge in itself especially if it is institutional, therefore it must be dealt with accordingly. You must have good knowledge of policies and procedures in the situation you are dealing with Is it intentional? (Direct) unintentional? (Indirect) or just a lack of knowledge? Explain what has happened or said that is discriminatory
Tell the person how the other may feel or the effects it may have Suggest improvements to practice Monitor and report to local education authority
What is inclusion and inclusive practice?
Inclusion and inclusive practice is the process of identifying, understanding and breaking down barriers so regardless of a child’s situation they can access and participate in all parts of the curriculum. It is about providing all children the same opportunities by adapting the environment, equipment and curriculum if and where necessary.
Features of an inclusive setting for children and young adults
For a school to be and inclusive setting it must use a whole school approach. An inclusive school will have the following settings Recognise possible barriers and understand group or an individuals difficulties in accessing the curriculum Removal of barriers and adapt environment, personalised support, resources or equipment provided Educate along side peers by providing additional support in the classroom instead of segregation Listen and value child’s opinions and views
Clear policies and procedures that are reviewed regularly
Staff regularly trained in inclusion, diversity and equality methods School works in partnership with staff, governors, parents and their children School works with other services local health boards, speech and language therapists etc
How inclusion works in own sector of the children’s workforce
Whichever organisation a person is involved with in the children’s workforce the child should be centre of all practice. The early years foundation stage (EYFS) and the national curriculum both give clear guidance on inclusive approaches to learning and assessment. By following these guidelines and adopting systems of personalised learning all children have the same opportunity to high quality teaching, learning experience and access to the curriculum, the chance to progress in curriculum and narrow the gaps of educational achievement. In conjunction to these, schools have a duty and role for promoting well being through inclusive curriculum known as the 2004 every child matters outcomes. Schools may need to work with other services so children can reach full potential and schools must demonstrate they work towards the five outcomes. Be healthy
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