Equality, Diversity and Rights Equal opportunities legislation

Aims and Objective  To find out how much you already know in regards to legislation  To grow through the different pieces of legislation relating to equality, diversity and rights  To consider how the legislation impacts on placements and workplaces

Group work  Work in groups to match up the definitions for the different pieces of legislation  Be prepared to feedback this to the larger group

Legislation- an overview  Legislation is passed by government to set down certain standards and principles to ensure that people receive equal access to services and that people from certain groups do not experience discrimination.  Organisations have to ensure they adhere to legislation such as access for disabled student, and ensuring people from different groups in society do not experience any form of discrimination

Equal Pay act 1970  This stated that wages should be the same for a particular job regardless of whether it is a male or female worker.  The Equal Opportunities Commission was set up to support the laws affecting sexual discrimination

Sex Discrimination Act 1975  Protects individuals from sex discrimination when applying for a job discrimination when applying for a job  At work  Renting a home  House sale and purchase  In education  Using goods and services  Men and women are entitled to fair and equal treatment

Race Relations Act 1976  Protects individuals against discrimination when  Applying for a job  At work  Joining a club, renting a home, house sale and purchase  Education and training

 The commission for Racial Equality (CRE) was set up to enforce the Act and to give advice on improving quality of opportunity in the area of race and ethnicity

Race Relations (amendment) 2000 Extends PROTECTION against racial discrimination and places a new enforceable POSITIVE DUTY on public authorities to have due regard, in everything they do, to the need to…  ELIMINATE unlawful racial discrimination  PROMOTE equality of opportunity and  PROMOTE good race relations between people of different racial groups

Education Act 1981  Introduced concept of special needs education  Assessment could result in a statement of special needs  Local authorities were required by law to make special requirements for children with special needs

Children Act 1989  Main points  The well being of the child is paramount  Parental responsibility stressed  Introduced statutory support for children in need  Partnership with parents  Individuals race, culture, language and religion must be respected  Services to be co-ordinated

 Services designed to meet the needs of individual families  Child protection  Children are best cared for by their families  Children’s own feeling and wishes to be taken into consideration  Parents and extended family should play and important role  Registration and inspection of early years providers

Human Rights Act 1998  There are a number of articles to the Human Rights Act  This ensures that the European Convention on Human Rights is enforceable in the UK  Includes articles such as right to life, right to respect to family life, right to education, to be free from torture and degrading treatment

Disability Discrimination Act 1995  Protects individuals against discrimination on grounds of disability. Covers those who have or who have had a disability  Main points  Rights for disabled employees and job applicants  Access to goods and services  Rights when buying or renting  A new disability duty which came into place on the 4 th Dec 2006 states that public organisations have to gain the views of and actively involve people with disabilities

The 2006 Disability Duty states public bodies should  Promote equality of opportunity between disabled people and other people  Eliminate unlawful discrimination  Eliminate disability related harassment  Promote positive attitudes towards disabled people  Encourage participation by disabled people in public life  Take account of disabled people’s disabilities even where that involves treating disabled people more favourably than others.

Other pieces of legislation- you may want to discuss these to gain Merit  1997 The Protection from Harassment Act makes harassment both a civil court and criminal offence.  2001The Special Educational Needs and Disability Act (SENDA) extends the DDA to include the provision of education (including Higher Education).  It makes it illegal to discriminate in the provision of education on the grounds of a student’s disability.  2002 The Employment Act makes it unlawful to discriminate on the grounds of family leave and covers the right to request flexible working.

 2003 The Employment Equality (Religion or Belief)  Regulations make it unlawful to discriminate on grounds of religion or religious belief.  2003 The Employment Equality (Sexual Orientation) Regulations make it unlawful to discriminate on grounds of sexual orientation.  2006 The Employment Equality (Age) Regulations  make it unlawful to discriminate on grounds of age.  2006 The Equality Act  makes provision for the establishment of the Commission for Equality and Human Rights, merging the Equal Opportunities Commission, the Commission for Racial Equality and the Disability Rights Commission, and covering the new strands of discrimination law - religion, sexual orientation and age.

Recap  Identify different pieces of equal opportunities legislation

How can those working in health and social care promotes anti discriminatory practice (P.5)  Staff should receive regular training on legislation  Staff should be encouraged to reflect on how legislation works in practice  The aims of the legislation should be implemented through policies and actions

 It is essential that in order to promote equality and diversity the various settings need to work within a framework of legislation and codes of practice. These are specifically designed to promote equality and diversity

 All service users and workers should have equal access to services- whether it be the venue or the service provided  Promote choice and rights among service users  Ensure that there are clear straight forward policies identifying the main points of the legislation

 Racist, sexist and other discriminatory comments should be challenged appropriately, whether in the classroom, staffroom or other areas of the setting- policies will identify how this should be done

 Reasonable adjustments should be made to settings to ensure that people with all kinds of disabilities can gain access to the service

 Staff should be appropriately trained in equal opportunities issues and each staff member should have training and support on how to deal with issues relating to discrimination regardless of the care/health setting

 Organisations could have an equal opportunities committee to ensure that policies and practical issues are being addressed  These should draw from a wide range of service users and workers

 Ensure that books do not reflect gender or race stereotypes. This is particularly important if the setting is working with children  Activities should reflect diverse cultures, religions etc.  Different languages should be encouraged and supported  Settings should provide variety of cultural and religious foods

 Resources should not be exclusive to certain groups i.e. use of multi skin coloured crayons, scissors suitable for left handed students  Ensure that teachers/workers do not encourage children to play only with gender specific toys i.e. girls with the home corner, while boys play with the trucks and cars

Recap  What are the main pieces of legislation which affects equality issues in placement/the workplace  What are the ways in which the principles in the legislation can be put into practice in placement or in work situations