Promote Equality, diversity and inclusion in work with children and young people

Equality – state of being equal in status, rights and opportunities Diversity – literally means difference. Treating people as individuals Inclusion – everyone has an equal right. Within school – all children should be able to access the curriculum and participate in all activities

Legislation Equality Act Every Child Matters Human Rights SEN code of practice Inclusion policy

Examples of discrimination and prejudice Colour of their skin Size As simple as wearing glasses Cultural or ethnic tradition Hair! Religious beliefs Disability Learning needs Traveller ( may include not playing with or associating with them)

Impact on children Children can suffer from a climate of prejudice. Prejudice creates social and emotional tension and can lead to fear and anxiety and occasionally hostility and violence. Prejudice and discrimination can undermine the self- esteem and self-confidence of those being ridiculed and make them feel terrible, unaccepted and unworthy. When that happens, their school performance often suffers, they may become depressed and socially withdrawn and childhood can become a much less happy time.

Case Study : challenging discrimination Pg 97 – in pairs discuss how Mike should deal with the situation.

What is good practice? The role of the teaching assistant The Primary role of the teaching assistant should be to work with teachers to raise the learning attainment of pupils while also promoting their independence, self esteem and social inclusion. They give assistance to pupils so they can access the curriculum, participate in learning and experience a sense of achievement. Teaching assistants are expected to: Promote, support and facilitate inclusion by encouraging participation of all pupils in learning and extracurricular activities.

Inclusion - barriers Physical barriers – access to the school building, access to areas of the school. Transport. Resources – lack of for children with specific learning needs. Organisational barriers – policies are not in place, staff training, school curriculum. Flexibility in how the children learn and demonstrate their knowledge ( written work can limit a child if they cannot write). Community – the local community – parents, staff and the children Funding – can be a major constraint Co-operation – communication between, teachers, TA’s, staff, specialists, parents and the child.

Case study: Barriers to participation Please discuss in pairs the barriers in the case study on pg98

To be aware of your inclusion policy or equality policy. The schools aims Being aware of the diverse needs of the co-hort in your school ( religious beliefs, social circumstance, travellers, SEN co-hort, Forces children) SEN children – reading the learning plan ( ILP, IDP, EHP). Discussing your role with the class teacher and how you can support the child. Pupil Premium Own behaviour and language used ( non – discriminatory) Children’s learning style – auditory, visual, kinaesthetic Modifying resources – large print, using alternative ways to collect evidence, using ICT, extra time, 1:1

Case Study – Respecting individuality pg 100 - Please read the case study with a partner and discuss any learning opportunities that could arise from this