E10 Equality and diversity Flashcards
(28 cards)
What is the United Nations Convention on the Rights of the Child 1989?
-Supports children worldwide
-Was signed and ratified by 195 countries to protect the right all of children. The 54 articles of the UNCR state how these rights should be met through a series of entitlements and to prevent discrimination.
What are the four general principles of the UNCR?
Article 2: Non-discrimination
Article 3: Best interest of the child
Article 6: Right to life, survival, development
Article 12: Right to be heard
What is the Equality Act 2010?
It is the main legislation enforcing equality and respect in the UK. It protects the rights of everyone and prevents people from being treated unfairly through both direct and indirect discrimination.
What is direct discrimination?
Treating someone differently from another person due to a protected characteristic
What is indirect discrimination?
A rule is applied to everyone but disadvantages someone with a protected characteristic.
What are the nine protected characteristics under the Equality Act?
Age
Disability
Gender reassignment
Marriage/ civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation
What is the Special Educational Needs and Disability Code of Practice 2015?
It outlines four broad areas of need which may be experienced by a child with SEND. They may be affected by one or more of these, which may be interrelated.
What are the four broad areas under the SEND act?
- Communication and interaction: difficulties in the area of speech, language and communication
- Cognition and learning: difficulties with aspect of learning. Could be specific such as dyslexia or dyspraxia.
- Social, emotional and mental health: The child has difficulties managing their relationships and emotions. Could lead to mental health conditions.
- Sensory/ physical: Physical need or disability, or sensory impairment which may impact vision or hearing.
What is the four part cycle? (SEND act)
- Assess the child’s special educational needs
- Plan to provide a child with support
- Do make sure appropriate intervention and support is in place
- Review the effectiveness of support put in place
What is the UK GDPR legislation?
It relates to the way in which organisations store information which they hold on individuals, including staff, children and visitors or volunteers. This may include personal information such as names and addresses, qualifications and medical records as well as records of children and young peoples progress.
What are some potential barriers to participation?
-Mental health issues
-Attitudes and expectations
-Curriculum
-Family background
-Socio-economic factors
-Physical accessibility
What are some strategies to overcoming potential barriers to participation?
-Supporting children and young people through transitions
-Providing information to children about financial support
-Reviewing equality, diversity and inclusion policies
-Providing an accessible curriculum/ assessment
-Adaptations to the physical environment
-Partnership working, supporting physiological wellbeing
-Training to understand inclusion
How would physical accessibility potentially impact participation?
May occur if the learning environment does not have adequate resources in place for the age or needs of the children and young people.
For example: a child in a wheelchair who cannot access a school building
+ a pupil has communication issues but staff are not trained in using AAC (augmentative and alternative communication).
These pupils will be physically excluded from participating.
How would mental health issues impact children’s participation?
May occur when a child does not feel able to participate, lacks confidence or is depressed or withdrawn. They may have long term effects on their learning if it is not addressed.
How may attitudes and expectations impact participation?
The poor attitudes and low expectations of others may make a child or young person feel that they are unable to achieve.
A positive attitude and high expectations are important for all children and young people, particularly those who may feel unmotivated or feel that they are unable to take part in an activity due to their gender, ethnicity, background or circumstances. A ‘can do’ attitude in those around them will support them in adapting this mindset.
How may curriculum impact a child’s participation?
The curriculum must be inclusive and meet the needs of all children and young people. This means: + taking all abilities, needs, backgrounds and cultures into account recognising and celebrating diversity.
How may family background impact participation?
A child’s or young person’s family background may mean that they are not adequately supported by adults at home. An example would be if they come from an environment of abuse or neglect, or if they have to care for a parent.
These factors will impact on how they feel about themselves and if they feel able to participate.
How may socio-economic factors impact a child’s participation?
If a child or young person comes from an environment which has limited resources or poor living conditions, this may affect their participation and involvement. They may be hungry, suffer from a lack of sleep due to housing issues or overcrowding, or be anxious about their situation.
In addition, their family will find it more difficult to pay for extra-curricular activities.
What should positive expectations include?
-Encourage independence
-Increase motivation and confidence
-Improve academic outcomes
-Create a culture of achievement, regardless of ability
What are the effects of labelling?
-Causes the individual to feel stigmatised - sense of disapproval, lack self-esteem or have low self-concept or self-image
-Changes how others view the individual- changes how others view in a negative way
-Establishes a set of limits associated with that label- some people may see the label before the person
-Places a burden or guilt or blame on the individuals parent/carer - this may highlight guilt and make it harder for the parents
Why is it important to promote equality, diversity and inclusion?
-Complying with legal responsibilities
-Preventing discrimination
-Ensuring equality of opportunity
-Meeting individual needs and ensuring accessibility for all
-Appreciating and celebrating differences and valuing diversity
-Recognising and valuing different family circumstances and culture
-Ensuring dignity and respect for all
What is the link between the policy ‘Inclusion’ and legislation?
This may be a standalone policy but might also link to the SEND or Equality and Diversity policy. It links both the Equality Act 2010 and the SEND Code of Practice 2015 to inclusion and the importance of promoting the involvement of all individuals.
What is the link between the policy ‘Confidentiality’ and legislation?
This policy outlines how the setting will keep to its obligations under UK GDPR, and protect and store information.
It should also include details of how the setting will share information with other professionals where this is permitted and in a child’s or young person’s best interests, e.g. if they need to work with social services.
What is the link between the policy ‘Accessibility / access ’ and legislation?
The Equality Act 2010 requires schools and other organisations should have an access policy or plan. This should complement the SEND and/ or equal opportunities and inclusion policy, set out access arrangements for those with disabilities.
