Applying Equity Theory to Staff Working with Individuals with Intellectual

There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empower the individual’s life and lead a more independent life as possible. The second model is the medical model of disability which views adults has having an impairment or lacking in some way, this model focuses on impairments that the adult has and

There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empower the individual’s life and lead a more independent life as possible. The second model is the medical model of disability which views adults has having an impairment or lacking in some

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

All employees analyze their environment and strive to be recognized and rewarded for their hard work and dedication they put into the company, in a word they are seeking justice. Justice can be defined as a person receiving what they feel they are entitled to and if they do not receive what they deserve, the situation may boarder on injustice. Unfortunately in today’s society justice and appreciation are not given out to all those deserving (Pinder, 1998). Within the Equity theory there are three justice theories. The first of which is distributive justice, this touches on if the referent feels that the outputs are fair that are given to the employees. This comes into play

This can also relate to the process theories such as the expectancy and equity theories. The expectancy theory (Appendix c) predicts that individuals will be motivated if they value the reward given for work and believe this is a just reward. By working hard and professionally they can achieve promotion and so become motivated. The basis of the equity theory is related to one’s perception of job input and outcomes and those of their colleagues (Appendix d). Employees in Primark who have high input and outcomes can see these outcomes through the opportunity of promotion. However such fairness does not always arise in Primark.

The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. The act prohibits unfair treatment in the workplace, when providing goods, facilities and services, when exercising public functions, in the disposal and management of premises, in education and by associations (such as private clubs). The equality act will for instance impact on my role as manager with regards recruitment. You will need to ensure that my job specification does not discriminate against particular groups of applicants. When processing applications you should concentrate on an individual’s abilities to do the job, not their disabilities. Make adaptations to accommodate individual’s differences e.g. working hours, special equipment needs etc.

Rather, Equity, and the sense of fairness which commonly underpins motivation, is dependent on the comparison a person makes between his or her reward/investment ratio with the ratio enjoyed (or suffered) by others considered to be in a similar situation”(Balancing Employee Inputs and Outputs).

Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings

The day to day experiences of individuals with learning disabilities and their families are affected by the policies and legislations in place because it provides rights and entitlements for the individuals and their families. Furthermore, these rights are upheld and protected from discrimination which is very important as it gives them more opportunities. In addition to this, by offering as person-centred care it gives the individual the choice of their care and how they receive it which gives them the freedom of how they would like to live. Moreover, the policies gives the individuals an equal opportunity to access public services, employment and health care which also relates to them being able to live within their community. This is because

In today’s day and age several individuals who are living with any disability look for support through a social worker. As it is the social worker's job to find different support groups, counsel, and provide the right services to their client. This could be done so by signing them up for Ontario disability support programs, Ontario Works, etc. As agencies would have it they only usually see disability as only being physical, they can give support services out easier. For example if a social worker was helping an individual with an intellectual disability which prevented them from working, and they had to apply for Ontario Works the social worker would have to make sure that individual has all the paperwork stating that they actually have that disability. However, if they are helping an individual who is in a wheelchair apply for this support they would be able to get it done a lot faster. Social Workers’ try their very best not to judge and help every client but sometimes there are several barriers in the way before they can even start the process of that. Disability oppression is one of those

Equality permits all students the privilege to have access to and participate in education despite their disability or different conditions. Gravells (2008) believes that 'Disparity and separation ought to be attached to guarantee reasonableness, respectability and regard among learners. '

When discussed what, it means to be a discriminated or oppressed as an individual, especially a person with an intellectual disability, we must first look at the terminology and how it will be relatable for their circumstances. For discrimination, it is described as people or groups of people, which include race, class, gender, age, sexual orientation, who are and continued to be defined as “other,” when they are perceived through “dominant” group values. These groups are treated in exclusionary ways, and subjected to all kinds of social injustice and economic inequality, (Anderson & Collins, 2013). In other words, persons with intellectual disabilities tend to be treated less favorable, or not given

Disability Inequality is an issue which society often ignores but is an alarming topic. People tend to assume they are ill-equipped mentally since they are disabled physically. It has immense effect on people with disabilities.

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

Children with intellectual disabilities go to school without knowledge of using the rest room on their own. We teach them for a long time until they know. They are discriminated at home as incapable of anything from childhood. They lock them in without any hope of contributing in the family. If a child with disability is a girl, no hope that she will be married and bring money or dowry at home. If parents had power for death arrangements, children with disabilities would be voted to die first before the rest of the family. Living with children with disabilities requires a strong heart[…]. No one wants to take care of a child with disabilities […]. Even when we teach children them, our fellow teachers ask us, why do you like to work with children with disabilities? Do you receive extra allowance for teaching them? They tell us: “I cannot afford to deal with them. Staying with them, I will be spitting all time, and I would not be able to eat.” I consider these children as the poorest of the poor compared to children coming from rural areas.