Cyp 3.7 1.3

Ethnic/cultural beliefs and customs - Whilst children and young people should feel proud of their ethnicity, some may experience racism which can have an impact on their self-esteem, what they would like to do and their outlook. This factor may affect how they dress, their dietary requirements and socialising. They may encounter discrimination an insufficient equality that can effect their opportunities in life. All settings and staff should show awareness and understanding of their needs.

In order to effectively embed disabled children’s participation, it needs to be fully accessible and inclusive. The social model of disability provides a framework for inclusive participation; by focusing on changing attitudes and removing or minimizing barriers that prevent disabled children accessing the same opportunities as other children and young people.

Working together to safeguard children 2006 sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children’s Act 1989 and the Children’s Act 2004. It is important that all practitioners within settings and environments looking and caring after children and young people must know their responsibilities and duties in order to safeguard and promote the welfare of children and young people, following their legislations, policies and procedures.

The first activity that parents can introduce to their children to help promote physical, cognitive, and social development is to give them access to toys that promote mental and physical development as they grow older. A second activity that can help promote physical development is to allow them greater independence as they grow and not stop them from taking minor risks. The third activity that can help promote both their mental and physical development is to make sure that you are communicating with them instead of just taking care of their needs. A fourth activity to help promote your children's cognitive development is to let infants and toddlers solve their own problems if the problem does not include a significant risk of harm to the

More than forty-six million people in the United States live below the poverty line today. One in five of these millions of people are children living in poverty. Living under hardship can affect a child in his social and emotional behavior in many ways. The children miss out in their childhood due to their family not being able to provide sufficient necessities they need. In addition, poverty dispossess of a child to develop physically and mentally in order to survive and do well in their future, which it can make it difficult for a child to set their own goals in life. Poverty can also affect a child's academic behavior and can lead to problems later on in their life. It gives the child little hope to excel in their own future. Thankfully

Unfortunately, the effects of poverty are serious. Children living in poverty suffer more than children who grow up in a wealthy family. The main effects of growing up in poverty are poor health, a high stress, and low education. Moreover, the poor health and low education are the worst affected, leading to poor early childhood development. The lacks of all of those factors could effects on children motivations for their future. They might lose their dreams and goals what it is right for each child to working hard to achieve their goals, but all of these reasons have more power than children dreams.

This model believes that individuals may have impairments that may affect how they live but disability is just a social construction and was created by disabled people themselves. If followed, the model promotes diversity and equality, as disabled people need to be valued in a community. Professionals are encouraged to see people as individuals instead of giving out labels too instead encourage acceptance. Dependant on the role of the professional there is different strategies that can be put in place to promote equality and diversity by the removal of obstructions in schools, work and general areas such as a school having ramps for children who can’t walk. An issue with doctors is that they are trained to treat the illness but not how society reacts and prevents the oppression they may feel so therefore the issue lies not with what model is followed but the training and guidance professionals are given.

Children raised in poverty are faced daily with overwhelming challenges that affect their behavior. Their brains have adapted to impoverished conditions in ways that lessen proficient school performances (Jensen, 2009). Along with many other stressors and factors that affects a child raised in poverty. There are four significant risk factors affecting children raised in poverty. These include: emotional and social challenges, acute and chronic stressors, cognitive lags, and health and safety issues (Jensen, 2009).

In my research on child poverty, I read a scholarly journal entitled UNICEF ‘Child Poverty in Perspective’ Report: A view from the UK. In the journal they compared the conditions of the children living across the world in the industrialized countries. UK was found as the poorest of them all. This comparison was on average against 21 countries. These reports were started in 2000, where they resembled a report card of the comparisons but the latest one was February 2007. The report has some interesting and detailed information on contributing factors on children poverty. The first contributor I will discuss is emotional and social issues for poor children. These problems include impulsive behaviors, lack of social skills, anxiety, depression and low self-esteem. These problems make it difficult for future success in school or work as they grow. (UNICEF) Emotional children may begin to feel helpless and start to separate from the crowd to avoid embarrassment. They have to deal with the looks and comments of people who are more fortunate talking down to them. There’s a feeling of helplessness and questions on why they have to be less fortunate. This may lead to counseling in more severe situations. Then there is the part poverty plays in the educational development as well.

Both draw from diverse components of the term, disability. An important factor emphasise is that on of these models shouldn’t be chosen over the other, rather, the positive aspect from both should be taken and adapted to all impairments. The atmosphere around disabled people usually is assumed to be very public or assumed to be people who aren’t commonly exposed to the individuals with disabilities. Recent publications explore the private, home environments and how the stigmas from society vanish within the family setting. Parents of disabled children are documented to combine both models while attempting to provide the best opportunities for their child. (Manago, Davis & Goar, 2017) (Blum, 2015; Davis and Manago, 2016; Landsman, 2005; Leiter et al., 2004) Despite the clear differences in models, this study asks the question about disregarding the split perspectives and combining them taking positives from both. To throw away the stigma and discrimination and applying ways to help impaired people socially and medically if they choose to. Thus giving the choice of adaption to the individual with the

Within this model the individual is made to feel like they are a burden on society and their family, in effective they have no use and they need to learn to fit into society, not society conforming to them, which is more what the social model covers. Again, Brisenden (1993) who is disabled himself, states that we are the problem people, lacking the equipment for social integration. I think this is very much fitting into the medical model and severely limits the chance for there to be a social understanding, it’s simply a fact.

This essay will examine the Medical and Social model and the factors that relate both models to equality and diversity. Furthermore, the essay will provide evidence on how these models could have an impact on a professional role. A model is a way of representing an idea which can be shown through types of expression. These being graphically, verbally and symbolically. The two main models associated with disability is the Medical and Social models. The authors Johnston & Nahmad-Williams describe the models of disability as “The way we view the issues of including individuals with special needs or disabilities in schools and in society is underpinned by two main models, the ‘medical model’ and the ‘social model’, and their associated discourses.” Johnston,J, & Nahmad-Williams, L. ( 2014).

poverty is defined as “an environment that is damaging to their mental, physical, emotional and spiritual development” (UNICEF, 2004). This definition by UNICEF covers much of the damage that can be done to a youth both mental and physical due to the effects of poverty. For children who are forced to live in poverty there are damaging side effects such as; more frequent learning disabilities when compared to those who are not facing child poverty (Clarke, 2016). As well as language delays and anti-social behaviour (Clarke, 2016). Children who face child poverty are more likely to face instances of underachievement at least once and often

Models of disability are terms used for defining impairment and eventually provide a base upon which government and society can devise strategies for meeting needs of disable persons. Disabled persons are often with scepticism does not replicate the real world and often inadequate and encourage limited thinking and often detailed guidance for actions. However, there are frame works in which knowledge and understanding can be gain of disability issues by applying the models of disability which are medical model of disability and social model of disability.

Many disability groups give a different argument as to why some SEND children were refused education. Disability groups, such as Disabled People's International (DPI), have argued that disability is socially constructed. Farrell and Ainscow (2002) believed that it is the barriers that society places on particular groups of people that create disability. Norwich (2014) furthers the argument that the politics of disablement is a lively area of social engagement. All this points to the explanation as to why some SEND children are excluded from schooling and from receiving an appropriate education. Consequently, this led to the concept of normalisation, which means making maximum use of the regular school system with a minimum resort to separate facilities. It may, therefore, be argued that normalisation gave rise to the concept of integration. However, normalisation did not recognise the existence of a wide range of individual differences in the society and "the diversity of educational, vocational and other opportunities that are available to people in the adult world" (reference). A comparison to the psycho-medical model is the social model which rejects the categorisation of disabled people based on their impairment, (Elkins, 2009). This model supports the idea that attitudes, values and beliefs cause disability not medical impairments. It is believed that a full application of this model would ensure that the segregated system of special schooling would end. However, there