Differences And Similarities Between Australia And New Zealand

Among these rules, one of the rules is the Disability Discrimination Act of 1995; it is a legislation which protects the rights of young people and children with ill health or disabilities. It also influences the duty of schools and other related institutions to create a general setting. The Disability Discrimination Act of 2005 is another act which will help in making the

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

- Make reasonable adjustments to ensure that disabled pupils are not placed at a substantial disadvantage.

Disability Discrimination Act (1995) and (2005)- The DDA bought in to support the rights of disabled people to take a full and active part in society. It gives them equality of access and the same opportunities to participate in society as a non-disabled people. This important piece of legislation gives disabled people rights regarding the way in which they received services, facilities or goods. This also included education, care and play services. A disabled person is someone who has a physical or mental impairment that affects their ability to carry out normal day to day activities. This will be long-term.

In our setting, children and adults alike are all treated equally. Religious beliefs, cultures and values are all taken into account. An example of this would be our snack table, all dietary requirements - some health reasons and some religious reasons are catered for. As such, nothing is ever served which go against peoples beliefs. Appropriate language is always used when addressing both children and adults, using clear communication.

Identify four legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities

The Act prohibits discrimination against disabled people in a range of circumstances, covering employment and occupation, education, transport, and the provision of

The education act is based towards the school responsibilities towards children with special educational needs. It means schools must provide resources, equipment and extra support to meet the needs of any children. The disability act places a duty on schools to encourage children to participate in all different areas of school life free from harassment and discrimination. It also eliminates barriers to make sure that children can have equal

Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching

* Special Educational Needs and Disability Act 2001 – Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability.

I can identify the polices and legislation designed to promote inclusion, human rights of individuals with learning disabilities and of their citizenship and equal life chances i.e. National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability Equality Duty 2006.

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

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.

The Equality Act 2010 replaced all previous anti-discrimination legislation and consolidated it into one act (for England, Scotland, and Wales). It provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or because they are wrongly perceived as disabled. To ensure you comply with the Equality Act, you need to be proactive in all aspects of

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and