Equity And Fair For Students

Each school must produce a range of policies which formally set out the guidelines & procedures for ensuring equality. These must take account of the rights of all individuals & groups within the school. When considering the way policies work to ensure equality & inclusion, we often just think of the teaching & learning that is happening within the classroom. Policies must also pay regard to the values & practice which are part of all aspects of school life.

In a world that is becoming increasingly dynamic and interconnected where each of us are becoming more dependent on each other, diversity is a crucial element of life. Never in human history have students had available to them the

It is very important to support participation and equality of access so that every pupil has the same opportunities offered to them regardless of their background. For us to achieve this we must involve the students in finding out what works well and what doesn’t. I feel that if we involve the students in this process it would not only make them feel more valued but also more confident. The equality act 2000 states that there are seven different types of discrimination which are:

This means making sure that all pupils are treated equally in a non-prejudiced way regardless of ability, race or gender. A child must never be made to feel less worthy because they are ‘different’

Rights & Responsibilities • Discrimination, Harassment and Bullying Respecting Diversity • Inclusive Curriculum Celebrating the • diversity of achievement • Beyond Euro- centrism Inclusive Learning Responding to Diversity Needs and interests of communities Being aware of diverse needs of different communities/groups

This means that my setting does comply to the National Curriculum but does adapt to the levels of ability of the current pupils. Even though we are unsure of the complete level of understanding of the pupils we, as a setting, do always try to promote equality and diversity within our resources and work activities, this means out pupils will see that all children, young people and adults are equal and all have the same rights regardless of age, gender, and ability.

Equality is about rights of students to have access to, attend, and participate in their chosen learning experience. This should be regardless of ability and/or circumstances. Diversity is about valuing and respecting the differences in students, regardless of ability and/or circumstances, or any other individual characteristics they may have.(Gravells

According to the Equality act, (2010) [When providing for learners they should all be treated equally despite] age, sex, sexual orientation,

It is important to promote equality and value diversity within the learning environment as everyone has the basic right to be treated fairly. Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. As a teacher using the arts I choose my words of instructions carefully and have to consider everyones needs and abilities within the room when giving out instructions for tasks. For example if I am working with a group of disabled and non disabled students and I need them

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

It is imperative to understand that while positive interactions with diversity can create positive outcomes, recent research demonstrates how negative interactions with diversity can cause harmful effects (Denson & Bowman, 2013). Therefore it is prudent to create quality interactions among diverse students in order for them to reap the benefits of these interactions (Denson & Bowman, 2013). The need for quality interaction is one way in which student affairs professionals can encourage growth in handling different backgrounds of people. Providing students with different experiences than what they are accustomed to opens the students up to positive interactions with their peers (Denson & Bowman, 2013). It is necessary to encourage every student to participate in experiences related to diversity; students

One of the concerns regarding social justice in education is that there are marginalised groups within society do not having equal access to the learning and life opportunities that they deserve. The concept of social justice stresses that every individual within society is entitled to have equal rights and opportunities. This means that an individual from a lower class background deserves the same opportunities as a person from a wealthier background. It is about becoming aware and recognising that there are certain situations where the application of the same rules to unequal groups can sometimes lead to imbalanced results. It is therefore crucial that the government create a curriculum that can empower every student regardless of their

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. '

There are many ways of merits of supporting the rights of all the children and young people to participation and equality access to education. One of these is that it raises the overall achievement in the education settings and it’s easy to access the curriculum of their schools without any problem if equality is being promoted between individuals.