Examples Of Safeguarding Individuals At Risk

Disabled – disabled people will be very badly impacted by crime as they tend to isolate themselves from other people in the community. As they are isolated, they will not have anyone to talk to about the crime, so they may not even report the crime, or may even be too scared to report it, and again they may feel as if they are being targeted just because they have something different about them that they can’t change, and they may just suffer in silence and fear.

assaulted, than people who are not disabled in any way, shape, or form. A person that is

The Government outlined their aim to fulfil their responsibility to provide care and protection for those who through their illness or disability are genuinely unable to express needs and wants or exercise control. However, they made clear that the right to self-determination would be at the heart of a reformed system only constrained by the realities of finite resources and levels of protection, which should be responsible but not risk averse. This section demonstrates a future vision for the safeguarding of vulnerable adults and discusses protection but also the importance of not being risk averse similar to what is outlined in the Human rights Act 1998 which discusses the right to independence which involves a degree of naturally occurring risk.

Unit 14 AC1.3 Unit 16 AC 1.1 in the table below explain the following legislation and guidance in respect of safeguarding adult’s children and young people.

• The Counter Terrorism and Security Act 2015 places a duty on schools and children homes to prevent people being led to terrorism by ensuring robust safeguarding policies are in place that identify those at risk and intervene where deemed appropriate. • The Children and Families Act 2014 gives protection to children and young people, and includes special provisions for individuals with special educational needs or disabilities. This act was integral in the enforcement of banning smoking in a private vehicle whilst persons under 18 are also present. In addition to this, The Special Educational Needs and

Access to free public education was first addressed by President Rutherford B. Hayes in 1877. Hayes did not scrutinize based on a family’s economic standing. A child of a poor family benefitting from free stuff was not his concern, nor did he believe that the wealth of a the family should exclude a child from the program. Hayes simply believed, education was the basis for full political and economic participation, and full participation was the basis for a prosperous economy. Therefore, education should be free and available to everyone regardless of their background. Today, education is universal and free to all from kindergarten through twelfth grade. In the 1950’s, it was possible to graduate from high school and move straight into a decent-paying

| * Established the protection of vulnerable adult's scheme. It has since been replaced by the ISA's barred list. * Protects individuals against neglect in all places where people are cared for, as it sets out the standard of care that must be abided by in order to protect vulnerable adults from being neglected due to the low standard of care, then the company or organisation can be prosecuted.

Whilst there has been an emphasis in recent years on enhancing independence and choice for people with learning disabilities, there has also been considerable development made in relation to the protection of vulnerable adults. For example, No Secrets (Department of Health, 2000b) established the first national framework for the development of adult protection protocols. Also, Speaking Up for Justice (Home Office, 1998) has led to improved access to criminal justice for people with learning disabilities following many cases of abuse. However, though there has been some progress, there remains an alarming number of abuse cases in where the necessary balance has not yet been found between safeguarding the vulnerable adult, independence and choice.

The legislation establish guidelines to support children as well as young people, the legislation sets out procedures so that the children are protected and their needs are met, it allows children to be aware of what is expected from treatment they are to get from professionals, multi-agenises and other provisions that work with children and young people. This can help justify responses where

One of the first pieces of education-related legislation goes back as far as 1870, when Free State education was introduced. Although school attendance wasn’t compulsory, it did offer children from less privileged backgrounds the opportunity to attend school for free. This is clearly an education policy reducing social class inequality, as it is allowing those having no money being allowed to attend school without having to pay.

According to The equality Act 2010 a disability is define as having a physical or mental impairment that has

Up to the 1970s housing policy was an integral part of the classic welfare state

In 1891 primary education became free and compulsory for all children between the ages 5 and 13. Although some may see this as a great step towards equality, many found this an inconvenience as their children could no longer work for them; this in some cases meant families lost out on money and business. A Marxist would explain this as the Bourgeoisie transmitting the ideology to the Proletariat that capitalism is just and reasonable. Marx (1848) considers this ‘exploitation of the many by the few’. This can be seen in the schooling environment as it teaches you to compete with your fellow pupils by trying to achieve higher than them for a grade or position, similar to that society. They would also see it as training

Efforts to reach this are the provision of schools, with entry on a meritocratic basis. Following the 1944 Education Act in Britain, the removal of fees from secondary schools and the provision of student grants, certain financial barriers to educational attainment were minimised. Whether we measure equality of access fairly is a debateable topic, however there is overwhelming evidence which confirms that social class origins are strongly and clearly implicated in educational success or failure. Halsey, Heath and Ridge (1981), in a study of 8529 males educated in England and Wales, found that a boy who was considered middle class, compared to a boy in working class had fourth more times of attending a public school, eighteen times more chance of attending a minor independent school and twelve times more chance of attending a direct grant school and three times more chance of attending a grammar school (Journal of Social Policy, 1981). So this study heavily implies that the pattern of unequal access to the more prestigious secondary schools remained, despite the post war education reforms ‘the probability of a working-class boy receiving a fair education in the mid-fifties and sixties were very little different from that of his parents’ generation thirty years earlier’ (Halsey,

The Scottish Government has set up suitable programmes to create a sustainable environment through the Sustainable Glasgow initiative. This initiative is set up to deliver a project programme that the main plan is to develop the economy by making direct contact with the city, people and businesses to open up more investments and help tackle possible challenges. This development is believed to be the factor to the major drive to improvement of Glasgow’s future economy, environment and its social aspect (Glasgow.gov.uk, 2014a).