CU2943 1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility. Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs, culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential. Diversity is to value that we are all unique and yet similar. We have different needs
child to new experiences and possibilities for acting in a on the world.” (Wood. 2013:24) Within a setting the most important partnership is with parents and families. Family influences have a much more powerful effect upon children’s attitudes and achievements than either school or neighbourhood factors; even when these are added together. When you are working with parents to develop a home-school relationship, it is essential to be able to work with all families. Families come in all shapes and
teaching staff in schools. These services consist of specialist experienced teaching staff and LA officers who work collaboratively in a range of ways, both in-school and on an individual level. For more information on each service please click on the links below: Teacher’s Support Services (TSS) Extended Schools Educational Psychology Service Hounslow Traveller Education Service Hounslow Music Service The Teacher’s Support Services (TSS) The TSS aims to support the inclusion of pupils with
individuals with impairments. Support for inclusion of children with disabilities in public settings will be examined. Third, typical language acquisition and socio-emotional development will be presented to examine the learning process of children with and without disabilities. Fourth, once autism is discussed, the concept of universal design for learning as an educational framework for inclusion will be explored. The educational framework for inclusion plays a crucial role in guiding the development
examine five ways of identifying a setting as inclusive. I work as a nanny in a sole charge role, in a family home. I work with a family of 3 children, one of the little girls has additional needs and she attends a special needs school. I will reflect on my life experiences and the course material within this essay and how this has influenced my understanding of inclusion. Inclusion is about feeling like you belong, being valued and feeling happy within the setting and the local community, regardless
beliefs, values, views and life experiences. The concept of diversity is to accept, respect and embrace our differences. When people with these differences unite and share the same group or organization we see a diverse environment. Working in a childcare setting, we have the potential to work with an abundance of diversity. This can be very rewarding but can also pose challenges. Positively, we have the opportunity to promote the sense of individuality, sense of pride and belonging by providing a safe
This essay will introduce and compare approaches to early childhood care and education in Denmark and Ireland. It will specifically focus on comparing the pedagogical approach, curriculum content and the inclusion of ethnic minority children aged 0-6 years attending early childhood settings in both countries. Provision of Services As one of the oldest nations within Europe, Denmark has made the welfare of families with children top priority within government. Under their Social Services Act
legislation drawing historical and international references for comparison and contradiction. When first considering the need for state provision of early years childcare the importance of the home was highlighted in the statement; "The home affords advantages for the early stages of education which cannot be reproduced by any school or public institution." Acland report (1908) It was further recognised however that home was not always the best place for young children to develop. Serious concerns
with disabilities was established by IDEA in 1997. Because of the federal enactment, the public school system was mandate to work with young children with disabilities about to enter preschool and was mandatte(Simpson & Warner, 2010). The IDEA 1997 reinforced the demand for children’s early intervention services implementation in their natural environments, including their homes and community settings. In addition, IDEA 1997 established two distinct systems: (a) one for early intervention services
social care or children and young people’s settings. Analyse how legislative and regulatory frameworks inform quality standards that apply to the work setting. The main regulatory framework that we follow is the EYFS welfare requirements. The requirements are broken down into sections: * The learning and development requirements This details how we must work in partnership with parents and carers, promote the areas of learning preparing them for school. It ensures we support families that has