Understand Inclusion and Inclusive Practices in Work

Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of:

Starting young – educating children at an earlier age while still in school regarding the issues around discrimination. Never ignoring this behaviour, challenge it and try and make that person aware of the damage they could be causing, if within a work place raise the issue with your line manager.

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people.

Both discrimination and prejudice can take a range of forms and can take place for a multitude of reasons and usually occurs through lack of knowledge and an understanding of diversity, every childcare professional must be conscious of the fact that a child or young person will experience some form of prejudice or discrimination against them throughout their time in

Schools have obligation to uphold good relationships between people from different backgrounds. Schools now required to have a race equality policy in place. The legislation gave powers to tackle racism by making direct or indirect discrimination illegal.

All these laws influence the rights of individuals. Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action:

As a member of the school team, the TA must share responsibility to ensure that anti-discriminatory practice is promoted. The TA must also recognise when discrimination is happening and show that inclusive practice is supported through words and actions.

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.

The importance of supporting the rights of children and young people is that not all children are the same. They learn at different paces and many need support to help them e.g. one to one teaching, speech therapy, disability problems ect. They all deserve the right to learn and go to the school they choose. Also if you penalise a child because they come from a different back ground this makes them feel unwanted. Just because they can’t speak the local language or come from a different culture doesn’t mean they don’t belong. If they attend local schools they soon

The UNCRC of 1989 was signed by all countries apart from the USA and Somalia and entitles children to forty rights. This promotes pupil wellbeing as it states they have the ‘right to the enjoyment of the highest attainable standard of health’ (article 24) and promotes achievement as it states that all children are

We can promote anti-discriminatory practice by: being a good role model in everything we do; promoting children diversity and individuality; given equal opportunities to all; promoting children participation in the learning process; being aware that “every child matters” as an individual; having good expectations (and not prejudice or discrimination) of all children; supporting a positive ethos within the school; giving pupils the confidence and skills to

It is essential that all children have full access to all areas of education to allow them to fully develop in every way possible. There is much legislation in practice to aid this including every child matters, the SEN code of practice and the disability discrimination act.

The principle of "Inclusion tresses, among other concepts, that all members accept their fair share of responsibility for all children, including those with disabilities" (Dettmer, Thurston, & Dyck, 2005, p. 40). This shared responsibility and giftedness is facilitated through "consultation theory," which employs a team approach to successful inclusion of students with disabilities within mainstream education. Sheridan, Richards and Smoot (2000) report that Urie Brofenbrenner (1977) "In a seminal article, emphasized the importance of ecological considerations in child development by recognizing that a child is part of a number of interrelated systems, each with reciprocal and bidirectional influence on the others." (p.167) It is reported that the subsystems primarily addressed in consultation are the microsystem and the mesosystem. The mesosystem is reported to be defined as "the immediate setting or system within which an individual functions at anyone point in time, such as a classroom, neighborhood, or home setting." (Sheridan, Richards and Smoot, 2000, p.167) Problems are addressed at this level at the time they occur in a setting or environment that is isolated in nature whereas the mesosystem is focused on relationships "among immediate systems in an individual's environment, such as interrelations among the home and school settings." (Sheridan, Richards and Smoot, 2000, p. 167) The focus at this level is such that enables the "identification and resolution of broader

One of the most important sub concepts that affect most organizations throughout the world is the “I” in the FAIR (feedback, assistance, inclusion, respect) Way concept. Some think the lack of inclusion only happens to new individuals in an organization but the truth is it can happen to anyone for various reasons.