Equality and inclusion in health
Unit SHC 33 – Promote Equality and Inclusion in health, social care or children and young people’s settings. An explanation of what is meant by diversity.
In an early years setting as a practitioner you have to make sure children understand each other’s cultures and communities as some children get familiarised with one way of life and respect less other attitudes. The children can do this in a safe, positive and nurturing environment. Diversity is about the understanding each other and moving beyond simple tolerance and embracing and celebrating the diversity contained within each other. Some of these ways are as follows:-
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· Racial – A child that comes from a distinct population with inheritable characteristics, like skin, hair, eye colour, geographical ancestry, and skeletal structure.
· Ethnic – A child who identifies with a common heritage, consisting of a common culture, including a shared language or dialect.
· Gender -Gender identity is the gender a child self-identifies with, regardless of whether they have been born physically as male or female. The ideal logy that Boys should be dressed in blue and do activities like climbing trees, and likewise girls wear pink, and play with doll’s, are long gone thankfully. Each child is treated as an individual and in no way should they be stereotyped into male and female character roles.
· Age – A child must be given the level of care consistent with their age ability, like can they toilet themselves or tie their shoelaces. Also expectations of behaviour should be adapted to their age. You cannot expect a class of 5 year olds to sit still and quiet during a long assembly, without some disruption.
· Physical abilities – Does the child have a developmental or physical problem. If so then we must find ways that their problem should not effect their everyday life, and quality and experience of school life.
· Religious belief -Although we are a faith school, all other popular faiths are discussed during RE lessons and given equal importance. Other faiths have been worshiped in our school. · Socioeconomic – A family’s level of wealth or social standing should not influence the level of care and education given to a child. In an early years setting as a practitioner you have to make sure children understand each other’s cultures and communities as some children get familiarised with one way of life and respect less other attitudes. The children can do this in a safe, positive and nurturing environment. Diversity is about understanding each other and moving beyond simple tolerance embracing and celebrating the diversity contained within each other. An explanation of what is meant by equality.
Equality does not mean that everyone should be treated the same way, as every child is unique and have individual characters and skills. All children develop at different stages, therefore we have to offer them the same opportunities, but let children develop at their own pace. Some ways of showing equality is by:-
· Gender – Children should be treated with equal dignity and respect and not pigeon holed into male and female stereotypes.
· Race – Equal regard and biological equality should be given all our children.
· Disability – Children should be included and unaffected by their particular disability, as much as possible. Variations on lesson plans and specialist resources should be provided to maintain dignity and inclusion at all times. · Religion – Other faiths have been worshiped in our school in the past on an equal basis to our own Catholic Ethos.
· Age – We cannot label a child at being unable to achieve a task, just because it is not expected at their age. Every child must be given equal opportunity to achieve the task, but obviously good sense must be used and kept in line with curriculum key stages, and supported when doing so. That said Provision should also be made for any gifted and talented children and lessons adapted accordingly.
An explanation of what is meant by inclusion.
Inclusion is the process of equality being put in place in education for all children whether they are disabled or disadvantaged. There must be the appropriate specialised support being brought in for that child to feel intergraded in their setting, such as speech and language therapy, hydrotherapy, physiotherapy, occupational therapy and support for visually and hearing impaired pupils. Learning Goals to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out principles that are essential to developing a more inclusive curriculum. · Setting suitable learning challenges.
· Responding to pupils’ needs.
· Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
· Remaining flexible – We should not expect the child to fit our school but rather that we can be flexible enough to meet the individual needs of the child. Applying these principals should keep to a minimum the need for certain aspects of the National Curriculum to be changed or not applied. Potential effects of discrimination
The child may feel worthless and different from their peers. This may instil anger in the child, and may manifest itself into a negative pattern of disruptive behaviour in class, achieve little work and low grades. This in turn then makes the child feel like a failure and their drive to succeed is elusive. The child may find it hard to form relationships with their peers, and lead to isolation. We as practitioners, must then avoid pigeon holing that child into being “The known trouble maker”, and jumping to the conclusion that they started the incident but judge each incident on an individual basis. Also I have known children, who in fact started an incident, try and blame it on the disruptive child, as that child is seen as a troublemaker and a way of diverting the trouble away from them. An explanation of how inclusive practice promotes equality and supports diversity Individual differences should be acknowledged and understood, which helps us to develop a sense of belonging or inclusion, and that disadvantaging children because they are different in some way leads to their becoming excluded. It is also about getting rid of intolerance of differences and providing help and support where appropriate.
Our own attitudes, values and behaviour could be fundamental to achieve this goal. Understanding the psychology of a child and what they experience within the boundaries of their culture, race, disability or special educational needs. Recognising their differences with displays (for example – our sign language display in school, Olympic adoption of different countries, Australia,Japan,France,India, Kenya), posters, and booklets or by activities such as cultural and religious events. Our conduct is important to show and teach the children how to promote equality and inclusion, how to avoid prejudice, racist behaviour, discrimination and how to be better person, respectful and tolerant with others.
As role models we are at all times, an example for them, so we should keep up a good conduct and a positive practice, demonstrating with our own attitudes, values and behaviour that we prize cultural difference, kindness, justice, equality ,diversity and mutual respect. As a school, we have SEAL (Social and emotional aspects of learning) sessions, where children can discuss any worries, friendships, bullying, and concerns about learning. On a recent session, we used a massive ball of string and threw it across the room from one child to another, and each child had to tell the class something that they have never told anyone about themselves. Some really interesting facts were revealed about the countries they were born, culture,language and physical disabilities. We ended up with a “web” of information and showed everyone that in some way everyone is different, but linked as one great school family.
Cache Children and Young People’s Workforce Book
SEN Inclusion and Diversity Booklet – Norah Frederickson & Tony Cline