1. Promote equality, diversity and inclusion in work with children and young people

2. What is equality?
Equality is about making sure everyone has a chance to take part in society on an equal basis and be treated appropriately, regardless of their gender, race, disability, age, sexual orientation, language, social origin, religious beliefs, marital status and other personal attributes

3. Equality does not mean everyone has to be treated the same
Equality does not mean everyone has to be treated the same. People have different needs, situations and goals
Practitioners have a part to play in supporting people to live in the way they value and choose, to be themselves and to be different if they wish.

4. What is diversity?
Diversity is about the differences in values, attitudes, cultures, beliefs, skills, knowledge and life experience of each individual in any group of people. The UK has a diverse population – some of which is easily seen and some that might not be obvious

5. Elements of diversity
Age income Gender education Ethnicity marital status Race religious beliefs Physical ability geographic location Sexual orientation parental status Physical characteristics personality type

6. Valuing diversity Valuing diversity means...
Recognising that individuals or social groups may view situations differently based on their distinct backgrounds or frames of reference
Respect and consideration for views, traditions and limitations of all groups of people
Recognising both sameness and difference

7. Valuing diversity cont.
Recognising that we all have experiences of being different that are both negative and positive
Celebrate diversity by appreciating and valuing individual differences

8. 1.1 relevant legislation Equality Act 2010
Disability discrimination Act 2005
Special Educational needs and Disability Act 2001
Race Relations (Amendment)Act 2000
Human Rights Act 1998
Sex discrimination Act 1975
Equality Act 2006
Employment Equality (sexual orientation) Regulations 2003

9. 1.1 Codes of practice Citizens Charter 1991 EYFS Every Child Matters
School policies and procedures – you should read relevant policies (equal opps, inclusion) and briefly summarise

10. 1.1 1.2 1.3 Basic human rights Life
Freedom from torture and inhuman or degrading treatment or punishment
Freedom from slavery, servitude and forced or compulsory labour
Liberty and security
Freedom of expression

11. Basic human rights cont.
Respect for private and family life, home and correspondence
Freedom of thought, conscience and religion
Peaceful enjoyment of possessions and protection of property
Access to an education

13. 1.2/1.3
Why should schools promote values of equality and diversity
(include ideas around multi-culturalism)
1.4/1.5
How can schools and practitioners promote positive values around equality and diversity?

14. 1.2/1.3
Even with laws in place, discrimination and prejudice still exists
Good practices must be adopted to allow equal opportunities, equality and diversity to flourish

15. 2.3 being aware of our own values
A young man who had been badly injured in a car accident has been brought into a hospital's accident and emergency department. The doctor determines that emergency brain surgery is required. Accordingly, the brain surgeon is paged. Upon seeing the patient, the surgeon exclaims ‘I can't operate on that boy! He's my son!’
That is so, but the surgeon is not the boy's father. How can the apparent contradiction be explained?

17. 2.3 forming perceptions
Through our life, experiences teach us about our place in a group or society. We tend to be:
Raised in groups just like us
Gravitate to similar people
Be uncomfortable with differences

18. Forming perceptions cont
We can mistakenly believe that:
All people like us on the surface are like us in other ways
All people unlike us on the surface are different in all other ways
We can view others through the lens of a group stereotype

19. In your groups think of as many ways as possible
2.1 Explain ways in which children and young people can experience prejudice and discrimination
In your groups think of as many ways as possible

20. 2.2 Analyse the impact of prejudice and discrimination on children and young people
Socially isolated
Expecting to be rejected or excluded
Low self esteem/self worth
Responding to self fulfilling prophecies by not achieving
Low self-efficacy (being no good at things)
Stress
Depression
Withdrawal
Loss of motivation to achieve

21. 3.1 what is inclusion?
Inclusion is the practice in which students with special educational needs spend most or all of their time with non-SEN students (ie in mainstream settings)
Also has a wider meaning of making learning relevant and accessible to all pupils whatever their abilities, gender, ethnicity, religion, etc

22. 1.1 Inclusion This is a complex issue
Inclusion is not merely having an SEN child present in the classroom. It means the child having full access to the learning experiences
WORK IN 2 TEAMS
TEAM 1 -POSITIVE ASPECTS OF FULL INCLUSION
TEAM 2 -CHALLENGES OF FULL INCLUSION

23. 3.1 barriers to participation
Work with a partner to list as many potential barriers to children accessing school life as you can

24. 3.3 how can a TA support inclusion?
Support pupils one to one/groups
Ask children about their individual needs/wishes
Work with parents
Create resources & displays
Involvement in planning
Being a positive role model – eg attitudes and communication strategies
Encourage positive attitudes from other children and wider school community
Get training to learn how to support specific children’s needs
Support physical access requirements/intimate care