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

2. Equality – state of being equal in status, rights and opportunities Diversity – literally means difference. Treating people as individuals Inclusion – everyone has an equal right. Within school – all children should be able to access the curriculum and participate in all activities

3. Legislation Equality Act Every Child Matters Human Rights SEN code of practice Inclusion policy

4. Examples of discrimination and prejudice
Colour of their skin
Size
As simple as wearing glasses
Cultural or ethnic tradition
Hair!
Religious beliefs
Disability
Learning needs
Traveller ( may include not playing with or associating with them)

5. Impact on children
Children can suffer from a climate of prejudice. Prejudice creates social and emotional tension and can lead to fear and anxiety and occasionally hostility and violence. Prejudice and discrimination can undermine the self- esteem and self-confidence of those being ridiculed and make them feel terrible, unaccepted and unworthy. When that happens, their school performance often suffers, they may become depressed and socially withdrawn and childhood can become a much less happy time.

6. Case Study : challenging discrimination
Pg 97 – in pairs discuss how Mike should deal with the situation.

7. What is good practice?
The role of the teaching assistant
The Primary role of the teaching assistant should be to work with teachers to raise the learning attainment of pupils while also promoting their independence, self esteem and social inclusion. They give assistance to pupils so they can access the curriculum, participate in learning and experience a sense of achievement.
Teaching assistants are expected to:
Promote, support and facilitate inclusion by encouraging participation of all pupils in learning and extracurricular activities.

8. Inclusion - barriers
Physical barriers – access to the school building, access to areas of the school. Transport. Resources – lack of for children with specific learning needs.
Organisational barriers – policies are not in place, staff training, school curriculum. Flexibility in how the children learn and demonstrate their knowledge ( written work can limit a child if they cannot write).
Community – the local community – parents, staff and the children
Funding – can be a major constraint
Co-operation – communication between, teachers, TA’s, staff, specialists, parents and the child.

9. Case study: Barriers to participation
Please discuss in pairs the barriers in the case study on pg98

10. To be aware of your inclusion policy or equality policy.
The schools aims
Being aware of the diverse needs of the co-hort in your school ( religious beliefs, social circumstance, travellers, SEN co-hort, Forces children)
SEN children – reading the learning plan ( ILP, IDP, EHP). Discussing your role with the class teacher and how you can support the child.
Pupil Premium
Own behaviour and language used ( non – discriminatory)
Children’s learning style – auditory, visual, kinaesthetic
Modifying resources – large print, using alternative ways to collect evidence, using ICT, extra time, 1:1

11. Case Study – Respecting individuality
pg Please read the case study with a partner and discuss any learning opportunities that could arise from this