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SHC 23 Introduction to equality and inclusion in children and young people’s settings credits

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Presentation on theme: "SHC 23 Introduction to equality and inclusion in children and young people’s settings credits"— Presentation transcript:

1 Unit SHC 23 Introduction to equality and inclusion in children and young people’s settings

2 SHC 23 Introduction to equality and inclusion in children and young people’s settings 2 credits
This unit helps learners to: Understand the importance of equality and inclusion in the work place Work in an inclusive way Know how to access information, advice and support about diversity, equality and inclusion.

3 How many have you got correct?
Connector… With the person beside you explain the following … Sexism Prejudice Values Independence How many have you got correct?

4 Big Picture… Understand how childcare professionals actively promote equality. Understanding children and young people’s individual needs.

5 The importance of equality and inclusion
Learning Outcome 1 Basic rights of children and young people Protection from abuse Food Children and young people cannot always stand up for themselves, so they need a special set of rights that take account of their vulnerability. A safe home

6 Children’s Rights The UN Convention on the Rights of the Child
states that children have a right to: be with their family or with those who will care for them best enough food and clean water for their needs an adequate standard of living health care play be kept safe and not be hurt or neglected free education disabled children have the right to special care and training.

7 Activity 1: Key Words Research the following words: Group 1: Equality Group 2: Diversity Group 3: Inclusion Group 4: Discrimination Brainstorm your key findings and be prepared to feedback to the class!

8 Equality, diversity, inclusion and discrimination 1.1
Equality does not mean that everyone has to be treated the same. It is about equality of opportunity. Diversity is about people’s different values, activities, attitudes, cultures, beliefs, skills and life experiences. Inclusion is an educational term used to describe how all children and young people, whatever their disability or disadvantage, are given equality of learning opportunities. Discrimination is when someone is viewed and treated negatively because of some characteristic, usually based on a stereotypical view, e.g. racist.

9 Activity 2… Find out about as many national initiatives that promote anti-discriminatory practice You have 5 minutes with the person beside you!

10 Activity 3: Discrimination
In groups, research the following types of discrimination. Group A: Racial discrimination Group B: Institutional racism Group C: Disability discrimination Group D: Sex discrimination Then, in your groups, prepare a role play to show discrimination in a childcare setting. One person will be the discriminator, one person will be the victim, another person will be family of the victim and another person will be the narrator

11 Different types of discrimination
Racial discrimination – based on a belief that some races are superior, e.g. skin colour makes some people better than others. Institutional racism – where organisations fail to provide a service to people because of their skin colour, culture or ethnic origin. Disability discrimination – where people are denied equality of opportunity because of their disabilities or impairments. Sex discrimination – where people of one gender reinforce the stereotype that they are superior to the other.

12 Activity 4: Worksheet 1 Discuss the practices you have observed in the work setting that you think reduce the likelihood of discrimination. Complete worksheet 1. Be prepared to give feedback to the class.

13 Discrimination in the work setting
Class & Group discussion; What can the practitioner do? What can happen Sometimes ‘labels’ are given to children and young people, e.g. spoilt child, attention seeker. Some children and young people are more likeable than others. Children and young people notice differences in people and make comments. What the practitioner can do Challenge the remark, not the person. Make sure that fair and just treatment is given. Positively acknowledge the differences and emphasise the value of every individual.

14 How to work in an inclusive way Discussion
What can be done? Providing positive images. Providing activities for those with special needs. Celebrate the diversity of language. How: some suggestions Books, displays etc. should include positive images of: - people with disabilities, - from other cultures, - shared roles for men and women. Providing ramps for wheelchair users and any other special equipment. Encourage learning about, speaking and listening to different languages.

15 Activity 5 In groups of 4, discuss what can be done for the following, to ensure everyone is included. Record on flipchart paper! What can be done Help those with a hearing impairment or learning difficulty. Celebrate different religious festivals. Show a multicultural approach to food. How: some suggestions Learn a sign language and/or take further training. Provide a range of activities showing how each festival is celebrated, e.g. making cards. Ask the setting to provide national and regional dishes and encourage everyone to try out different ones. It may be possible to make some dishes.

16 Inclusive practice Task: Video – Happy Child Nursery
Complete worksheet Children and young people should be encouraged not to feel anxious about people who are different to themselves. Embrace the fact that many traditions are now shared, e.g. Indian, Mexican and Asian foods are very popular with many nationalities. Children and young people with specific needs may need additional help and understanding in order for them to feel included. Labelling and stereotyping people should be avoided – it leads to negative attitudes, prejudice and discrimination.

17 Activity 6 Legislation and codes of practice
The laws and codes of practice relating to equality, diversity and discrimination are: The Equality Act 2010 The Special Educational Needs and Disability Act 2001 The Race Relations (Amendment) Act 2000 Convention on the Rights of the Child – UN 1989 The Human Rights Act 1998 The Special Needs and Disability Act (SENDA) 2001 Students to work in your groups. You will be assigned a law or code of practice to research. Prepare presentations in your groups, about your law. You need to be able to identify which laws and codes of practice apply to your role in the work setting.

18 Understanding and promoting equality of opportunity
Practitioners should: know who their Equalities Lead Officer or Equalities Coordinator is be able to get support and training in Equal Opportunities report all incidents of discrimination be aware of the need to examine their own practice and work to improve it be alert to the practice of others and encourage a fair and just approach to everyone.

19 Sources of information, advice and support about equality, diversity and inclusion 3.1
As part of your ongoing personal development, you should be willing to improve your practice. Where can you go to get help? Colleagues in setting, eg SENCO, line manager Trainer, tutor Sources of help Books and journals Parents and families

20 You can also visit your local Citizens Advice Bureau.
Information, advice and support about diversity, equality and inclusion The following sources of information provide advice – this will help you with 3.1 Age UK Carers UK Directgov Equality and Human Rights Commission Government Equalities Office You can also visit your local Citizens Advice Bureau.

21 Conclusions… Individuals are unique.
The law protects the individual from discrimination on certain grounds. People develop prejudices Prejudices need to be challenged to stop discrimination. Discrimination effects people in a negative way.

22 Review On post-it notes!
Each student to write one thing you have learnt today on a post-it note Then write one thing you aren’t sure about or you need answering, from today’s lesson. Ask this question to the person next to you

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