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 placeWork in an inclusive wayKnow 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 …SexismPrejudiceValuesIndependenceHow 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 1Basic rightsofchildrenandyoung peopleProtectionfrom abuseFoodChildren and young peoplecannot always stand up forthemselves, so they need aspecial set of rights that takeaccount of theirvulnerability.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 bestenough food and clean water for their needsan adequate standard of livinghealth careplaybe kept safe and not be hurt or neglectedfree educationdisabled children have the right to special care and training.
7 Activity 1: Key WordsResearch 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 practiceYou have 5 minutes with the person beside you!
10 Activity 3: Discrimination In groups, research the following types of discrimination.Group A: Racial discriminationGroup B: Institutional racismGroup C: Disability discriminationGroup D: Sex discriminationThen, 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 1Discuss 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 happenSometimes ‘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 doChallenge 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 5In groups of 4, discuss what can be done for the following, to ensure everyone is included. Record on flipchart paper!What can be doneHelp those with a hearing impairment or learning difficulty.Celebrate different religious festivals.Show a multicultural approach to food.How: some suggestionsLearn 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 worksheetChildren 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 2010The Special Educational Needs and Disability Act 2001The Race Relations (Amendment) Act 2000Convention on the Rights of the Child – UN 1989The Human Rights Act 1998The Special Needs and Disability Act (SENDA) 2001Students 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 isbe able to get support and training in Equal Opportunitiesreport all incidents of discriminationbe aware of the need to examine their own practice and work to improve itbe 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 insetting,eg SENCO,line managerTrainer, tutorSourcesofhelpBooks and journalsParents and families
20 You can also visit your local Citizens Advice Bureau. Information, advice and support about diversity, equality and inclusionThe following sources of information provide advice – this will help you with 3.1Age UKCarers UKDirectgovEquality and Human Rights CommissionGovernment Equalities OfficeYou 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 prejudicesPrejudices 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 noteThen 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