1. EFA: Current policy and legislative framework The national Equalities agenda and the implications for review, planning and development Prof Donnie M MacLeod, February 2008

2. Education for All - inclusion, equality, participation, partnership “inclusion” is not an alternative term for “integration”. “inclusion” is experienced “inclusion” is an issue about all and for all

3. Education for All - inclusion, equality, participation, partnership An obligation - not an option - against an international backdrop of: Human Rights/Civil Rights/Social Justice/Equity movements “Mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.” UN Salamanca Statement. Presupposes connection with communities and among services - partnerships Children’s Rights. Equal rights of all (UN Convention, Children’s Charters etc) Advocacy and self-advocacy - the importance of “Voice” - giving a voice to the marginalised and listening to “voice” - participation

4. Education for All - inclusion, equality, participation, partnership Equalities related legislation for Scotland and the UK: Human Rights Act and more recently the Equality Act Disability Discrimination legislation - including SEN and disability Sex Discrimination legislation Race Relations (Amendment) Act, 2000UK Standards in Scotland’s Schools etc Act, 2000, (Section 15) Children (Scotland) Act, 1995 Education ( Disability Strategies and Pupil’s Educational Records) Act, 2002 Protection of Children (Scotland) Act, 2003 Education (Additional Support for Learning) (Scotland) Act, 2004

5. Education for All - inclusion, equality, participation, partnership National Public Services Reform Principles “Public services should: be more focused and personalised. They should be organised around users’ and citizens’ needs and aspirations, not the convenience of the service provider. drive up quality and encourage innovation at all levels across organisations and teams. be efficient, productive and focused on outcomes. be joined up, with isolated and separated services becoming minimal. be accountable to those they are there to serve.” (Changing Lives, 2006)

6. Education for All - inclusion, equality, participation, partnership Supporting children’s learning: code of practice (2005) Chapter 3 Meeting Additional Support Needs - paragraph 2 Values and Principles: “taking into account issues of diversity and equality and ensuring that outcomes do not discriminate against children, young people and their families. This includes not discriminating on grounds of race, disability, gender, sexual orientation, language, religion or belief, and age.”

7. Education for All - inclusion, equality, participation, partnership Same agenda evidenced in: National Priorities A Curriculum for Excellence Getting It Right for EVERY Child HMIe focus on Equality and Fairness (HGIOS3) Count Us In publications

8. Education for All - inclusion, equality, participation, partnership Local authorities required by statute to comply with Equality Duties and publish Equality Schemes in relation to: Disability Race Gender Requires specific action of schools, establishments and services (eg to develop active policies etc). Equality policies

9. Education for All - inclusion, equality, participation, partnership Three strands: discrimination - structures, processes, choices harassment and bullying positive action and promoting good relationships

10. Education for All - inclusion, equality, participation, partnership Key characteristics of these schemes: public and designed to secure equality of opportunity focus on needs, entitlements and outcomes representative and participative in needs identification, development and monitoring proactive include arrangements for systematic monitoring and review publication of improvement targets and improvement data

11. Education for All - inclusion, equality, participation, partnership Relevant areas for monitoring review and development will include, for example: Pupil attainment and progress Curriculum, teaching and learning (Access, participation and outcomes) Promoting good relations in school and community Care, welfare and assessment Staff recruitment and career development The school’s ethos and values - human rights development work Pupil behaviour, discipline and exclusion Harassment and bullying Admission and transfer procedures

12. Education for All - inclusion, equality, participation, partnership Relevant areas for monitoring review and development will include, for example: Access, engagement, participation and representation Membership of boards, working groups and committees Choices and opportunities Membership of boards, working groups and committees Range and quality of programmes and resources, Communication

13. EFA: Current policy and legislative framework The national Equalities agenda and the implications for review, planning and development Prof Donnie M MacLeod, February 2008

14. Equalities: Workshop questions 1.What are we currently doing that meets the requirements of the Equality legislation in terms of policy and practice? 2.How do we know? 3.How do we involve our staff, our pupils, our parents and wider communities? 4.What are the next steps?

15. EFA: Current policy and legislative framework The national Equalities agenda and the implications for review, planning and development Prof Donnie M MacLeod, February 2008