Tda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People.

When children and young people are able to participate fully, they will feel valued for who they are and the contribution that they make. This will also help them to develop a sense of identity and help them build up their self-esteem. Children should be able to make their own choices and have control of their own learning. Children and young people must also have the opportunity to become independent learners, which in return will give them a feeling of self-worth and well-being, and help them to achieve their full potential, since they will be more likely to be motivated. Promoting the rights of all children and young people to participate and having equal access and opportunities, will also help them to prepare themselves for adult life. Inclusion in education is one aspect of inclusion in society. Policies which promote equality and inclusion should give out a positive message and encourage an atmosphere of mutual respect.

Promote equality, diversity and inclusion in work with children and young people 3 2 Assessment criteria The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people 1.4 Interact with children and young people in a way that values diversity and respects cultural, religious and ethnic differences 1.5 Demonstrate ways of applying the principles of equality, diversity and antidiscriminatory

Every school and business must have policies and procedures in place. A school's policies and procedures are adopted from laws passed by the Government. These are in place to ensure the school is run correctly, and that staff, pupils, and any other individuals involved with the school are protected and meeting expectations and guidelines. There are usually many policies in place within a school. These can include policies such as Child Protection, Health and Safety, Fire Safety, Confidentiality, Anti-Bullying, Teaching and Learning, Homework, and many more. These policies and procedures are relevant to staff, pupils and parents. These policies must be updated regularly, and some of the content revised, to keep them relevant. Some of the policies in place relating to staff could be a performance management, whistleblowing or grievance policy. These should be in place to enable staff to feel protected in the workplace as well as remaining professional.

Information and Communication – providing information in different formats for example large print, Braille, video, tape, total communication, other languages, providing an interpreter.

Daniel might be feeling a sense of disempowerment as he might believe that he is unable to challenge the practice of the playgroup even if there are other children who would prefer not to the run around game before snack time as it is insinuated that the children are not asked what they would like to do. There may be other reasons why Daniel doesn’t enjoy the afterschool club that are not explained in the text. He may have hearing problems and more sensitive to noise, this could be made worse by there not being a separate room for the children to go to for some peace and quiet. It may be simply that he needs some quiet time after a long day at school but feels ostracised to a certain extent as, for him to do what he wants he is not only physically, but socially put outside the group to

display a positive approach to celebrating diversity, In order to show children you respect them and

This can be linked to the Children Act (1989) and Every Child matters (2004) such as the right to be healthy, safe, enjoy and achieve, contribute to society and achieve economic wellbeing (Golightley,

Some of the policies and procedures that the school may follow are: Working together to Safeguard children 2010, this policy gives the guidance to help set out the responsibilities and duties of the organisations and authorities and how they must work together to help safeguard children and young people.

In this essay I will be researching policies, frameworks and reports that have highlighted skills and attitudes required to work with children, young people and families. I will also look at government documents such as EPPE, Common Core Framework and Every Child Matters. From my research I will discuss my findings and go on to include some personal opinions and reflection of my experience within settings.

This study report will also highlight current legislation and give a critical reflection on how the youth service can use the legislation to practice equality and diversity. Within this report I will also analyse and evaluate my own knowledge and understanding of equality and diversity.

Over the years, Australian education and its school system has been reformed to become more inclusive in order to accommodate all children of all backgrounds and abilities (Slee, 2006). According to Pearce, Gray and Campbell-Evans (2009) the broadest definition of inclusion can be explained as an acknowledgement, acceptance and respect of all people, regardless of culture, language, beliefs, socio-economic background, and a plethora of other influences in life. Within a school context, an inclusive school must accommodate all children, whether they are physically or intellectually impaired, gifted, or come from a marginalised ethnic or cultural minority (UNESCO, 1994).

Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably than others. Equality is about the rights of the learners to attend and participate regardless of age, sex, race, gender reassignment, disability, religion or belief, sexual orientation, marriage/civil partnership and pregnancy /maternity. Diversity is about recognising and being tolerant of different views which individual people have, in terms of cultural backgrounds and different lifestyle choices relating to any characteristics they may have. A diverse society is what we have as every individual has a different culture,

It is argued that inclusion is unending, so that there is no such thing as an inclusive school (Ballard 1995). In order to facilitate this idea, all schools must continually develop greater inclusion for diversity of students (Sebba and Ainscow 1996). Inclusive schooling has previously been described as a process that fosters participation by all students and staff as a base for future school development (Bines 2000). This is as a result of the introduction of inclusive policies and the ever increasingly diverse learning needs that have forced school staff to alter their approach and their organisation of students, models of support, teaching staff roles, and approaches to teaching and the curriculum.

Inclusivity of all students is essential for effective teaching and learning. There is not a ‘One size fits all’ approach to learning. Therefore understanding students and how they learn is paramount for equity for all students. This essay will demonstrate how inclusion, diversity of learners, differentiation of lessons together with ethical and legal responsibilities for teachers and professional conduct, all align together to provide an inclusive, safe classroom for all students regardless of ability.

* Human Rights Act 1998 in respect of the right to respect for family and private life and freedom of thought, conscience and religion