My unit I did, should ave some info to help you.
All children have the right to access all the opportunities which are on offer in the school provision, this should be supported by high quality teaching and learning experience.
All schools have a duty to make sure all pupils have equal access to the curriculum no matter what your background is. For example.
Race.
Culture.
Background.
Gender.
Special educational need.
Children and young people are regarded highly as essential contributors in every aspect of decisions that affect them within the school planning and delivery of services that support and meet their needs, this is the best way a child and young person can get the best possible start in life, they should never ever be underestimated the huge contribution they will make and also bring fresh ideas to the table.
Each and every child/young person have a right to all the available skills and opportunities that will enable them to make good life choices, to be able to support themselves and the needs of others and to be able to achieve much more than they ever thought possible.
Each and every pupil have the right to learn.
Pupils should not be discriminated against for any reason.
Inclusion is concerned with improving schools for staff as well as all the pupils.
Pupils will achieve much more in an inclusive setting both academically and socially.
Pupils do not need to be separated to achieve adequate educational provision.
Inclusion in education is one aspect of inclusion in society.
Pupils should be involved with all of their peers.
Always be aware of pupils with special educational needs and pupils who may be vulnerable which may include.
Whose English is spoken as a second language.
Who are new to the setting.
Who are gifted and talented.
Whose culture is different from the influence of the setting.
Who are looked after children.
Whose parents views are different from those of the school.
It is important for all children and young people to learn about each other’s culture, not only will it show respect but also an understanding on different beliefs, the school implements this by having different culture activities and special events held in the classroom and on school trips as and when the topic arises. For example.
French days.
Round the world trips.
Chinese days.
Visits to the churches.
Learning about the Victorians.
Before the teachers can take the children out on an Educational trip, the teachers have to send a letter home with the pupils asking the parents to sign a consent form and an up to date medical form, parent helpers are needed to help with the staffing level, all parents are briefed so they know what will be happening. The trip organiser should have with them.
A charged mobile phone for the duration of the outing.
A copy list of names, date of birth and address of everyone present on the trip.
Contact numbers for the school.
Any emergency medical equipment (Epipens and inhalers).
In the event of an incident/accident, staff should inform school immediately with full details to either HT or DHT if overnight residential.
The trip organiser must ensure that all accompanying adults and helpers have a copy of the risk assessment and are given sufficient time to be able to read through in thoroughly.
When these topics comes up the children have to dress up, for French day they went to school in red, round the world trips the children dressed up in holiday clothes, Chinese days the children tried different variety of foods, for the churches children visited them in their school uniform and for the Victorian days the girls got dressed up in long black dresses and white aprons with the white hats and the boys wore shorts and a shirt with a tie and a cap, this is so the pupils can benefit from the full experience.
The children like these activities as they like to learn about how different countries live to how we live in the UK, this in turn is helping the children to explore and understand the cultures which are very different from our own, this also implements for a fun day at school as well.
While the children are learning different aspects of different cultures this is the first step to help the children promote an understanding of cultural diversity which will help stop stereotyping and hopefully reduce prejudice and discrimination.
United nations conventions on the rights of each and every children order that children are protected from all kinds of prejudice and discrimination.
Because we are specifically aiming to line in a Multicultural Society we need to get all members of society together to stop all kinds of prejudice and discrimination against different cultures, it is far better if everyone works together on this.
Children and young people can experience prejudice and discrimination by.
How they speak.
Different race.
Gender.
Sexuality.
Parents opinions.
Disfigurement.
Special educational needs.
Religious beliefs.
Different lifestyles.
There are two types of discrimination, there is direct indiscrimination and indirect discrimination.
Direct discrimination is where a particular person cannot access part of the curriculum due to their disability or their religious beliefs or the school discriminates because they will not let a particular child attend their school because of a Special Educational Needs.
Indirect discrimination is something all staff working in schools needs to be aware of, this is quite often hard to spot. This often occurs when practice and procedures are generally applied without consideration to pupils individual needs, this could be because the school will have swimming lessons but a particular child could be frightened of water and therefore will not be able to do the lesson this is called indirect discrimination.
The impact on prejudice and discrimination on children and young people is where a child who has a Special Educational Needs, need one to one support or more help than their peers, this can be preconceived that the SEN child is less than an equal to their peers, at the end of the day the child is an equal just like their peers and should not be treated any differently to themselves.
Also, just because a person who is of a different race to ourselves doesn’t mean that person is less of an equal than their peers, everyone is an equal and have the same rights as ourselves, nobody should be or deserves to be labelled.
When children or young people feel they are being discriminated against because of their disability this could cause emotions such as.
No self- esteem.
Anger.
Lack of motivation.
Depression.
Confusion.
No confidence.
When working with children it is paramount to protect the rights of all children and young people. You have to examine your own attitudes and values to make sure working with children is seriously for yourself, if you do have racial opinions then it is obvious working in a school setting isn’t for yourself or you can overcome this by researching more about culture and religious beliefs that way you will get a deeper understanding of different backgrounds. This could be done by having a conversation with parents or researching on the internet or going to the library.
It is also important to find out if any pupils you’re working with have any Special Educational Needs or disabilities, again, this can then be researched and you will have a deeper understanding of pupils you will be working with.
We need to make all the pupils feel welcome and valued in the school setting, this will in turn make the pupils feel at ease and hopefully they will enjoy achieving the goals which will be set out for them.
Children and young people should never be judged, always try and find out a little bit about their backgrounds, or their interest and abilities that way you can communicate more effectively with them and get a deeper understanding of specific needs and support which will need to be given.
Inclusion is a right given to all children and young people on human rights. What this means is, inclusion is there to include all people no matter what their race, gender, or disabilities are or any other needs, this is about giving equal opportunities and therefore getting shut of discrimination, everyone has a right to develop their own skills in their own way in which way is suitable to their needs.
Children and young people who have Special Educational Needs are entitled to go to a mainstream school if that is what their parents wish for, no school can turn the parents down as this will mean they have been discriminated against just because of the child’s specific needs, as long as the school has the provision to meet the child’s needs then there shouldn’t be an issue.
An inclusive setting works towards providing all the different activities to which the pupil will need to meet the child’s individual needs, Special Children will have different work set in the setting which the goals are put down on the Childs IEP (Individual Educational Plans). This is for an example.
The child’s list of difficulties.
Three or four targets to be met in the given time scale.
Action.
The special education provision.
Staff involved, including who is the supporting role,
Activities, programmes, materials and equipment.
Help from the parents when at home.
Medical requirements.
Monitoring and assessments.
Review arrangements as and when achieved.
Inclusion is all about providing Equal opportunities for all children and young people, it is paramount to provide an inclusive setting to people for example.
Ethnic minority.
Asylum seekers.
Travellers.
Children who need help to learn English as an additional language.
Special Educational Needs.
Looked after children.
Children who have been affected by exclusion from another school.
Inclusive practice.
This is to include all children and young people are given the opportunity to access all areas of the curriculum, for example. A child who has problems with their fine motor skills using a different aid to their peers, this could be a thicker pencil which will make it easier for the child to grip or a child who has problems with their gross motor skills will need an aid to help them join in with PE, that way the child will not feel left out.
All schools and teachers should try and give all the opportunities to help all the children participate in all activities which the child feels they want to take part in or feel comfortable in trying, this will also make the child feel included with the activities and not made to feel too different from their peers.
Inclusion will basically mean that the setting in which the child will be working in will need to be considered for the Childs needs, inclusion isn’t just for children with Special Educational Needs but the rights for all children.
The education act 1993 defines children with special educational needs as.
Having a significant difficulty in learning and understanding than their peers.
Having a disability which prevents the child or young person using the full curriculum to gain their full potential which is provided for children which is the same age of the “said child” who is of the same age.
Parents who have special educational needs children have the right for their child to go to a mainstream school.
The special educational needs code of practice 2001 gives advice to the local education authority which gives advice on how to identify, assess and provide for the SEN child.
It is up to the governing body, schools head teacher and the SENCO to put these provision in place for when the child starts school.
Some of the children will have been diagnosed as having SEN and therefore provision will of already been put in place for the child, this is for.
Children with physical disabilities.
Sensory impairment.
Autism.
The SENCO liaise between teachers and the pupils parents on how best to adapt the child’s needs to the curriculum and the best kind of support possible to help the child achieve as the same rate as the child’s peers.
A child who hasn’t been identified as having a SEN may find it hard to do some of the work in the school setting, such as.
Having difficulty reading and writing.
Not understanding what is being explained to them.
Not being able to organise themselves as good as their peers.
Can’t understand some basic rules and boundaries.
Not been able to make friends easily.
Sensory such as having difficulty in seeing or hearing things.
Generally it will be up to the class teacher if he or she thinks the child needs more help than the other children, the teacher will talk with the child’s parents and the SENCO who will suggest different tactics to help the child, this could be using extra support for the child, this is called School Action. The support which the child will need will be discussed with the parent and then An Individual Education Plan will be drawn up with goals for the child to achieve.
The anti-discriminatory practice express obligation to underpin all work in the schools. It is not enough for schools to have policies in place which makes formal announcements about anti-discriminatory practice, schools have to be able to show evidence of anti-discriminatory practice and also the school needs to be able to monitor the ways that positive practice impacts on the education and the well being of all each and every pupil within the school setting.
Promoting anti-discriminatory practice you need to be able to show that you.
Can be a good role model and demonstrate it in each and everything you do.
Be able to appreciate and promote diversity and that children have their own individual ideas by recognising their positive attributes and abilities.
Always take into consideration and involve the children and young people in the delivery of services and also always make sure you listen to anything that concerns the children and young people.
Make sure you recognise that each and every child and young person in the learning environment is an individual and nobody should be treated any different no matter what.
Try to have realistic but the best expectations of all the children and young people in the school environment.
Support a positive Ethos within the school setting.
Build the children and young people’s skills and confidence to be able to challenge prejudice or racist behaviour of others.
Be able to recognise and question anti-discriminatory practice as and when required.
When working with children it is paramount to protect the rights of all children and young people. You have to examine your own attitudes and values to make sure working with children is seriously for yourself, if you do have racial opinions then it is obvious working in a school setting isn’t for yourself or you can overcome this by researching more about culture and religious beliefs that way you will get a deeper understanding of different backgrounds. This could be done by having a conversation with parents or researching on the internet or going to the library.
It is also important to find out if any pupils you’re working with have any Special Educational Needs or disabilities, again, this can then be researched and you will have a deeper understanding of pupils you will be working with.
We need to make all the pupils feel welcome and valued in the school setting, this will in turn make the pupils feel at ease and hopefully they will enjoy achieving the goals which will be set out for them.
Children and young people should never be judged, always try and find out a little bit about their backgrounds, or their interest and abilities that way you can communicate more effectively with them and get a deeper understanding of specific needs and support which will need to be given.
Children and young people feel very anxious when they first step into the school playground for the very first time, but as they have their first morning at school they actually begin to realise that it is a nice place to be to play and to learn, they soon begin to realise that the staff who work at the school are very pleasant and helpful. As the children’s confidence grows they feel more confident about approaching members of staff.
An inclusive setting is one which uses a whole school approach to the school setting, barriers are recognised and strategies to remove them. Where children experience difficulties or Special Educational Needs or disabilities, there is now an approach what focuses on what the child and young person can do instead of concentrating on what cannot be done.
A school setting which is “inclusive” will have the following procedures put in place.
Barriers are recognised so that staff can have a good understanding of individuals and groups of children so they are aware of any difficulties the children may have accessing the curriculum.
Barriers are then removed or minimised and then the environment is adapted and personalised support, resources or equipment are provided.
Pupils are educated alongside their peers and not separated when support is needed. For example a pupil with English as an additional language will receive language support in the classroom.
Children and young people are given and use their ‘voice’, that is, their own views and opinions are listened to and valued. This may be informal or through a school council.
There are clear policies and procedures which are evaluated regularly.
All staff receive regular training relating to inclusion, diversity and equality of opportunity.
The school works in partnership with staff, governors and parents and children and young people.
The school works in partnership with other services, for example, speech and language therapists, educational psychologists, to ensure children and young people receive the appropriate professional support.
Out of 10 schools our school is the only one where adaptations have been made to welcome children and young people who are in a wheelchair, the school has a disabled parking place, they have had ramps, stair lifts fitted so the child or young person can get around independently and therefore not having to rely on other people too much to get around, also the legs of the table have been raised the wheelchair can fit under the table. What was the girls and boys toilets have now been adapted to accommodate a child with specific needs, this is now a place for the child to go where her needs are met.
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