: Promote Equality, Diversity and Inclusion

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TDA 3.6: Promote equality, diversity and inclusion in work with children and young people

1. Be able to promote equality and diversity in work with young people.

1.1 Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity.
SEN code of practice 2001
This act was created to strengthen the rights of SEN children and their parents to a mainstream education.
The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with …show more content…

In addition to this all children have the right to an equal education in a mainstream school with the opportunities to play and learn together. There must be no discrimination for any reason towards any members of staff, parents or pupils. This attitude towards inclusivity not only promotes better development both academically and socially but is also a more efficient use of resources.
Each school must have a code of practice in place containing information relating to equal opportunities and a policy concerning the schools practices surrounding special educational needs to protect and benefit all students and staff. Schools should focus on the individual needs of all students and allow opportunities for them to become integrated with not only their peers but the local community.
There are certain groups that may be more vulnerable to exclusion or segregation. These groups include families who hold English as a second language, students who are gifted and talented or are new to the school. In addition to these, families who are of a cultural or ethnic minority, parents whose views and values differ from that of the school or looked after children may also be susceptible to various forms of exclusion. It is important that we are mindful to treat all individuals the same regardless of their beliefs, capabilities or background.

Children, staff and parents with special educational needs can often be exposed to exclusion and unintentional

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