Equality Diversity and Inclusion in Work with Children and Young People

937 words 4 pages
Equality diversity and inclusion in work with children and young people: Alison Brooks

Assessment of how own attitude values and behaviour could impact on work with young people and children.
2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children

Rigid and divisive views from adults can be reflected in a child’s choice of language and expressed beliefs about groups in society. Children soak up all information given to them and to atmospheres and climates surrounding them. The school must make sure that the children are surrounded with
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Perhaps showing how to wear a traditional costume, or how to cook a particular meal. Inviting visitors of different cultures into the school is a great way of educating the children in diversity. These visitors can talk about their particular way of life and perhaps visually demonstrate to the children how to wear a style of dress different to the usual way the children dress and about different foods eaten in different countries. The more the children learn about other cultures and ways of life different to their own,opens their mind to the culturally diverse society they live in.

3.1 Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are valued as individuals and be able to participate fully in all aspects in the life of the school.
Inclusive practices in the school include providing the same level of education for all the pupils. Adapting the curriculum to suit different levels and different disabilities and ensuring that no child feels singled out due to a disability or other special educational need.

Inclusion is not about treating everybody the same, but ensuring that all pupils have access to a high standard of education regardless of their ability, race, gender or religion.

The Special Educational Needs and Disability Act 2001,


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