Describe The Main Points Of Legislation And Code Of Practice That Relates To Equality, Diversity And Inclusion

Each school must produce a range of policies which formally set out the guidelines & procedures for ensuring equality. These must take account of the rights of all individuals & groups within the school. When considering the way policies work to ensure equality & inclusion, we often just think of the teaching & learning that is happening within the classroom. Policies must also pay regard to the values & practice which are part of all aspects of school life.

The Equality Act 2010 replaced all previous anti-discrimination legislation and consolidated it into one act (for England, Scotland, and Wales). It provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or because they are wrongly perceived as disabled. To ensure you comply with the Equality Act, you need to be proactive in all aspects of

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

This is the government framework which assists schools to meet the requirements of the Race Relations Act 2000. It outlines ways schools through their race equality policy can promote race equality in their setting by reducing gap in education achievements between different ethnic groups and ensuring staff within the school are representative of a multicultural

The Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of:

Page 5 - 1.1 - Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity

In this essay I am going to explain how the Equality Act (2010) P4 and assess how the act promotes anti-discriminatory practice M2. I will also be evaluating how successful the Equality Act (2010) is in promoting anti-discriminatory practise.D1

1. 1 Legal and organizational requirements on equality, diversity, discrimination, rights , confidentiality and sharing of information in relation to managing and developing yourself and your workforce

Diversity refers to our differences such as culture, beliefs, values, views and life experiences. The concept of diversity is to accept, respect and embrace our differences. When people with these differences unite and share the same group or organization we see a diverse environment. Working in a childcare setting, we have the potential to work with an abundance of diversity. This can be very rewarding but can also pose challenges. Positively, we have the opportunity to promote the sense of individuality, sense of pride and belonging by providing a safe and nurturing environment. Discussing each other’s differences is a great way to learn and become aware of the differences in the world. One example of promoting

The Equality Act 2010 which replaces previous anti-discrimination laws with single act makes it unlawful to discriminate, harass or victimise any pupil in relation to admission, ways to provide education, exclusion of any pupil from benefit, facility or service or any other harm.

Children with a learning or physical disability may be subjected to prejudice or discrimination at school because they could be treated differently

Equality Act (2010) replaced all previous anti-discrimination legislation and consolidated in into one act (England, Scotland and Wales). It provides rights for the people not to be discriminated against or harassed because they have an association with a disabled person or because they were wrongly perceived as disabled.

Equality permits all students the privilege to have access to and participate in education despite their disability or different conditions. Gravells (2008) believes that 'Disparity and separation ought to be attached to guarantee reasonableness, respectability and regard among learners. '

It is important to understand the broader issues faced by families, this is so you can respond to each family’s individual needs and provide them with support to help them more effectively and attentively. The best way to do this is by asking lots of questions and finding out as much information as possible. For example, finding out the Child’s country of birth, where they grew up, how long they’ve lived in Australia for, what languages they speak, what food do they want their child to eat and is there anything they would like us as educators to do that may help enrich their child’s experience while they are at our centre. Understanding of the children and families in our service is very important because it enables us to share each child’s

Individuals with autistic spectrum disorders from black and minority ethnic communities face the threat of discrimination from two fronts, their ethnicity and disability. Individuals with autism may not understand culture and have their own preference, which can lead to conflict. EG: I supported an individual who came from a black Caribbean background. Her mother insisted she had foods from her culture, however, the individual preferred European foods and would refuse to eat the food her mother prepared. This lead to conflict with the carers, herself and her mother.