understand diversity, equality and inclusion in own are of responsibility

Equality- being equal, especially in rights, status or opportunities. All individuals should be treated equally and there are laws in place to ensure that this happens. In accordance with the law, organisations have quality policies to ensure that everyone is treated equally.

* Equality means treating people in a way that is appropriate for their needs. For example, an individual not able to mobilise efficiently but has been told they can’t use the lift they have to use the stairs like everyone else. This is not a great way to cater to the

1.1 Explain the models of practice that underpin equality, diversity and inclusion in own area of responsibility

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.

1.1 Explain Models of practices that underpin equality, and diversity and inclusions in own area of responsibility.

| in addition to age, under the Equality Act people cannot be discriminated against as a result of any of the other ‘protected characteristics’. These are: disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

It requires reasonable adjustments to be made in various areas, so that disabled people are not being discriminated against. The human Rights and Equality commissions assist that individual to up hold their rights as set out in the DDA. The Act covers all four main areas such as; transport, housing, education and employment. Also it is unlawful under the DDA for an employer to treat a person with disabilities less favourably that someone else just because of their disability. The DDA provides a legal protection from any discrimination in employment, access to buildings or transport.

Equality – Equality is about creating a fairer society, where everyone can participate and has the

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

An explanation of the legal status and principles of the EYF and how national and local guidance materials are used in settings

This law protects many people from discrimination and it means that people should not be at a disadvantage or mistreated at work or in society just because of their age, sex, sexuality, religion or belief, race, disability or any other things which can also be known as ‘protected characteristics’.

1.1) Explain Models of practises that underpin equality, and diversity and inclusions in own area of responsibility.

Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity.

Outline the knowledge, understanding and skills required to enable a whole systems approach to equality, diversity and inclusion. Please ensure you include all of the assessment criteria, some of which will have already have been covered by the worksheets.

"Diversity refers to human qualities that are different from our own and those of groups to which we belong; but that are manifested in other individuals and groups. Dimensions of diversity include but are not limited to: age, ethnicity, gender, physical abilities / qualities, race, sexual orientation, educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, work experience, and job classification." (Foothill-De Anza Community College District, 2015)