Explain What Is Meant by Diversity, Equality and Inclusion Essay

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.

Barriers and challenges to disabled children and young people’s participation sit within three broad areas: training, support and resources; knowledge, understanding and attitudes; process, systems and structures. Identifying and recognizing the barriers and challenges provides a good basis for planning to further disabled children’s participation.

Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act

describe the importance of supporting the rights of all children and young people to participation and equality of access.

The higher socio – economic groups are normally more likely to arrange gatherings and events, to introduce the younger generations to the variety of cultures, beliefs and values and therefore embracing them into the very community that they will shape in years to come.

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

We also need to ensure that every child has opportunities to develop and thrive, which are as good as those experienced by others. We can provide activities

Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,

It is essential that all children have full access to all areas of education to allow them to fully develop in every way possible. There is much legislation in practice to aid this including every child matters, the SEN code of practice and the disability discrimination act.

Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).

Hope all of you like the project and get the contact information from your teammates!!! Trust me, it will be so much fun. I still remember my project from last year and because me and my teammates put lots of effort into it, we actually won the first prize. Be creative and feel free to ask me or Jamie any question.

This quote means to me that a person’s character is measured not only when they are in a state of success, but more so when they face adversity. Everyone has their personal strengths and weaknesses, but one’s character can’t be solely based on their attitude and disposition during the easier times in their life. Although people may not be in the best state of mind during times that they are struggling, that is when they can demonstrate skills to fight for themselves and make the best out of the situation.

In this unit we are asked to make a report regarding on the importance of effectively managing equality and diversity and dynamics of leading and managing equality and diversity. In order to achieve this, we are given 2 task to complete which includes the analysis of the legal requirements relating to equality within the chosen organization; evaluation of the implications of guidance and codes of practice; analysis of policies and procedures that need that needs to be place to promote equality and diversity and the needs and expectations of stake holders in relation to the organization’s policy on equality and diversity. The second task is about explaining the practical aspects of promoting equality and diversity within the organization and