The Importance of Promoting Equality, Diversity and Inclusion in Schools

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.

Furthermore, knowledge of social disadvantage, cultural diversity, and inequality of students can broaden educators' understanding. Knowledge in these areas can be understood as forming part of the ‘hidden curriculum’. Blaise & Nuttall (2011) describe the hidden curriculum as unintentional actions which surround curriculum (p. 82). Due to the importance of the impact of factors in the hidden curriculum, it can be understood that it is critical for teachers to develop a broad understanding of the hidden curriculum so that they can be mindful while interpreting and delivering curricular experiences. Teachers need to consider the hidden curriculum to ensure children's needs are acknowledged and that a safe environment that is free from stereotypes, prejudice and discrimination is

Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

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 able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people.

As a member of the school team, the TA must share responsibility to ensure that anti-discriminatory practice is promoted. The TA must also recognise when discrimination is happening and show that inclusive practice is supported through words and actions.

Every school must produce a range of policies which formally set out guidelines and procedures for ensuring equality. These policies must take account the rights of all children and young people. The policies in place work to ensure equality and inclusion; this can be conducted through the teaching and learning that occurs in the setting. However, the policies must also pay regard to the values and practice which are part of all aspects of school life.

I am going to be explaining how anti-discriminatory practices are promoted in a care home (P5 – black text). I am then going to discuss the difficulties that may arise when implementing anti-discriminatory practice in the day care centre (The Kempston Centre) which is my health and social care setting (M3 – purple text). Finally I will suggest ways in which the

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

Discrimination and prejudice interfere with people’s rights to have access to equality of opportunity and hinder the promotion of diversity, and they should have no place in a children’s setting.

nclusive, diverse and cultural competency (“Talking about practice,” 2012. para. 1.) are key words currently being used in reference to education in Australian school environments (Victoria State Government: Education and Training, “Unity through diversity,” 2014. para 1.). For these terms to become actionable, wider community support is often necessary, not exclusively confined to community supporting service clubs and business, but also from involved parents. The following essay will question the actuality of Australian schools’ claims of being inclusive, diverse and/or culturally competent educators, and will show why having no obvious bigotry in a Primary School, doesn’t mean it is not there.

Inclusion views the children as of equal worth where they can all reach their full potential with the right support. Therefore, it reduces exclusion, discrimination, and barriers to learning and participation. The planning of activities are based on the children’s best interests and responds to their strengths and needs. It also includes being flexible and responsive to change. This helps the children to participate in the activities, are recognized as individuals with specific strengths and needs, feel safe, form friendships, and value diversity

Mara Sapon-Shevin (2008) describes the vision of inclusion as a world where all children are served in the “regular classroom” with children their own age. The idea is restructuring of schools so they are supportive, nurturing communities that really meet the needs of all the children within them: rich in resources and support for both students and teachers. Furthermore, advocates should not have to defend inclusion; opponents should be required to justify exclusion. There is little evidence that some children need segregated settings in which to be educated. At another level, it must be taken into consideration that the world is an inclusive community; there are many people in it who vary, not only in terms of disabilities, but in race, class, gender, and religious background. Sapon-Shevin expresses the importance of children having the opportunity to learn and grow within communities that represent the kind of world they will live in when they finish school. The essence of inclusive classrooms is how people treat one another;

Inclusion is strongly supported by international, national, and state policy, legislation. “The right to an inclusive education is addressed in both the Convention on the Rights of the Child and the Convention on the Rights of Persons with a Disability. Additionally, the Australian Government expresses its commitment to inclusive education in an array of documents and policies, including the National Disability Strategy, the Australian Curriculum, the Australian Professional Standards for Teachers, the National Quality Framework and the Early Years Learning Framework for Australia”. (Kathy, 2013). Each of these documents, recognizes and acknowledged the