The Concepts of Equality and Diversity - Essay Example

? Equality and Diversity Introduction Equality is derived from the notion that we are to create a societythat is fairer to every one. Here, every one has the opportunity to fulfill their potential. Therefore, equality can be defined as provision of equal opportunities. It is actually based on the common legal obligation of compliance to the legislation on anti discrimination. The concept of equality protects people in society from encountering discrimination on the basis of group membership like disability, sexual orientation, race, religion, belief, and finally age. On the other hand diversity is used as a contrast to equality or an addition. It brings out the fact that individuals are recognized, besides group differences, directing positive value on the existing diversity in the community, and treating people as individuals. Therefore, diversity depicts an array of characteristics and conditions. In terms of children set up, it involves identifying and valuing the benefits of all individuals enabling them to fulfill their potential irrespective of their backgrounds. This is because diversity incorporates both the non-visible and the visible differences. Diversity encompasses the idea of respecting other individual’s differences basing on race, culture, national origin, region, ethnicity, socio-economic differences, family structure, and health values. Inclusion on the other hand is all about fellow children staff, visitors and administration. It actually involves the removal of barriers to learning and participation. Inclusion therefore promotes equality and eliminates discrimination. Embracing of diversity, equality, and inclusivity brings forth the proper upbringing of children with varied ideas, experience, and creativity whilst giving every child the opportunity to develop individually. This makes it possible to be compliant with the anti-discrimination legislation in addition to emphasizing the positive benefits of diversity (Otley College, 2012). In order to provide an elusive playing environment for children we are required to respond groups and individuals differently. Therefore, a holistic approach means that you commit to equality through the recognition of diversity. This is because equality and diversity is vital as we are living in an increasingly diverse society thus the need to respond sensitively and appropriately to the issue of diversity. Each school is to set out a frame work of policies which stipulates the procedures and guidelines for ensuring equality. Therefore, before exploring the policies in a school gaining understanding of the relevant legislation and their purpose is important. The rights of all children are enshrined in the United Nation’s Convention on the Rights of the Child (1989). In addition other legislations that affect children include; Children Act (1989); Children Act (2004); Education Act (1996); Sex Discrimination Act (1975); Race Relations Act (1976) Race Relations (Amendment) Act (2000) and Amendment Regulations (2003); Disability Discrimination Act (1995); and finally The Equality Act (2010)(Casey, 2005:45-59). Discussion Bradford Play Strategy Group was a voluntary group tasked with working with over 600 children aged 5 years and above to 22 years. This is because the above age bracket is highly vulnerable to injustices of equality, diversity and inclusion. The organization had 80 play practitioners and various agencies that took part in the communities’ goal of alleviating discrimination to disabled children, ethnicity and sampling different playing facilities and commenting on their experiences. The staff was recruited from diverse cultural backgrounds. Was ensured that the staff had adequate training on equality legislation and inclusion for play or childcare and had the challenge of putting this training in practice. This ensures that the staffing is composed of a multi disciplinary team. To ensure inclusion and equality it is very important to parents and also it builds links with the community groups. Moreover, there is partnership formation with the local, national and regional agencies and organization. Due to the extensive work done by the organization, it has catered for every person with disability in the society. The organizations premises had according to the Disability Discrimination Act, BS8300 and the Part M of the Building regulations been built so that every body is treated equally irrespective of their cultures. This has made the organization to consider an application for a lottery, the National Heritage and other public funding so as to grow. This makes people with disability and special needs to feel appreciated (Access, 2010). Community Access Audit was done in relation to the issue of caring for the children who had special needs. It involved getting stated, carrying the audit, results and recommendations, reporting and finally acting on the results. The project developed in the neighborhood to cater for the children and young children. The community profile included issues on education and health. On perspective it narrowed down to the concerns of children. The area sampled was large therefore information covered may be useful in smaller areas. After collecting data from all spheres and amassing of the required resources to run the project, the staff was recruited on voluntary basis (Burns, Heywood & Wilde, 2004, pp. 28-30). Current policy and legislation for equality, diversity and inclusive practice Putting inclusion into practice is necessarily not about just inclusively working with all the children. It therefore involves inclusively working with everyone developing respectful relationship in the long run in addition to working as a team as the changes directed towards inclusion start to be implemented. The organization used a child centered approach where it was prepared to take extra reasonable steps so as to promote equality of opportunity. Focusing on the Disability Equality Duty (DED) you can go ahead and ‘positively discriminate’ by favorably treating a disabled person than someone else. This is because if you treat them equally it may result in discrimination against children with special needs (Corbet, 2001). While at the Bradford Play Strategy group, I witnessed the children at the playground being led by the enthusiasm and interests with the appropriate levels of support. For example an autism child who required a quite space from the other children also had his lunch served early before the rush time so as to feel safe and supported (Casey, 2005:23). This is because if you treat a child with respect and carry out negations rather than enforcing, a community will grow basing on understanding and acceptance. This is manifested by the wide spectrum of kids of all ages, backgrounds, and the richness of experience at the playground (Douch, 2006). Griffin (2008: 23) argues that the principle of inclusion applies to all children who undergo social exclusion. I ensured that all children had equal access to, and were to be equally included in childcare, local play and social opportunities. It was realized that the disabled children from the back and the other minority ethnic communities were faced with double discrimination because they were to content with disability and racism. This many a times resulted in segregation and exclusion. The equality legislation has led to the introduction of the Equality Act 2005 and the DED in December 2006. The DED has led to the placement of a new duty to all local authorities, schools and hospitals so as to promote equality, because the DED covers all the things that the public sector organizations do and it includes delivery of services and policy making. The Equality Act 2006 formed a commission for equality and human rights (CEHR). From its functioning it brings together expertise from the existing equality commissions so as to promote equality and tackling of discrimination in relation to age, race, gender reassignment, promotion of human rights, sexual orientation, and religion or belief. The DED and SENDA required not to treat the disabled children less favorably but to make the reasonable adjustments so as to ensure that they are included in play education and childcare. The DED provides a positive opportunity for services to be started thought strategically about disability and equality. Moreover, the inclusive play strategy basing on Social Model of Disability is very paramount at all levels. I ensured that the foundations of anti-discriminatory practices were removed by; recognizing the impact of discrimination on peoples lives; avoiding of pitfalls that reinforce stereotypes; and challenging the oppressive attitudes and structures that mostly affected children’s play (Kapasi, 2002). Models of disability The models of disability can be categorized as the medical model, needs model, and the social models of disabilities. The medical model is also referred to as the deficit model or the individualized model. The medical model when put in practice it includes when the help of an ancillary worker is vital in the effective placement of an individual child who has disability or a disorder in an ordinary basis. Some of the stereotypes associated with disability include they cannot do anything and they cannot fit. A critique of the medical model of disability is the overlooking of social oppression, overlooking of ourselves (Clough, 1988: 45). The needs model according to Ainscow (1998: 13) is an ‘interactive perspective.’ The needs model incorporates special needs which are needs that crop up between a child and the educational system in whole when it fails to adapt to the child’s characteristics. In addition, the concept of inclusive learning (FEFC, 1996:25-26) asserts ‘the greatest degree of match or fit between the individual learner’s requirements and the provision that is made for them’. An example of the needs model is when the LSA’s have to categorise and adapt the materials for teaching and also perform an intermediary role teachers and their students n this case the children. A critique of the needs model is that it overlooks the difference between the utilization of strategies of certain pedagogies as a means of enabling educators to be elusive and evaluation of certain strategies and the teaching techniques. Booth (2003:45) argued that ‘we embrace a technicist ideology that reduces education to a technology and teaches to operatives in a system designed by others.’ The social model makes profound distinction between impairment and a disability. Impairment is a functional limitation within an individual as result of mental or physical impairment, while a disability is the limitation of opportunities to take part the normal life on an equal level with the others attributed to physical or social barriers. In relation to disability all the children are to be taught in the same manner without discrimination because are contributors of knowledge. Corbet (2001:88) argues that the deployment of the LSA’s is an example of the Social Model as it is a contributor of public space. This is because LSA is seen as an integral part of the successful inclusion as it is a key teaching and learning collaboration. In summary the LSA works to alter the learning environments for the benefit of every one. . Barriers and enablers to inclusive practice The barriers that affect the inclusive practice may include; difficulties in embracing the diversity and the inclusive education model; attitude of the children and the community; the lack of skills and knowledge to effectively carry out implementation of inclusive education; inadequacies in the current system that provides professional support within the education system; lack of a curriculum that is relevant basing on the principles of universal design; an individual’s background, experiences, and upbringing can have an effect towards his or her attitude to other groups or individuals thus becoming more vital to identifying them (NBACL, 2007). Prejudice as barrier to inclusive practice occurs as result of lack of understanding and knowledge on diversity. This is manifested when assumptions are made about children or young people just because they belong to a particular group. On the other hand discrimination occurs as result of children not receiving equality of opportunities. Individuals or groups can be discriminated based on their race, culture, social background, and special education needs. One can either experience direct or indirect discrimination (Dawe, 2008, pp. 53-73). The enablers of the inclusive practice include; The DDA 2005 places duty for schools so as to produce an Access Plan and a Disability Equality Scheme (DES); SENDA 2001 which makes it unlawful for any providers of education to discriminate against pupils who have a disability or a special education need; The Children rights Act which outlines the duties of the local authorities in provision of services according to requirements of children in addition to ensuring their safety and welfare; The Equality Act which gives an outline of the legal responsibilities of public bodies so as to provide equal opportunities to every one; Improvement of the physical environment like proper lighting, ramps and room layout; Provision of information in various ways to those children who have disabilities to aid in their learning process; Schools having mission statements to outline the commitment of the school towards opportunity equality and inclusion (Ofsted, 2005: 34-42). Inclusive approaches to the provision of play opportunities for children Observation and Assessment, The observation and assessment method used depends on the type of behavior you want to assess. Developmental milestone are of help as I noted changes of the children I was playing with. Formal observation methods are also important in the choosing the right provision of play opportunities for children. The assessment tools consist of anecdotal records. Are objective to suit the various needs of the children during playing (John & Wheway, 2004). It consists of direct quotes from other children regarding that particular child. They show progress throughout the year. Therefore it makes it easier to give the required playing time frame. Checklists are designed so as to provide presence or absence of specific behaviors or traits. They are used for developmental purposes. Checklists are efficient, easy to use, and can be utilized in many occasions. However, it has the limitation of not providing detailed information. Rating scales can be used to determine which playing is suitable for a certain child. It is used to record the degree at which a quality or trait is present. They are commonly used because they provide a detailed explanation of behaviors. A participation chart is paramount in the assessment of the children behaviors. They are developed to give information on the specific aspects of the child’s behavior. A child’s activity preferences can be determined more easily using this method. Moreover, it was also noted that those children with exceptional talent and behaviors should be closely observed (Hobart & Frankel, 2004). Early intervention According to Swain, French and Cameron (2003: 34-56), assert that an individual education plan, individual play plan and the individual behavior plan. Early intervention increases the educational and the developmental gains of a child. It also improves family functioning. Early intervention has been shown to make a child require less special education and the other habilitative services later in life thus making it easier to make their play schedule. The early intervention programs can be based at home, center-based, or hospital based and at times incorporating both. This can make children to require a special type of play if found to be handicapped to maximize the child’s benefit to the society (Middleton, 1989: 17-35). Multi disciplinary team The multidisciplinary team consists of consist of ; social workers, tasked with providing support to the family and giving talking therapies; psychiatrists who provide talking therapies, prescription of medication, and performing of assessment; psychiatric nurse who assesses the difficulties, providing talking therapies and lastly administering and monitoring medication; psychologists who are tasked with providing in depth assessment of the various aspects of functioning of the brain an behavior; occupational therapists, who are tasked with assessing the skills an formulation of a rehabilitation plan; others are counselors ( Murray, 2004). Graduated response The Code of practice is the one that advocates for the graduated response to the special education needs depending on the progress made by the children at different levels. The importance of early intervention is also highlighted in addition to parents being involved. This a clear shape of the play needs of the child. The Special Education Needs Co-ordinator (SENCO) helps to decide if the child requires special education, plans future support of the child so that a play framework for the child can be made. It also assesses the strengths and weaknesses of the child and finally ensuring the records of progress are met. At school action plus an individual education plan may be formulated for the children in need (Glazzard et al. 2010). Conclusion Inclusion is all about attitudes, practices as well as behavior. All children have different interests, skills, experiences, and which affects their development. By not alleviating these barriers that have an effect to inclusive practice and personal prejudice may actually lead to discriminatory practice. This can be overcome by formulating and developing a greater understanding of the diverse groups in the society by finding out their culture and religious beliefs of the children you work with by knowing their special needs or disabilities (Douch, 2005). Also, learning institutions are to combine a set of policies so as to be more effective in response to statutory framework, codes of practice, and legislation. Development of a sense of diversity to all children so as to promote as sense of belonging and self esteem among the children attained through reflecting and acknowledging diversity within the school in the different modes of teaching, resources, and materials used. Moreover, there should be no making of assumptions about the young persons and the children. Should go ahead and find out their individual abilities, interests, backgrounds, and individual needs as this would aid in the provision of more appropriate, effective, and personalized support as a member of any group caring for children with special needs. According to National Children’s Bureau (2004), the inclusive practice is based on the social model of disability. Legislation demands that schools are to make reasonable adjustments and removing barriers so that the children and young people can have the opportunity to take part in social and educational activities alongside other pupils. Adjustments can be made to the physical environment by the provision of lifts, proper light for visually impaired children and furniture at the correct height for the physically disabled children. We must actually be living beyond the ancient times of seeing disability as deterrent to live a normal life. Like the British social model on disability a look far beyond the limitations of this approach. This is because there is an element of inconsistency in the current critique of the social model. As a relation of our changing thinking both to our experiences that we undergo personally and the changing context a model that was developed like in the 1970’s, they would not be viable and useful in the 21st century. The medical model was a traditional paradigm of disability. With regard to disability, impairment and disability can not be described as dichotomous but can describe the various aspects of a single experience. Disability, a complex dialectic of psychological, biological, cultural and socio-political factors can not be extricated except with imprecision. Also it is vital to distinguish the different levels of intervention. Mostly it appropriate to distinguish at the medical or individual level. The acceptance of ubiquity of physical limitations and impairment offers a contrasting definitional strategy for studying disability. There is no qualitative difference among the non-disabled people and the disabled people because we are all impaired. This is based on the fact that impairment is not the major component of disability but it is just human nature (Shakespear & Watson, 2002). To sum up, all the staff were required to receive regular training in relation to inclusion, diversity, and equality to opportunity. The schools are to work in conjunction with the other services like the language and speech therapists or educational therapists so as to ensure that the children receive the required professional support. Most of the issues that have an effect on the inclusive education are systematic in nature. Consequently, there is clear understanding of the system issues and concrete strategies have been formulated and implemented to effect a realistic and lasting change. 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Swain, J., French, S. and Cameron, C. (2003) Controversial Issues in a Disabling Society. Maidenhead, Open University Read More