Sex Discrimination Act 1976 & 1986 also promotes fairness and inclusion for everyone by not making it able to discriminate someone based on their gender this can be done when employing someone or in education. According to Tina Bruce, Carolyn Meggitt, CACHE level 3 Award/Certificate/Diploma in Childcare and Education, Page 215 “These Acts make it illegal to discriminate against someone on the grounds of their gender- when employing someone”. This means that it is against the law if we discriminate someone when employing them for example, looking at their race, cultural beliefs etc.
Special Educational Needs and Disability Act (2001), the aim of this act is to promote fairness and inclusion for young children and disable people by providing mainstream education for children, According Tina Bruce and Carolyn Meggitt, CACHE Level 3 Award/Certificate/Diploma in Childcare and Education, page 215 “it aimed to ‘strengthen the right of a disabled child to be educated in mainstream school where it is appropriate”. This means that this Act gives the opportunity for the disable children, which also link to the Every Child Matters programme. This Act also give the right for parents and children to access mainstream education. This Act ensures that practitioner must make the child feel valued and welcome because this will help the child to gain more confidence and it will also increase the child’s self-esteem, how we can do this in practice is by making adjustments for them for example, a child who has hearing problem, we can provide a hearing loops or a signer for the child when doing activities.
Settings can also promote fairness and inclusion by doing activities with the children for example jigsaw puzzles in different ethnic group. For example different skin colour, race etc. or they can promote that in different activities for example at free play time children can have play people, where there’s different people e.g. disable, non disable, people in different occupation e.g. doctors, nurse, builders and farmers etc.
Settings may also provide interpreters for somebody who can’t speak English for example in my setting there was a child from Bangladesh who can’t speak English at all so my placement supervisor knew I speak the same language as the child, so I was told to be a interpreter for the child as I can speak his home language. This made the child feel included and valued and welcome to the setting.
We can also make the parents and children feel welcome to the setting for example, in my setting there is a welcome sign in different language to promote inclusion for the parents, children, visitors and the welcome sign is in English and translated in other language to make it multi-cultural setting. Settings can also promote inclusion by putting images about different cultures for example, picture of people from different background.
We can provide toys for children to make them feel that their background is respected for example, play people. Settings may have to make few adjustments for disabled children or parents for example, lifts for people with wheelchair or ramps and accessible corridors, this means open space and the corridor should be big enough to take a child or parent in a wheel chair if needed.
Sometimes settings have to provide food for children in different ways for example, Halal foods for Muslims children or a Child who is allergic to certain food for example a child in my setting who is allergic to banana, so when providing food for this child at snack time or dinner time, the staff have to ensure that it does not contain banana. So parents and the staff make sure that settings provide right food for individual child.
by
taz1994 (student)
