This act has promoted the rights of children and how they should be treated the same as adults in many ways and should be looked after properly.
Another act which also promotes equality, diversity and rights in an early years setting is the education act 1981. This act has brought about:
- the introduction of concept of ‘special education needs’
- assessment could result in a ‘statement of special education needs’
- local authorities were required by the law to make special education provision for children with special needs
This act has promoted the rights of children who need special help whilst in education. This also promotes that they are not different from other children they just need a bit more help than other children and they are all ‘equal’
Also the ‘sex discrimination act 1975 and 1986’ act promotes the rights that male and females should be treated the equally.
This act protects individuals from sex discrimination when:
- applying for a job
- at work
- renting a home
- house sale and purchase
- in education
- using goods and services
men and women entitles to fair and equal treatment is what this act is about and this act isn’t just for in education this act also covers men and women outside of education when they have left education.
Also there was another acted which followed which was ‘Equal pay act 1972’ which stated that wages should be same for a particular job regardless of whether it is a man or a women worker.
This act had promoted the right for equality, diversity and rights in an early years setting by promoting that women and men should be treated equally, this act not only promotes the rights for equality, diversity and rights in an early years setting but also promotes this outside the early years setting.
Task B
Explain how a policy from an early years setting can accurately promote human rights legislation
Inclusion polices give opportunities for children with disabilities promotes human rights by making sure that most of the children who have disabilities have had their needs identified by the time that they begin their primary education. The assessment process suggested by the code of practice is similar to that of the early education settings with primary schools using a graduated response. What they do to make this happen (to promote the human rights) is to follow the following:
School action level
At this level, the school will make plans to meet the child’s needs and the SENCO will draw up individual education plans in association with class teachers, parents and other professionals. The implementation of the individual education plan is the responsibility of the class teacher, although advice can be gained from the SENCO.
School action plus level
At this level, schools will seek the assistance of external support and involvement. An educational psychologist may assist in drawing up individual plans, although any involvement of external support will require the consent of parents.
Statutory assessment
When a school is still concerned that the child is not making adequate progress, they may seek a statutory assessment from the local education authority.
