Analyse the potential effects of discrimination on children with special needs and their families
Btec national diploma in early years
Special needs
M3
Analyse the potential effects of discrimination on children with special needs and their families
Isolation - for both parents and child is a major effect on discrimination with child/children with special needs - they may feel that their child is 'different' and does not fit into the 'normal pattern' of a normal family. They may feel that the local community 'feel sorry' for them and find it hard to communicate with them, of not knowing what to say to them. Embarrassed for them.
Going to places for days out - shopping, it may not be wheelchair friendly or some people look at you and stare as if you shouldn't be there. As if you've got no right to be in that place and that people thinking, that you are a hindrance to the public.
Feeling sorry for the parent of having a special needs child, 'how do you cope looking after them', 'I bet they are really hard work for you'.
Siblings - if the special needs child has brothers/sisters, they may feel over-protective towards the child or even neglect the special needs child.
They may resent their brother/sister for the amount of attention the special needs child receives.
There may be jealously - they may have to take on more in the home - such as domestic jobs, where the special needs child cannot do.
They may receive teasing and social isolation from others, children in school/community. 'I'm not playing with you, your brother/sister is 'thick', 'dunce', 'weird looking' e.t.c. Name calling from other children.
The brothers/sisters may have emotional behaviour such as attention seeking, moodiness, anxiety, embarrassment.
Parental concerns for their child attending school are they receiving the adequate supervision the child's needs.
Worrying about the child's health, their physical development ...
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There may be jealously - they may have to take on more in the home - such as domestic jobs, where the special needs child cannot do.
They may receive teasing and social isolation from others, children in school/community. 'I'm not playing with you, your brother/sister is 'thick', 'dunce', 'weird looking' e.t.c. Name calling from other children.
The brothers/sisters may have emotional behaviour such as attention seeking, moodiness, anxiety, embarrassment.
Parental concerns for their child attending school are they receiving the adequate supervision the child's needs.
Worrying about the child's health, their physical development and their academic development.
Not wanting the child to be left out in all aspects of the school curriculum.
Is their child in the right school, should he/she go to a mainstream school/special school?.
Other parents may discriminate the parents of the special needs child and ignore them, telling their children that they are not allowed to play/talk to the child.
Making the parents/siblings as outsiders and not welcome.
Others may be disturbed of the appearance of the child. E.g. down's syndrome, or feel threatened by children with mental disabilities. To overcome fear and embarrassment, they stare, ignore or belittle disabled children.
Language - can be very hurtful. The use of inappropriate language when talking about disability is insulting and not only devalues disabled children but labels and puts them in a different class of other children. Offensive language contributes to children's poor self-image and their lack of self-esteem. Language such as as 'deaf' and 'dumb', 'dummy'. 'spastic', 'that down's syndrome kid in class 1' - this reflects on the disability, rather that the child.
Attitudes and behaviour - the attitude of professionals during conversations - looking down on you, that you are not worthy because you've got a special needs child. Making assumptions, that just because a child is in a wheelchair, that the child is deaf or unable to communicate and understand. Staring at the child. Behaving in a patronising way towards parents and child. Be pitied, 'poor little thing, what a pity he can't walk'. being discriminated and stereotyped..
Being bullied or teased because of their disability.
Are excluded from activities, games because of their disability.
Children with disabilities may be stereotyped, in that they may be seen as 'tragic victims, being a burden on their family. Being helpless, not being able to have their independence. Being labelled as weak and dependant on others.
D2
Professionals involved in the caring of children with disabilities must listen sensitively to what the children and parents are saying about the situation and learning directly from them.
Disability awareness, in training people to examine their own attitudes towards disabled people and to implement this in the workplace and schools.
Recognising and challenging all forms of discrimination - such as inappropriate language, behaviour, negative attitudes and stereotyping. Understanding the needs of the child through social integration (bringing together) and the easy approach and the inclusive environment (including all children/parents into the environment), disregarding the disability.
In schools, displaying and using positive pictures with disabilities in books, on the wall, toys, games.
Using policies in school settings such as equal opportunities, making reference to disabilities and special needs showing how their needs will be met and setting out procedures for dealing with issues arising from disability discrimination.
In school setting the staff/parents and children should look beyond the disability and to make sure that the child/children with special need does not 'overshadow' (leaving them in the background) their ordinary needs (being left out, not been able to participate in activities, doing everyday things).
Supporting and caring for all children's needs without bias or discrimination and challenge any bad behaviour from wherever it comes.
Children in the setting need to learn and respect others.
Developing an anti-bias curriculum in the setting for children's awareness, that promotes their development and learning about discrimination.
In activities - making sure all children take part in activities and that no one is excluded.
Making sure that children can have choices and encouraging them to making decisions in their education, their care and their home settings.
The staff at the setting need to have a powerful role to play in teaching/learning the attitudes towards discrimination and not allowing it in their setting.
