Equality Diversity and Inclusion Essay

Promote equality and inclusion in health, social care or children’s and young people’s setting 1 understand the importance of diversity, equality and inclusion. 1.1 Explain what is meant by diversity, equality and inclusion.

Diversity – The concepts of diversity it embrace’s acceptance and respect it means understanding that each individual is different and unique, and recognizing our individual differences. These can be along the dimensions of:

Race

Ethnicity

Gender

Sexual orientation

Socio-economic status

Age

Physical abilities

Religious beliefs

Political beliefs

Discrimination is about creating a fairer society where everybody will be to participate and has an opportunity to fulfil their potential, individual and group diversity needs to be considered in order to ensure that everybody’s needs and requirements are understood, and responded to e.g. development of flexibility in working practices and services. Another example of diversity in a setting were you have children of different culture, race or religion etc, is where by you teach and encourage the children to respect and embrace differences from other people in a positive way regardless of how they look or talk, and you as a practitioner need to respect the children and their families as well of the different backgrounds.

Equality – in the workplace it takes on the same meaning as it does in your everyday life. It is defined as treating people the same as each other, regardless of their differences and to be held in the same esteem as someone else. An example is that men should not be paid more than women solely because they are male, or white people should not be paid more than no whites because of their race. The differences could go on because of different judgemental factors such as not being worthy as their counterparts in the workplace.

Inclusion – the term ‘inclusion’ means the act of including one another and no one is treat differently. Inclusion values diversity meaning no will be left out it also places individuals at the centre planning and support, the right of every child, infant or his/her family. Also their ability to participate in a range of activities and contexts. The desired results of inclusive experiences for children or elderly with or without disabilities and their families include a sense of belonging.

1.2 describe the potential effects of discrimination.

There are different ways in which discrimination takes place these could be:

Direct discrimination

Indirect discrimination

Victimisation

There are also different bases of discrimination such as:

culture

disability

age

social class

gender

sexuality

health status

family status

Every one of these reasons of discrimination is used by individuals and groups within society to exclude others from life’s chances. There are different effects on people depending why they are being discriminated against. People who are discriminated against can experience short or long term effects, in the short term effects people may feel anger and loss of their self-esteem. In the long-term effects they may be further reaching such as detrimental employment prospects or a lack of motivation. The effects are therefore to fold an effect on the individual themselves, and on their place and status as a whole. These affects have been recognised and there are now a number of laws in place which deal with equal rights for every one there’s loads of different emotions people can feel if being discriminated against these could be:

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Scared

Anxious

Low self-esteem

Feeling isolated

Upset

Feel like and outcast

Depression

Nervous

Low confidence

Passive or aggressive behaviour

Disempowerment

Restricted opportunities

1.3 explain how inclusive practice promotes equality and supports diversity

Inclusive practice means to include people from all backgrounds, race and ethnicities and age etc therefore it supports equality and diversity as it includes every one and treating them fairly. As everyone is included all people are equally level, with no judgment passed on because of their age, sex, race or sexual orientation etc, therefore this promotes equality. In the case of providing health or social care to a person, every one receives the same care and treatment or in the case of employment/staff, decisions whether or not to employ/promote them based soley on their skills and ability to do their job. There are many laws in place to legislations in place so that service users and health care professionals, have basic guidelines that must be followed so that it promotes all three of equality, diversity and inclusion therefore every ones treated equally these legislations include: Sex discrimination act

Mental health act

The children act

Race relations (amendment) act

Human rights act

Data protection act

nursing and residential care homes regulations

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Equality, Diversity and Inclusion Essay

a) Diversity – Diversity is about valuing individual difference. So ‘diversity’ is much more than just a new word for equality. A diversity approach aims to recognise, value and manage difference to enable all employees to contribute and realise their full potential. Diversity challenges us to recognise and value all sorts of differences in order to make our environment a better place for everyone to work

b) Equality – Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. Equality focuses on those areas covered by the law, namely the key areas of race, gender, disability, religion or belief, sexual orientation, transgender and Age. People must not be unfairly discriminated against because of any of these factors and we must all contribute to creating a positive workplace and service delivery environment where discriminatory practices and discrimination no longer happen.

c) Inclusion – 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 in school. It is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education.

Describe the potential effects of discrimination. Discrimination can only have negative effects on children and young people. Not only does it affect the academic progress of children, discrimination can negatively impact their overall health and well-being. Those who have suffered from discrimination may experience loss of self-esteem, anger, and disempowerment, lack of motivation, confusion and depression. Explain how inclusive practice promotes equality and support diversity. Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. In an inclusive environment there is recognition, acceptance and celebration of differences and similarities.

Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to your own role. The way in which we interact with each other in society is regulated by law. The Equality Act 2010 brings together all previous acts relating to equality and discrimination. The Act applies to all organisations that provide a service to the public. The Ac protects all individuals and groups from discrimination.

Early years setting must be aware of these laws and have in place a policy regarding equality of opportunities and for supporting children with learning difficulties and disabilities. Providers must also have regard to the SEN code of practice. The EYFS also states that providers have a responsibility to ensure positive attitudes to diversity and difference. Within our setting we have an equality and diversity policy, and a SEN and disability policy. These policies must be followed by staff and integrated in to our working practice. The policies bring together all the main points from the various acts and the requirements of the EYFS.

Policy and procedures when dealing with: Accidents If an accident takes place in the setting, I would do the following: * Inform another member of staff so that they know what happened to the child * If I am unable to deal with the accident myself I would refer the child to another member of staff who is first aid trained * E.g. A child has fallen over and grazed his/her knee: Firstly I would comfort/ reassure the child. I would then wipe the knee with a wet tissue, record the accident on a accident form, inform the parent of the child about the accident, get them to sign the form and then keep it in the accident folder. Incidents

If an incident was to happen in the setting, it would be reported to a senior member of staff. The staff would then deal with the incident. It would be recorded on an incident form which would be signed by a witness and by a parent. The incident form is then kept in an incident folder which is kept safely and is easily accessible to the staff members.

Emergency

In the case of an emergency occurring in the setting the following procedure would take place: E.g Fire drill (Real or practice) * Upon hearing the fire drill, children and staff leave what they are doing, quietly and sensibly make their way the nearest fire exit. * A member of staff takes the register, usually a senior. The rest of the staff usher the children out to the fire assembly point. * A head count of the children is done as children exit the building * When children line up at the fire assembly point a head count is taken and the register is completed. * If there is no real fire, the staff can take the children back to the setting when an all clear is given by the head teacher. * The children are recounted when they return to the setting. In the event of a real fire, the staff and children would remain at the fire assembly point and the emergency services would be called by a staff member. The parents would also be contacted regarding the incident.

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Illness

If an illness occurs in the setting, e.g. a child falls ill and has a temperature. A staff member would check the temperature of the child using a thermometer/strip, and monitor the child. A wet paper towel/cool icepack would be placed on the child’s forehead to cool the temperature. If the temperature remains the same and does not decrease, the staff member would then contact the parent/carer of the child to come and collect the child. Recording and Reporting of accidents and incidents

The correct procedure for reporting and recording accidents, incidents, injuries and emergencies would be carried out by following the guidelines of Riddor. Riddor stands for, reporting of injury, disease, and dangerous occurrences regulations. All of this would be reported to the Health and Safety executive if: * Any accident to a member of staff requiring treatment by a general practitioner or hospital, and any dangerous occurrences, this may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak. An incident book is also kept for recording incidents including those that are reportable to the health and safety executive, these incidents include:

* Break in, burglary, theft of personal or property of the setting. * An intruder gaining unauthorised access to the premises. * Fire, flood, gas leak or electrical failure. * Attack on member of staff or parent on the premises or nearby. * Any racist incident involving staff or family on the centres premises * Death of a child, a terrorist attack or threat of one.Diversity is about valuing individual difference, it can be visible and non-visible. Recognising everyone is unique and has individual differences such as:

* Race

* Gender

* Age

* Sex

* Ethnicity

* Religious beliefs

* Sexual orientation

* physical beliefs/ qualities

* political beliefs

* educational background

* income

* appearance

In a workplace environment it is very important to support people’s individual differences and to embrace on diversity with each individual. Diversity means more than just acknowledging or tolerating differences it’s about respecting them and understanding that we are all different in many ways. There are seven main forms of discrimination being:

Direct discrimination occurs when someone is treated less favourably than another person because of a protected characteristic. Indirect discrimination occurs when a seemingly neutral provision, criterion or practice that applies to everyone places a group who share a characteristic e.g. type of disability at a particular disadvantage. Associative discrimination occurs when someone discriminates against someone because they associate with another person who possesses a protected characteristic.

Discrimination by perception occurs when someone discriminates against an individual because they think they possess a particular protected characteristic. Dual discrimination occurs when someone is less favourably because of a combination of two protected characteristics. This means that it will be possible for an applicant to claim that they have been treated less favourably not just because of their race but also their gender.

Detriment arising from a disability arises when you treat a person with a disability unfavourably because of something connected with their disability. This type of discrimination is unlawful where the employer or other person acting for employer knows, or could reasonably expected to know, that the person had a disability.

Victimisation occurs when an employer is treated unfavourably, disadvantaged or subjected to a detriment because they have made or supported a complaint of discrimination or raised a grievance under the equality act, this policy or the harassment, bullying and discrimination policy or because they suspected of doing so. Third party harassment occurs when an employee is harassed by someone who does not work for the employing organisation such as a customer, visitor, client, contractor from another organisation. They employer will become legally responsible if the employer knows the employee has been harassed on two or more occasions and fails to take responsible steps to protect the employee.

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Equality

Equality is the current term for “equal opportunities”. In October 2010 it was put in act to protect people from discrimination. Equality is not about treating everyone in the same way, it’s about recognising that there need s are met in different ways. We should aim to recognise, value and manage difference to enable all people contribute and realise their full potential.

Inclusion

Inclusion is about allowing everyone to join in group activities despite their differences. It’s about promoting equality of opportunities for all and encourages everyone to be treated fairly and valued equally.

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Equality, Diversity and Inclusion Essay

Diversity – The differences between individuals in society, differences could stem from ethnicity, gender, sexuality, disabilities and appearance. Equality – Each individual having the same opportunities to achieve and experience life to the same standard as other individuals Inclusion – The process of identifying differences and barriers in individuals and working towards adapting activities or experiences to enable the individual to participate Discrimination – Treating someone less favourably than other individuals because of differences such as; ethnicity, gender, sexuality, disabilities and appearance Participation – Enabling all individuals to join in and experience activities to their highest capability According to the ‘Every Child Matters’ government publication there are 5 outcomes that can directly link to the importance of equality, diversity and inclusion and how they can be achieved; •Being Healthy – ‘so that they are physically, mentally, emotionally and sexually healthy, have healthy lifestyles and choose not to take illegal drugs’. A child or young person who has been enabled to participate and be included among others is more likely to develop well emotionally, physically and mentally •Staying safe – ‘from maltreatment, neglect, violence, sexual exploitation, accidental injury and death, bullying and discrimination, crime and anti-social behaviour in and out of school, have security and stability and are cared for’

A child or young person who has been educated from an early age about different cultures and backgrounds will be less likely to grow up to discriminate, bully or show anti-social behaviour to people of different cultures and backgrounds

•Enjoying and achieving – ‘so that they are ready for school, attend and enjoy school, achieve stretching national educational standards at primary and secondary school, achieve personal and social development and enjoy recreation’ A child or young person who has gone through their school life being discriminated against may not achieve personal and social development resulting in them not achieving the grades they need to go on to further education, employment and not being able to successfully deal with significant life changes in later life.

•Making a positive contribution – ‘so that they engage in decision-making, support their community and environment, engage in law-abiding and positive behaviour in and out of school, develop positive relationships, choose not to bully and discriminate, develop self-confidence, successfully deal with significant life changes and challenges and develop enterprising behaviour’ A child or young person who has not been educated well about diversity and has grown up discriminating and being prejudice against others are less likely to grown up to be law-abiding and show positive behaviour or build positive relationships.

•Achieving economic well-being – ‘so that they engage in further education, employment or training on leaving school, are ready for employment, live in decent homes and sustainable communities, have access to transport and material goods, live in households free from low income’ Again, if a child or young person has been discriminated against at school they may not finish their education and not go on to achieve the grades they need to go on to further education or employment.

SHC 33 – 1.2

Discrimination on an individual can cause them to lose their potential in society and not develop fully in their abilities, talents and education. In later life they may not be able to make a full contribution to society. It will affect friends and family by making them not feel welcome for example; in child care settings, schools or employment settings. Those who inflict discrimination on others may go on to have a false and distorted outlook on life; they may also go on to not be law-abiding as they grow up as discrimination itself is against the law.

SHC 33 – 2.1/CYP 3.7 – 2.1

There are legislations and codes of practise that relate to equality, diversity and discrimination such as: Every Child Matters – is a government initiative for England and Wales. It was set up partly in response to the death of Victoria Climbié to ensure that children, no matter what background or circumstance they come from will be supported to;

•Stay safe

•Be healthy

•Enjoy and Achieve

•To achieve economic wellbeing

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•To then go on to provide a positive contribution to their community’

UN convention on the Rights of the Children – in 1989 world leaders officially agreed that children under the age of 18 should have the right to •An education – children have the right to free primary and secondary school educations. Discipline in schools must respect the child’s human dignity •To be healthy – the government must provide good quality health care, clean environments, clean water and nutritious food. Rich countries must help poorer countries to achieve this also •Knowledge of information and rights – All children should be able to access reliable information from the media that they will understand. The government must also make rights of children known to adults and children. •To live without discrimination – the convention applies to every child no matter what ethnicity, gender, religion and abilities they have. The convention also gives children the freedom of speech and thoughts of their own SHC 33 – 3.3

Discrimination should be challenged when we encounter it. If adults or children behave in discriminatory ways in the setting, there should be strategies to carefully challenge what has been said or done.

It is important to support anyone who has been discriminated against however, it is also important to support anyone who is behaving or speaking in a discriminatory way. So that hopefully they will change their behaviour for the future.

It is important to challenge discrimination in a way that promotes change. Children are easily influenced by the adult world around them and can pick up prejudiced views and even behave in discriminatory ways. Settings should be celebrating our differences, abilities, ethnicities and cultures so

children and parents can see them in a positive way. This could be done by implementing celebration boards, having dressing up clothes from different cultures, having books about different cultures/abilities/religions.

CYP 3.7 – 1.1, 3.1

There are many social, economic and cultural factors that can impact on the lives of children and young people. Children and young people who are in care may suffer educationally e.g if a child or young person has recently been fostered or adopted there may be a lot for them to deal with emotionally especially in cases where abuse has been involved. Poverty can affect the mental and physical health of children and the parents as the income may not be enough to provide for the family as

CYP 3.7 – 1.1, 3.1 – continued

hoped and accommodation may be poor e.g. may have damp which can cause health problems. Living in a community amongst others with anti-social behaviour can isolate some families making parents reluctant to let children play out and socialise with others. Rural communities can also get isolated from others due to being far away from educational and health facilities with limited transport. A parent or child who has a disability could have their educational development greatly affected. A child with a disability could miss a lot of school due to illness or hospitalisation; this could also affect their social and emotional development due to missing out on communicating with peers in educational and every day environments. A child whose parent has a disability may be a carer to their parent and miss out on every day activities and communication with children their own age.

Bereavements in families can affect the emotional and physical health of children and their parents e.g. if a parent loses a child it could have a knock on effect on the remaining children, seeing a parent finding it difficult to cope with the loss could make it even more difficult for the remaining children to come to terms with the loss. Different cultures can affect children and young people e.g. families that live in a way that varies from the norm; same sex couples may be discriminated against by anti-social individuals, which can affect the family as a whole emotionally and socially. Children from travelling families can have their educational development affected if they change schools often.

CYP 3.7 – 1.2

The income of parents can determine the outcome of children’s prospects of life choices and good health. Income affects the different types of areas in which children are brought up e.g. inner-city/suburban/rural, the quality of housing and the quality of food provided.

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•Infant mortality rates are highest in families that earn the lowest incomes

•The chances of poor health in later life are greater

•Child accident rates are more than twice as higher

•Statistically, children from lower income families are likely to have poorer health than those from higher income families, often resulting from poor housing conditions, poor quality food, stress or depression

•Young adults may have less chance of employment in the future resulting from low achievement in education

•Children from lower income families are more likely to be involved in crime later on in life

•At school children are less likely to achieve to their full potential

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