These Legislations have been created by the United Nation’s convention on the Rights of the Child (1989). Disability Discrimination Act 1995: protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005: places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination.
Many people believe that if a child has Special Educational Needs he/she should be educated in a special school. However the Special Educational Needs Act 2001 was intended to consolidate the SEN child’s right to a mainstream education. “The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion” (DfES/0774/2001, page 1). With this revised act the views of parents are taken into account in each individual case, if they want their child to attend a mainstream school then everything possible should be done to provide it. Inclusion and SEN has an impact on every aspect of learning within schools, no
Section 17 states that services must be put in place to promote and safeguard the welfare of children who are in need. The Childrens Act (2004) - This aims to bring agencies closer together to form a net of services for all and it provides a legal framework for Every Child Matters. It also provides a common assessment of children’s needs. Another part of this act is to provide a shared database of information which is relevant to the safety and welfare of children and to give earlier support for parents who are experiencing problems. The Education Act (2002) – This sets out the responsibilities of Local Education Authorities, Head teachers, those working in schools and the governing body.
The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.
TDA 3.6 Promote equality, diversity and inclusion in work with children and young people. 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. Schools should keep up to date with any changes in legislations that might affect their school policies as school policies needs to clearly outline guideline and procedures for enduring equality. Equality Act 2010 has simplified the current laws and brings them all together as one. Equality act 2010 applies to all organisations that provides a public service.
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students.
Children and Young People’s Workforce Diploma Level 3 Unit 7 4.2 How do different services for children and their carers take into account and promote equality, diversity and inclusion, to promote positive outcomes? Below are examples of how different services for children and their carers take into account and promote equality, diversity and inclusion to promote positive outcomes: They have an Equal Opportunities and Inclusion policy. They continually monitor and review their practice to make sure their services are promoting equality, diversity and inclusion effectively, and make changes where necessary to improve practice. Education services create an ethos of achievement for all pupils within a climate of high expectation. Services value the
Running head: AVOCACY FOR INCLUSION IN PUBLIC SCHOOLS Advocacy for Inclusion the Controversial Concept in Education Rochester College Abstract Any discussion about inclusion should address several important questions: Do we value all children equally? What do we mean by "inclusion"? Are there some children for whom "inclusion" is inappropriate? Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students).
The Education Act 2002 This sets out the responsibilities of Local Education Authorities (LEAs), governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. Children Act 2004 This provides the legal framework for Every Child Matters. It includes the requirement for: ● services to work more closely, forming an integrated service a ‘common’ assessment of children’s needs ● shared database of information which is relevant to the safety and welfare of children ● earlier support for parents who are experiencing problems Policies which safeguard Schools must develop a range of policies which ensure the safety, security and well-being of their pupils. These will set out the responsibilities of
A summary of the relevant Acts of Parliament and statutory frameworks, codes of practice and guidelines, and an example of a local school's inclusion policy is at Annex A. Legislation provides a mandatory framework for the rights of the child which everyone in the community is obliged to abide by and describes the rights to which all children are entitled and which communities must support and promote though our schools. The legislation prohibits discrimination against children on grounds of race, disability, gender, sexual orientation, (through the Human Rights and Equality Acts,) and Special Educational Need, (SEN, often combined with Disability as SEND). The lead in the community channel is taken by our schools, where the statutory duty to ensure that all pupils have equal access to the curriculum enables, through properly thought out policies, the fulfilment of the community's wishes that all of our children be included in, and have equal access to, all of the school's activities and opportunities. Inclusion, valuing and promoting cultural diversity and, equality of opportunity policies all contribute to raising achievement and improving participation, particularly among black and minority ethnic groups and this is particularly evident in my borough of Tower Hamlets where performance in all areas has been raised since 1998, when it was mostly well below local and national averages, to the current day where it meets or exceeds them.