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Equality and Diversity and Inclusive Practice ASSIGNMENT COVER SHEET Please complete all areas of this form, sign, and attach to each submitted assignment. Submit each assignment according to the instructions provided in your Assignment Brief. Pearson BTEC LEVEL 5 Diploma in Education and Training (QCF) Centre Number: 07634 Programme Number: NCR41 Student Regd. Number: Student ID Number: IJ092330245DET Student Surname: Isha Student First Name(s): Janneh Lecturer/Assessor Name: Lydia Mireku Unit Numbers: 18; 21 Unit Titles: Equality and Diversity; Inclusive Practice Office use only Date due (first draft): Date submitted: 09/11/2023 Formative feedback date: 09/11/2023 Date Due (final draft): Date Submitted: 15/11/2023 Summative feedback date: 16/11/2023 Word Count: Check List Completed: Yes: No :
Equality and Diversity and Inclusive Practice UNIT 18 Learning Outcomes Assessment Criteria Evidence (Page no/locatio n) LO1. Understand the key features of a culture which promotes equality and values diversity 1.1 Define the meanings of equality and diversity in the UK context Report 6 1.2 Analyse the benefits of promoting equality and diversity for individual learners Report/Reflectiv e Account 6 1.3 Define legislation, employment regulations and codes of practice relevant to the promotion of equality and valuing of diversity Report/Reflectiv e Account 6 LO2. Understand the importance of promoting equality and valuing diversity in lifelong learning 2.1 Reflect on how the promotion of equality and diversity can protect learners from risk of harm Report/Reflectiv e Account 6 2.2 Explain actions that can be taken to value individual learners Report/Reflectiv e Account 6 2.3 Explain good practice in providing individual learners with information Report/Reflectiv e Account 6 LO3. Be able to promote equality and value diversity 3.1 Use communication strategies to promote equality and diversity Lesson Plan and Assessor’s Observation App 2 and 3 3.2 Analyse how own behaviour can impact on an organisation’s culture in relation to equality and diversity Report/Reflectiv e Account 6 3.3 Explain how working with other agencies can promote diversity Report/Reflectiv e Account 6 LO4. Understand how to help others in the promotion of equality and valuing of diversity 4.1 Describe actions by individuals which can undermine equality and diversity Report/Reflectiv e Account 6 4.2 Recommend modifications to systems and structures which do not promote equality and diversity Report/Reflectiv e Account 6 LO5. Be able to review own contribution to promoting equality and valuing diversity in lifelong learning 5.1 Reflect on own strengths in promoting equality and valuing diversity Self Evaluation/Actio n Plan App 4 5.2 Evaluate the impact of own practice in promoting equality and valuing diversity Self Evaluation/Actio n Plan App 4 5.3 Identify areas for further personal development in promoting equality and valuing diversity Self Evaluation/Actio n Plan App 4
Equality and Diversity and Inclusive Practice UNIT 21 Learning Outcomes Assessment Criteria Evidence (Page no/location) LO1 Understand factors which influence learning 1.1 Review the impact of personal, social and cultural factors on learning Report 6 1.2 Review the impact of different cognitive, physical and sensory abilities on learning Report LO2 Understand the impact of policy and regulatory frameworks on inclusive practice 2.1 Summarise policy and regulatory frameworks relating to inclusive practice Report 6 2.2 Explain how policy and regulatory frameworks influence organisational policies relating to inclusive practice Report 2.3 Explain how policy and regulatory frameworks influence own inclusive practice Reflective Account 6 LO3 Understand roles and responsibilities relating to inclusive practice 3.1 Summarise own role and responsibilities relating to inclusive practice Reflective Account 3.2 Explain the relationship between own role and the roles of other professionals involved in inclusive practice Reflective Account 6 3.3 Identify points of referral available to meet individual learning needs Report LO4 Understand how to create and maintain an inclusive learning environment 4.1 Review key features and benefits of an inclusive learning environment Reflective Account 6 4.2 Analyse ways to promote equality and value diversity Reflective Account 4.3 Analyse ways to promote inclusion 4.4 Review strategies for effective liaison between professionals involved in inclusive practice Reflective Account 6 LO5 Understand how to evaluate own inclusive practice 5.1 Review the effectiveness of own inclusive practice Self - evaluation App 4 5.2 Identify own strengths and areas for improvement in relation to inclusive practice Self - evaluation App 4 5.3 Plan opportunities to improve own skills in inclusive practice Self - evaluation App 4 Declaration I declare that this assessment item is my own work, except where acknowledged, and has not been submitted for academic credit elsewhere, and acknowledge that the assessor of this item may, for the purpose of assessing this item: Reproduce this assessment item and provide a copy to another member of the College and/or; Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a copy of the assessment item on its database for the purpose of future plagiarism checking). I certify that I have read and understood the College Rules in respect of Student Academic Misconduct.
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Equality and Diversity and Inclusive Practice Student Signature: I. Janneh Date: 16/11/2023
Equality and Diversity and Inclusive Practice Contents Task 1: Define the meanings of equality and diversity in the UK context. Explain why it is important of promoting equality and diversity. Analyse the ways to promote equality and value diversity ........................................................ 5 A: Identify and explain the 9 categories with regards to equality and diversity: ....................................................... 5 B: Define equality and diversity ................................................................................................................................. 6 C: Why is important to promote equality and diversity? ........................................................................................... 7 D: Analyze the ways to promote equality and value diversity ................................................................................... 8 Task 2: Review the factors which influence learning. Include in your review the impact of the personal, social and cultural factors and different cognitive, physical and sensory abilities on learning. Describe actions by individuals which can undermine equality and diversity and recommend modifications to systems and structures which do not promote equality and diversity ..................................................................................................................................... 9 A: What are the factors affecting learning? Review their impact on learning ........................................................... 9 B: Review the impact of different abilities on learning ............................................................................................ 10 C: What are the barriers to equality and diversity? How are they relevant to your practice? ................................. 10 D: Suggest what can be done to remove these barriers in your organization ......................................................... 11 Task 3: Summarize policy and regulatory frameworks relating to equality and diversity and inclusive practice. How do these influence organizational policies relating to inclusive practice as well as your own inclusive practice? Reflect on how the promotion of equality and diversity can protect learners from risk of harm ................................ 13 A: Summarize the policy and regulatory frameworks relating to equality and diversity and inclusive practice ...... 13 B: What are the influences of the above on your organizational policies and own practice ................................... 14 C: Explain how working with other agencies can promote diversity ....................................................................... 15 D: Reflect on how the promotion of equality and diversity can protect learners from risk of harm ....................... 15 Task 4: Summarize own role and responsibilities relating to inclusive practice and analyze the benefits of an inclusive learning environment and ways to promote inclusion. Explain actions that can be taken to value individual learners and explain good practice in providing individual learners with information ................................................ 16 A: Why is it important to promote an inclusive learning environment? .................................................................. 16 B: Summarize your own role and responsibilities in promoting inclusion, equality and diversity ........................... 17 C: Analyze ways to promote inclusion ..................................................................................................................... 18 D: Explain actions that can be taken to value individual learners and explain good practice in providing individual learners with information ........................................................................................................................................ 18
Equality and Diversity and Inclusive Practice Task 5: Explain the relationship between own role and the roles of other professionals involved in inclusive practice. In doing this, identify the points of referral available to meet individual learning needs and how you liaise with the professionals involved ............................................................................ 19 A: Explain the relationship between own role and the roles of other professionals involved in inclusive practice. 19 B: Identify the points of referral available to meet the individual needs of your learners ...................................... 20 C: What are the strategies that you use to liaise with the professionals involved? ................................................. 20 Task 6: Use communication strategies to promote diversity. Analyse how own behavior can impact on an organization’s culture in relation to equality and diversity .......................................................................................... 21 A: Demonstrate how you promote equality and diversity through a Lesson Plan ................................................... 21 B: Define organizational culture .............................................................................................................................. 21 C: Give examples of how your own behaviors impacted negatively and positively on the organization culture ..... 21 References ................................................................................................................................................................... 23
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Equality and Diversity and Inclusive Practice Task 1: Define the meanings of equality and diversity in the UK context. Explain why it is important of promoting equality and diversity. Analyse the ways to promote equality and value diversity A: Identify and explain the 9 categories with regards to equality and diversity: Under the Equality Act 2010 of UK, there are nine classes with regards to equality and diversity. These categories include race, religion, age, sex, marriage and civil partnership, sexual orientation, pregnancy and maternity, disability, and gender reassignment (Cole, 2022). Race refers to a collective phrase for a population that is characterized by their ethnicity, nationality, and skin color. Under the Equality Act 1976, it is unlawful to harass, discriminate or bully a person on the basis on race or color. Every person in the UK has the right to be safeguarded against prejudice and discrimination, and to be treated with dignity and respect regardless of their race. The second category is religion and belief, which is the state of worshipping and believing in a Supreme Being, and belief, is the state of accepting the Supreme Being exists (Bhopal & Pitkin, 2020). However, religion and belief should not hinder the person’s right to be treated with dignity and respect in any place. The Equality Act 2010 outlaws any direct or indirect harassment, victimization and discrimination on region and belief grounds in every aspect of life. Age simply means how old an individual since being born. Age differences arise when individuals are classified into different age groups using a particular age range. For instance, there are new- borns, infants, children, adolescents, adults, and older adults. Besides, there can be Boomers, Gen X, Millennial, and Gen Z depending on year of birth (Bhopal & Pitkin, 2020). Individuals under similar age group share safeguarded features of age. Another class is sex, which refers to either a female or male. Both females and males have the right to be treated equally, and they should all have equal opportunities in the society. Moreover, marriage and civil partnership simply protects individuals who are either in a legitimately documented marriage or lawful civil partner union. The Equality Act 2010 states that it is unlawful to discriminate or harass individuals since they are civil partners or married (Cole, 2022). Thus, same sex marriage with legitimate documents should be treated equally and fairly,
Equality and Diversity and Inclusive Practice just as opposite sex marriage. Sexual orientation is another category regarding to equality and diversity. Sexual orientation refers to an individual’s identity to the gender they are sexually attracted to. In other words, one can be homosexual, heterosexual, or bisexual. Therefore, it is unlawful in UK to discriminate a person based on their sexual orientation. Pregnancy and maternity are another equality and diversity category. Pregnancy is the time a woman is expecting a child. Maternity is the grace period after child is born. Employed women have the right to take job leave, and it is called maternity leave. Moreover, there are policies that protect women from harassment or discrimination for the following 26 weeks after child birth, and it includes treating the mother inappropriately because of breastfeeding (Bhopal & Pitkin, 2020). Furthermore, disability is the state whereby an individual has physical or mental impairment that may have long-term or substantial impact on their lives. Therefore, it is unlawful to harass or discriminate such individuals. Another class is gender reassignment which is the process of transforming from one gender to another. Individuals who have completed, started, or proposed to change their gender are safeguarded from harassment and discrimination in the United Kingdom (Cole, 2022). B: Define equality and diversity Equality in the United Kingdom context refer to the process of promoting equal conditions and opportunities to every person in the society (McNair et al., 2020). They encourage providing equal freedom to every person in terms of attaining potential as well as freedom from discrimination and prejudice. Diversity emphasizes on the individual uniqueness that people should acknowledge and embrace. In other words, diversity involves accepting the individual differences in the community. The uniqueness can range from religious beliefs, physical abilities, socio-economic status, age, sexual orientation, race, nationality, experience, ethnicity, and gender among other ideologies (McNair et al., 2020). Therefore, in promoting equality and diversity, all forms of harassment, discrimination and bullying should be eliminated in all the aforementioned classes (Cole, 2022).
Equality and Diversity and Inclusive Practice C: Why is important to promote equality and diversity? Promoting diversity and equality have various significances in the society. They are integral concepts that results in development and growth of the country and promoting unity in the society. One, diversity and equality encourage people from different backgrounds to share ideas and opinions as well as promote best practices (Ainscow, 2020). Diversity and equality are important factors in education setting since they allow people to attain education without experiencing any obstacles. Practices such as assessment, learning and teaching will enhance the person’s learning abilities in comprehending and appreciating higher equality levels. Therefore, every person is required to embrace diversity and equality by comprehending own responsibility, giving respect, and enhancing effective learning. Secondly, diversity and equality result in social integration and interaction, allowing individuals to develop firm relationships (Ainscow, 2020). Inclusive policies and practices are essential in addressing the situations of poverty and economic inequalities, and enhancing equitable and sustainable development. Social interactions can be improved with establishing relationships in the society and embracing culture that every individual follows and appreciates. Equality in people will establish unity and peace among individuals and provide diverse skills, knowledge, and experience of different individuals to attain objectives and goals in individual life. In addition, diversity and equality enhance participation of every individual, improving their self- esteem and improving workforce opportunity (Ainscow, 2020). When there are equal opportunities of participation according to people’s capabilities, skills, and age, the country is rich in qualified and effective workforce. Embracing equality and diversity helps in promotion of teamwork and productivity in the society or workplace. Besides, people will accept and appreciate different culture and nature while working as a team, enhancing positive and effective relationships within the country. D: Analyze the ways to promote equality and value diversity. Ways to promote equality and value diversity include engaging students, promoting teamwork, and empowering people in the community. Engaging students is key since the current education institutions have diversified nature, originality, and culture of students (Tamtik & Guenter, 2019). Therefore, government and learning institutions are playing a crucial role in ensuring students and communities know their freedom and rights. Learning institutions and the government
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Equality and Diversity and Inclusive Practice organize programs and events aimed at communicating the significance of diversity and equality. Such programs and events motivate individuals to raise voices and address cases and issues of inequality and discrimination in the society. Promoting teamwork is a crucial tool to promoting equality and valuing diversity in learning environment (Tamtik & Guenter, 2019). Various social groups, government, and voluntary organizations can act as leaders in taking actions concerning the activities of communication, diversity, and leadership in schools. Effective class leaders will lead their teams into attaining common objectives and goals. Diversity entails embracing thoughts, opinions, skills, genders, culture, and ideas to establish positivity and unity among students. Besides, communication is key in promoting equality and valuing diversity since it makes learners discuss ways to eliminate discrimination in the learning institutions. As a result, students from different originality, socio- economic status or cultures to feel safe and valued in such a learning setting. Another way to value diversity and promote equality is empowering individual in the community (Ainscow, 2020). Empowering individuals entails promoting establishment or improvement of one’s strengths, skills or confidence to attain lifetime objectives as well as increase chances to satisfy them. A person requires different capabilities and skills to attain certain goals and objectives in life. Embracing equality and diversity will enable people to start taking responsibility of their lives and learn from different individuals. Consequently, people can develop a range of abilities and tackle their weaknesses. Therefore, every person has the responsibility to participate in the community activities and interact with different people to establish relations, value diversity and promote equality. Task 2: Review the factors which influence learning. Include in your review the impact of the personal, social and cultural factors and different cognitive, physical and sensory abilities on learning. Describe actions by individuals which can undermine equality and diversity and recommend modifications to systems and structures which do not promote equality and diversity.
Equality and Diversity and Inclusive Practice A: What are the factors affecting learning? Review their impact on learning. Learning is an approach that involve the capability of people to change values, skills, knowledge, and behavior to lead to changes in their lives. However, some factors affecting learning include peer influence, financial issues, and cultural and social barriers. Peer influence can impact the learning process both positively and negatively (Qureshi et al., 2023). Through interactions and development of relationships, students can motivate one another into striving to put effort in studies and improve their academic performance. However, negative peer influence leads to poor performances in learning institutions. For instance, if students one another to play computer games rather than studying will lead to poor results in school. Financial issue is another significant factor that affects the learning process (Qureshi et al., 2023). Learning students require students to pay school fees before embarking on studying. Thus, if parents or guardians fail to clear the school fees, students may be sent home until the school fees is cleared. Since some parents and guardians are unable to pay or clear school fees on time, it can impact the performance of students in school. On the contrary, students whose schools are cleared on time have a smooth learning process without worries or distractions. Cultural and social barriers include cultural factors and social norms such as social behaviors, etiquette, religion, and languages among others (Qureshi et al., 2023). Difference is social normal and cultural practices may lead to prejudices and stereotypes concerning skills and capabilities of a certain population, and restricted or limited access to support networks and educational resources. Moreover, individuals expect different learning approaches to address their needs. For instance, Spanish students in England may expect teachers to teach in Spanish. Since teachers in England uses English while teaching, Spanish students may find it difficult to continue with the learning process. B: Review the impact of different abilities on learning There are different impacts that result from the existence of people with different learning abilities. They include reading ability, skill development, and nature versus nurture. Reading ability plays a crucial role in the learning process. For a student to comprehend what a statement or sentence means, he or she has to first know how to read. Moreover, every classroom comprises of both slow learners and first learners, a difference that is principally comprehended by the capability of a student to read and understand a statement or sentence (Jones &
Equality and Diversity and Inclusive Practice Christensen, 2022). First learners tend to learn and comprehend statements or concepts easily, and usually process information quickly and apply it with a lot of ease. On the contrary, slow learners struggle to learn and comprehend new concepts in school, and are likely to perform poorly in school. Skill development is an essential stage in learning since during the stage, students can apply concepts learned on a practical and real scenario sentence (Jones & Christensen, 2022). Students are different in the manner they think and handle things. Thus, a teacher is likely to notice that some students perform well in class work but are average or perform poorly in practical sessions. Another student can perform poorly in class work but perform good in practical sessions. Therefore, the teacher can encourage such students to interact and develop relationships to learn from one another and improve in areas they perform poorly. Nature versus nurture theory claims that genes (nature) or experiences and environment (nurture) primarily shape the learning abilities of an individual. Nature theorists claims that genes play a key role in the learning process. According to this view, genetic makeup predetermines an individual’s capabilities such as temperament, creativity, and intelligence (Houmark et al., 2020). Thus, the learning potential of a person is predisposed at birth. On the contrary, nurture theorists state that a person’s experiences and environment play an integral role in their learning process. Interactions with the environment such as community, school, and family shape the learning abilities of an individual. Therefore, schools have students who are natural bright and also students who have to read more to perform well in class. C: What are the barriers to equality and diversity? How are they relevant to your practice? Barriers to equality and diversity in schools include bullying, religious and cultural tensions, discrimination and social inequality. In schools, promoting equality and valuing diversity in schools is next to impossible since students come from different backgrounds and handle things differently. Bullying is normally characterized by the physical differences between different people or students (Sánchez et al., 2019). For example, some students may seem stronger and bigger than others. If such students come from aggressive and hostile environment, they are likely to feel superior and undermine others. As a result, such students will bully their colleagues to exercise the superiority.
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Equality and Diversity and Inclusive Practice Another factor that undermines diversity and equality in schools is religious and cultural tensions between teachers and students, or students and their colleagues (Sánchez et al., 2019). Students have varied religious and cultural beliefs, norms and practices. For instance, different religions have different days scheduled to visit places of worships. Muslims go to mosque on Fridays while Christians go to church on Sundays. Therefore, conflict can arise especially when such students or teachers have meetings or group discussions. ‘Discrimination is among the major factors that undermine diversity and equality in schools. Discrimination involves prejudicial treatment and stereotypical habits among students on the grounds of sex, gender, race or nationality among others (Sánchez et al., 2019). Such actions undermine equality and diversity by intensifying unfairness and mental pressure among students in the learning institutions. Discrimination can lead to stigmatization, which is a major learning obstacle. Stigmatization results in low self-esteem, discouragement, loneliness, depression and frustrations in schools. Additionally, social inequality also undermines actions to promote equality and value diversity in schools. Social inequality means that resources in the society are allocated unevenly through certain gender patterns or socioeconomic classes. Thus, some hindrances include healthcare inequality, income gap, social class, and gender inequality (Sánchez et al., 2019). For instance, students come from different families with different backgrounds and socioeconomic status. Thus, students from families with higher socioeconomic status may undermine other students from poor backgrounds. Moreover, students whose parents are rich may have unlimited access to school resources compared to other students from poor families. D: Suggest what can be done to remove these barriers in your organization Several approaches can be utilized to eliminate barriers to equality and diversity in my organization. One, sharing good practices is crucial in promoting equality and diversity in organization (Swartz et al., 2019). Therefore, my organization need to regularly communicate, train, and educate students regarding diversity and equality through sharing past experiences, good and effective information, and providing them with suitable practices to enhance improvement in the learning process and mindset of students. Moreover, teachers within the
Equality and Diversity and Inclusive Practice organization ought to set good examples to students by treating every person with respect and dignity. In this case, teachers will be eliminating barriers towards promoting equality and valuing diversity in schools. Encouraging teamwork is a key approach to eradicating diversity and equality barriers in my organization. Students can attain better and improved results by collaborating and working as a team. Thus, the organization must allow and encourage every student to engage in various activities concerning diversity and equality that will enhance the efficiency of eliminating barriers that undermine diversity and equality. For instance, teachers can encourage students to form group discussions in classes or teams during games time. Such teams can comprise of students from different nationality, socioeconomic class or culture. By doing so, teachers and the organization at large will be promoting diversity and equality and eliminating any barriers. Promoting flexibility within my organization is crucial in eliminating factors that undermine diversity and equality. Students have varied learning styles, needs and preferences in the learning process. Thus, students may benefit from different teaching strategies and approaches, which teachers should apply to improve their learning potential (Swartz et al., 2019). Adopting different teaching styles shows students that the organization values and appreciate them. Allowing flexibility within the organization in terms of addressing different students’ needs is crucial to promoting equity and valuing diversity among students and promotes inclusion for all. Delegating responsibilities and roles help in addressing issue that suppress equality and diversity in my organization. Various responsibilities and roles can be allocated to different students or staff, which helps in establishing a culture of trust and sense of equality, stimulates creativity and inclusion, and enhances respect towards one another (Swartz et al., 2019). Through such interactions and relations, students and staff can help in promoting cultural awareness and they are sensitive to one’s language, beliefs and culture concerns. Consequently, students and staff are able to recognize importance of diversity and equality, and even take part of developing measures to eliminate factors that undermine diversity and equality within my organization.
Equality and Diversity and Inclusive Practice Task 3: Summarize policy and regulatory frameworks relating to equality and diversity and inclusive practice. How do these influence organizational policies relating to inclusive practice as well as your own inclusive practice? Reflect on how the promotion of equality and diversity can protect learners from risk of harm. A: Summarize the policy and regulatory frameworks relating to equality and diversity and inclusive practice. Various regulatory frameworks, measures and policies are in place with the aim to promoting equality, diversity and inclusive practice. The Equality Act 2010 advocates for equality in the society and creates awareness to eradicate color, gender, age, sex or disability discrimination and intimidation in the society and schools (Pappas et al., 2018). The policy ensures that all staff members and students, regardless of their characteristics, abilities, and backgrounds are treated with respect, and without any form of discrimination and harassment. Therefore, the policy expects schools to establish an inclusive learning setting where every staff and student is free from discrimination, intimidation, or bullying. The policy also mandates schools address diversity and equality issues, make appropriate changes for any student with disability, and enhance equal opportunities for students to access school resources and engage in extracurricular and class activities. Education Act 1993 states that it is unlawful to discriminate students based on their disability. The policy introduced eight key domains of need that includes medical conditions, visual impairments, hearing impairments, behavioral and emotional challenges, language and speech issues, learning challenges, and specific learning challenges (Pappas et al., 2018). Therefore, this Act mandates schools to establish special programs and initiatives to cater for students and staff with special needs. The policy allows schools to make appropriate changes to provide a suitable learning setting for disabled students. The government revises the policy each year to ensure that schools provide special needs students with a suitable experience and environment that promotes equality. The Disability Discrimination Act 1995 was established to safeguard people or students with disability. The policy outlawed discrimination, intimidation, and harassment against people with
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Equality and Diversity and Inclusive Practice disabilities, particularly during access to education, healthcare, job opportunities, and goods and services (Bunbury, 2019). Therefore, the Act ensures that elderly and people with disabilities have equal chances of accessing same freedom, experiences, and opportunities as the rest of individuals. The policy has helped students with disabilities to attend to mainstream learning institutions, and experience equal treatment. Besides, it ensures that education standards are similar and equal to every student. Race Relations Act 1976 and 2002 was established to eliminate discrimination and harassment based on race or skin color. These policies aim at eliminating racial discrimination, promoting equality, and enhancing good relations and interactions between individuals of different racial populations (Mathieu, 2018). Moreover, the acts mandates schools to frequently evaluate the effect of their policies and measures on students, parents and staff of different racial populations. Besides, schools have the responsibility to record and report any cases of racial discrimination to the relevant authority. These acts were active in Wales, Scotland, and England only. B: What are the influences of the above on your organizational policies and own practice Organizations and learning institutions implement various polices and measures due to regulations and policies of equality, diversity and inclusive practice. Impacts on organizational policies include Criminal Record Bureau procedures, delegation of roles and responsibilities, and quality assurance. The policies and regulations impact organization’s Criminal Record Bureau procedures as it is required to manage and embrace staff diversity. Moreover, different employees have varied set of skills, experience and knowledge. Therefore, organizations allocate duties and responsibilities based on such factors due to employees’ diversity ( Schachner, 2019). Besides, equality, diversity and inclusive practices impacts organization’s quality assurance. Quality assurance enables an organization to maintain quality services. Since people have different skills and knowledge, the management of employees’ diversity and equality determines its performance. Impacts on own practice include recognizing own responsibilities and roles, reflecting on own approaches, and collaborating with others to enhance inclusive practice. Through diversity and equality policies, as a teaching assistant, I am able to identify my responsibilities and roles in the learning process ( Schachner, 2019). For instance, I have the mandate to treat everyone with
Equality and Diversity and Inclusive Practice respect, set good examples to students and strive to eliminate inequality. Furthermore, diversity and equality policies me to monitor and evaluate my own approaches as a teaching assistant in the learning process and ways to improve them. Lastly, diversity and equality policies help me to collaborate with others, share ideas and promote approaches to enhance diversity and equality in the learning environment. C: Explain how working with other agencies can promote diversity There are various ways in which working with other agencies can promote diversity. Collaborating with community organizations and groups will help students to familiarize with the real world. Students are able to enhance society welfare and help victims of discrimination and inequality. Besides, interacting with different communities will allow students to develop a sense of diversity and equality, and embracing the difference between different cultures (Adams et al., 2022). Moreover, giving opportunities to students to work with support agencies is integral in promoting diversity. Support agencies such as sponsorship institutions enroll students from various backgrounds. Thus, the opportunity is crucial in enhancing student interaction and relations, enabling them to establish essential socializing skills. Motivational speakers can also educate students on the importance of working together. Furthermore, the speakers can help students understand the importance of diversity and equality in the society, and ways to promote inclusive culture. D: Reflect on how the promotion of equality and diversity can protect learners from risk of harm Risk of harm refers to the possibility of a learner to experience life threatening event, traumatic experience or injury caused by another student or person on purpose (Tuitt et al., 2023). Equality lessons help a student know measures and polices regarding diversity and equality that they should follow. Students who are not aware of or lack to understand such policies and measures may engage in bullying, harassing and discriminating other students. Such students do not even understand the consequences of such actions in schools. Therefore, teachers can play a key role in creating awareness of diversity and equality and educating students on the policies and
Equality and Diversity and Inclusive Practice regulations regarding equality and diversity. Policy such as Equality Act (2010) protects students from harassment and discrimination (Butsic, 2020). While teachers tackle ways on how people can promote equality and value diversity in school, they educate students also on signs and symptoms of learners at risk of harm and inequality. Such signs may be isolation, stress, depression, lack of concentration, and poor performance in school (Butsic, 2020). Students who are experiencing discrimination and harassment are likely to avoid interacting with other students. Therefore, if teachers or fellow students notices that a student is showing such signs, they can report and try to help him or her overcome the situation. Promotion of diversity and equality encourages students to establish self-help and referral initiatives. Such programs allow students to interact and know each other better. Besides, students to understand and embrace each other’s differences and strive to help one another in tackling social issues. Consequently, students are able to maintain appropriate and effective interpersonal relationships within the school. Therefore, students can protect one another from discrimination, harassment, and intimidation students. Task 4: Summarize own role and responsibilities relating to inclusive practice and analyze the benefits of an inclusive learning environment and ways to promote inclusion. Explain actions that can be taken to value individual learners and explain good practice in providing individual learners with information. A: Why is it important to promote an inclusive learning environment? Inclusive environment ensures everybody is treated with respect and dignity in the learning environment. Every person has the right to be treated fairly regardless of their uniqueness. Each individual has different experience, abilities, and needs, whereby if people appreciate them can make the world a good place for all people. Inclusive setting enables people to interact freely and establish a sense of equality and belonging (Nishina et al., 2019). Since people feel valued and appreciated, they are able to identify their potential and ways to attaining their goals. Additionally, inclusive environment enables learning institutions to address needs of every learner. Since students come from different socioeconomic classes, nationality, or race, they
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Equality and Diversity and Inclusive Practice have different learning styles and needs. Therefore, inclusive learning helps teachers to identify and address learners’ needs to promote their well- being and improve their experience. Besides, inclusive learning will help students to interact freely, hence improving their confidence, productivity and quality of life. Such interactions will help students to embrace equality and diversity and live knowing their rights and adhering to the constitution. Inclusive learning is a key tool in promoting a positive attitude among students. All students develop sense of belonging when participating in different activities and interacting with other students. Bringing all students together and providing them with an approach for expressing and creating their interests, strengths, and skills illustrates that school values them (Tuitt et al., 2023). Consequently, they establish a safe, supportive and cooperative space which promote a positive attitude among students and teachers. B: Summarize your own role and responsibilities in promoting inclusion, equality and diversity Inclusive practices require adequate reinforcement from different people within learning institutions to eliminate factors that may cause harm to students and staff. Therefore, as a teaching assistant, I have various roles and responsibilities to promote inclusive practices in schools. First, I should follow all plans, measures and policies regarding the teaching criteria. Adhering to policies and measures such as equal participation of all students in learning activities, evaluating course content, proper timings, and adjusting learning criteria to suit every student are crucial in promoting inclusive practices (Tuitt et al., 2023). Secondly, as a teaching assistant, I ought to challenge and correct inappropriate habits in schools. Such behaviors can include bullying, harassing, and discriminating others. Therefore, I need to evaluate such behavior and conduct necessary actions to avoid them from reoccurring in schools. Moreover, I should encourage students to conduct peer- and self-reflection. It is significant for students to evaluate their behaviors as individual and as a group to determine where they need to improve regarding equality and diversity. Thus, students can develop skills of self-esteem and self-confidence (Tuitt et al., 2023). Furthermore, it is crucial for me to participate in all events in school and celebrate it success towards satisfying students. During such events, I can
Equality and Diversity and Inclusive Practice recommend modifications and improvements of school policies regarding inclusive practices. C: Analyze ways to promote inclusion Teachers can promote the culture of inclusion through various ways. First, teachers are well- equipped to develop different approaches to deliver skills and knowledge to students. Thus, if a subject is difficult to students, it is crucial for teachers to establish the simplest methodology for students to learn and comprehend about that specific subject. Secondly, it is essential for teachers to collaborate with other staff members (Nishina et al., 2019). Sharing information and ideas is an effective approach to improve communication and can result in developing an effective learning environment. Additionally, teachers should have composed and polite attitude to establish effective and suitable relationships with students. Developing effective learning relationships, and enhancing different abilities will result in promotion of inclusive practices within the environment (Tuitt et al., 2023). Lastly, it is crucial for school and teachers to celebrate the success of students and that of the organization. The level of learning enables students to attain professional objectives in future. To encourage students, schools and teachers need to reward students for their success in school. D: Explain actions that can be taken to value individual learners and explain good practice in providing individual learners with information. Enhancing external and internal motivation is crucial in encouraging individuals to learn from certain setting (Vatterott, 2018). Teachers and schools need to reward students to make learning motivating and interesting, enabling them to attain professional or career growth. Secondly, promoting team dynamics is integral in attaining shared goals. Teamwork results in forming individual relationships and every student is able to share his or her strength and knowledge, as well as acquire other abilities and skills that can help in achieving individual goals. Teachers and schools need to promote personal values of every student. Students have varied goals in their lives. Therefore, it is crucial for teachers to assess students individually to determine their expectations and needs in schools. Teachers to evaluate social, culture,
Equality and Diversity and Inclusive Practice language or education needs of students to enhance learning within the setting (Vatterott, 2018). For instance, teachers should provide feedback to students and deliver information appropriately in a language that all students understand. Furthermore, learning institutions can create awareness concerning specific activities that are crucial in valuing individual learners. For instance, schools can create awareness regarding diversity, equality and inclusive practices through lecture sessions to make them feel valued and appreciated. Task 5: Explain the relationship between own role and the roles of other professionals involved in inclusive practice. In doing this, identify the points of referral available to meet individual learning needs and how you liaise with the professionals involved. A: Explain the relationship between own role and the roles of other professionals involved in inclusive practice. As a teaching assistant, I should own my limitations and seek to collaborate with colleagues. The relationship between me and my colleagues should have respect, boundaries, and collaboration and communication channel. Every party in such a relationship should respect one another, including observing everyone’s boundaries. Trespassing boundaries of another person can lead to disagreements and conflicts that may affect productivity of and experience within learning environment. Therefore, having effective communication channels is crucial. Consequently, I and my colleagues will be able to work as a team in promoting inclusive learning environment. Moreover, as a teaching assistant, I should seek guidance from other professionals such as support agencies, school management or other teachers as I aim to promote inclusive learning practice. The main goal is to establish an effective and appropriate learning environment for students. Support agencies can guide me on ways to handle bullying and discrimination in school, how to eliminate such factors, and how to promote diversity and equality. Besides, I can organize benchmarking activities where I can interact with other teaching professionals, form effective relations, and share best practices that promotes inclusive learning practices. I should also negotiate on behalf of students in various ways. For instance, I can negotiate with the school management on ways to reward them. If there is school trip, for example, I will take
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Equality and Diversity and Inclusive Practice the lead to talk and organize with the location administrators. Furthermore, I can negotiate with school management or government on behalf learners with special needs to ask the entities to provide necessary support or resources crucial for addressing learners’ needs, improving their experience, and encouraging them to participate in school activities. Such actions promote the inclusion practices in schools. B: Identify the points of referral available to meet the individual needs of your learners. To meet individual needs, the referral points should include mentor support, counseling, and the board. First, to address the academic needs of students, teachers can direct them to mentors. Mentors will play a crucial role in shaping students’ minds and guide them on ways of attaining their personal goals (Dempsey et al., 2022). Therefore, teachers and school should frequently organize for mentorship programs whereby Parent Teacher Associations representatives can offer mentorship support to students. As a result, students can develop crucial set of knowledge and skills that are crucial in improving their learning process and potential to attain personal goals. Secondly, teachers and schools can organize for counselling initiatives to meet the individual needs of the learners. Counsellors play a significant role in identifying and addressing underlying issues that may hinder learning process. Therefore, counsellors will provide students with effective and necessary skills and mechanisms to handle society issues such as discrimination, improve motivation, and attain academic excellence. However, teachers can play the role of the counsellor and aim at improving the learning experience of students and their needs are satisfied. Lastly, teachers can consult the executive management of the school and government offices to satisfy the individual needs of students. Government and learning institutions work together to address different need of students (Dempsey et al., 2022). For instance, the school can request the government to help in improving school facilities such as dining hall or libraries. Moreover, the government can help the school to satisfy the needs of students with special needs. For instance, building toilets that are appropriate to students using wheelchairs.
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Equality and Diversity and Inclusive Practice C: What are the strategies that you use to liaise with the professionals involved? Strategies may include regular contact with the necessary professionals, sharing information, and involving students. As a teaching assistant, I must provide the professionals involved with the schedule and plans about place, time, and day of the initiatives linked to inclusive learning practices (Azorín & Ainscow, 2020). Besides, I should involve students in some programs since the teaching assistant-student relations are crucial in enhancing the initiatives, meeting students’ needs, and motivating them to develop interest in engaging in the learning process. Moreover, I must maintain regular contact and communication with the professionals using emails, meetings, or phone calls. Furthermore, I am required to share up-to-date, effective and appropriate information to both the professionals involved and students. Task 6: Use communication strategies to promote diversity. Analyse how own behavior can impact on an organization’s culture in relation to equality and diversity A: Demonstrate how you promote equality and diversity through a Lesson Plan. B: Define organizational culture Organizational culture refers to the set of behaviors, values and norm that impact the activities and habits of its workers (Men & Yue, 2019). The culture demonstrates how stakeholders, vendors, customers, and employees experience the entity and its brand. Moreover, organizational culture is crucial in improving the organization’s competitive edge and attracting talent. C: Give examples of how your own behaviors impacted negatively and positively on the organization culture. My behavior can have a huge impact on the organizational culture concerning diversity and equality. Therefore, it is essential to evaluate my practices such as sharing good practices, adapting assessment strategies and resources, encouraging inclusive learning environment, and collaborating with others to enhance diversity and equality. Sharing good practices is crucial to
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Equality and Diversity and Inclusive Practice improving the internal organizational culture whereby we as employees understand each other and treat everyone with respect and dignity regardless of their race, origin, or gender. Moreover, I can work together as a team in formulating effective approaches to assess and utilize organizational resources. Different people have different knowledge and skills, thus, collaborating makes the organization effective in its operations and improve its performance. In addition, as a teaching assistant, I will ensure that employees have equal and same opportunities within the entity to enhance inclusive learning culture and we can easily interact and collaborate with one another. Therefore, collaborating and promoting an inclusive culture help my organization to delegate roles and responsibilities based on the skills, knowledge and abilities of every person. Moreover, undertaking training sessions with other employees without discrimination will help us to improve our learning capabilities and skills. Thus, promoting teamwork and collaborative culture helps the organization to improve its culture, making every staff member to be productive and work efficiently.
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Equality and Diversity and Inclusive Practice References Adams, M., Bell, L. A., Goodman, D. J., Shlasko, D., Briggs, R. R., & Pacheco, R. (Eds.). (2022). Teaching for diversity and social justice . Taylor & Francis. Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy , 6 (1), 7-16. Azorín, C., & Ainscow, M. (2020). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education , 24 (1), 58-76. Bhopal, K., & Pitkin, C. (2020). ‘Same old story, just a different policy’: race and policy making in higher education in the UK. Race Ethnicity and Education , 23 (4), 530-547. Bunbury, S. (2019). Unconscious bias and the medical model: How the social model may hold the key to transformative thinking about disability discrimination. International Journal of Discrimination and the Law , 19 (1), 26-47. Butsic, M. M. (2020). Teaching for diversity and social justice: Early-service educators’ experiences in culturally and linguistically diverse settings . The University of Wisconsin- Madison. Cole, M. (Ed.). (2022). Education, equality and human rights: issues of gender,'race', sexuality, disability and social class . Taylor & Francis.
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Equality and Diversity and Inclusive Practice Dempsey, J. S., Forst, L. S., & Carter, S. B. (2022). An Introduction to Policing (2019) . Cengage supplementary materials. Houmark, M. A., Ronda, V., & Rosholm, M. (2020). The nurture of nature and the nature of nurture: How genes and investments interact in the formation of skills. Jones, M. E., & Christensen, A. E. (2022). Learning to Read. In Constructing Strong Foundations of Early Literacy (pp. 33-46). Routledge. Mathieu, F. (2018). The failure of state multiculturalism in the UK? An analysis of the UK’s multicultural policy for 2000–2015. Ethnicities , 18 (1), 43-69. Men, L. R., & Yue, C. A. (2019). Creating a positive emotional culture: Effect of internal communication and impact on employee supportive behaviors. Public relations review , 45 (3), 101764. McNair, T. B., Bensimon, E. M., & Malcom-Piqueux, L. (2020). From equity talk to equity walk: Expanding practitioner knowledge for racial justice in higher education . John Wiley & Sons. Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R. (2019). Ethnic diversity and inclusive school environments. Educational Psychologist , 54 (4), 306-321. Pappas, M. A., Papoutsi, C., & Drigas, A. S. (2018). Policies, practices, and attitudes toward inclusive education: The case of Greece. Social sciences , 7 (6), 90. Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments , 31 (4), 2371-2391. Sánchez, P. A., de Haro-Rodríguez, R., & Martínez, R. M. (2019). Barriers to student learning and participation in an inclusive school as perceived by future education professionals. Journal of New Approaches in Educational Research (NAER Journal) , 8 (1), 18-24. Schachner, M. K. (2019). From equality and inclusion to cultural pluralism–Evolution and effects of cultural diversity perspectives in schools. European Journal of Developmental Psychology , 16(1), 1-17. Swartz, T. H., Palermo, A. G. S., Masur, S. K., & Aberg, J. A. (2019). The science and value of diversity: closing the gaps in our understanding of inclusion and diversity. The Journal of infectious diseases , 220 (Supplement_2), S33-S41.
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Equality and Diversity and Inclusive Practice Tamtik, M., & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities–How far have we come?. Canadian Journal of Higher Education , 49 (3), 41-56. Tuitt, F., Haynes, C., & Stewart, S. (Eds.). (2023). Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies in higher education . Taylor & Francis.Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs. ASCD. Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs. ASCD. Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs. ASCD.
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