Unit SHC 23
Introduction to equality
and inclusion in children
and young people’s
settings
SHC 23
Introduction to equality and inclusion
in children and young people’s
settings
2 credits
This unit helps learners to:
• Understand the importance of equality and
inclusion in the work place
• Work in an inclusive way
• Know how to access information, advice and
support about diversity, equality and
inclusion.
Connector…
• With the person beside you explain the
following …




Sexism
Prejudice
Values
Independence
How many have you got correct?
Big Picture…
• Understand how childcare professionals
actively promote equality.
• Understanding children and young people’s
individual needs.
The importance of equality and
inclusion
Learning Outcome 1
Food
Basic rights
of
children
and
young people
A safe home
Protection
from abuse
Children and young people
cannot always stand up for
themselves, so they need a
special set of rights that take
account of their
vulnerability.
Children’s Rights
The UN Convention on the Rights of the Child
states that children have a right to:
•
•
•
•
•
•
•
•
be with their family or with those who will care for them best
enough food and clean water for their needs
an adequate standard of living
health care
play
be kept safe and not be hurt or neglected
free education
disabled children have the right to special care and training.
Activity 1: Key Words
1.1
Research the following words:
Group 1: Equality
Group 2: Diversity
Group 3: Inclusion
Group 4: Discrimination
Brainstorm your key findings and be prepared to
feedback to the class!
Equality, diversity, inclusion and
discrimination
1.1
• Equality does not mean that everyone has to be treated
the same. It is about equality of opportunity.
• Diversity is about people’s different values, activities,
attitudes, cultures, beliefs, skills and life experiences.
• Inclusion is an educational term used to describe how
all children and young people, whatever their disability or
disadvantage, are given equality of learning
opportunities.
• Discrimination is when someone is viewed and treated
negatively because of some characteristic, usually based
on a stereotypical view, e.g. racist.
Activity 2…
• Find out about as many national initiatives that
promote anti-discriminatory practice
• You have 5 minutes with the person beside
you!
Activity 3: Discrimination
• In groups, research the following types of
discrimination.




Group A:
Group B:
Group C:
Group D:
Racial discrimination
Institutional racism
Disability discrimination
Sex discrimination
• Then, in your groups, prepare a role play to show
discrimination in a childcare setting. One person will
be the discriminator, one person will be the victim,
another person will be family of the victim and
another person will be the narrator
Different types of discrimination
• Racial discrimination – based on a belief that some
races are superior, e.g. skin colour makes some people
better than others.
• Institutional racism – where organisations fail to
provide a service to people because of their skin colour,
culture or ethnic origin.
• Disability discrimination – where people are denied
equality of opportunity because of their disabilities or
impairments.
• Sex discrimination – where people of one gender
reinforce the stereotype that they are superior to the
other.
Activity 4: Worksheet 1
Discuss the practices you have observed in the
work setting that you think reduce the likelihood
of discrimination.
Complete worksheet 1. Be prepared to give
feedback to the class.
Discrimination in the work setting
Class & Group discussion; What can the practitioner do?
What can happen
• Sometimes ‘labels’ are
given to children and
young people, e.g.
spoilt child, attention
seeker.
• Some children and
young people are more
likeable than others.
• Children and young
people notice
differences in people
and make comments.
What the practitioner can
do
• Challenge the remark, not
the person.
• Make sure that fair and just
treatment is given.
• Positively acknowledge the
differences and emphasise
the value of every
individual.
How to work in an inclusive way
Discussion
What can be done?
Providing positive images.
Providing activities for those
with special needs.
Celebrate the diversity of
language.
How: some suggestions
Books, displays etc. should
include positive images of:
- people with disabilities,
- from other cultures,
- shared roles for men and
women.
Providing ramps for
wheelchair users and any
other special equipment.
Encourage learning about,
speaking and listening to
different languages.
Activity 5
In groups of 4, discuss what can be done for the following,
to ensure everyone is included. Record on flipchart paper!
What can be done
Help those with a hearing
impairment or learning
difficulty.
Celebrate different religious
festivals.
Show a multicultural
approach to food.
How: some suggestions
Learn a sign language and/or
take further training.
Provide a range of activities
showing how each festival is
celebrated, e.g. making cards.
Ask the setting to provide
national and regional dishes
and encourage everyone to try
out different ones. It may be
possible to make some dishes.
Inclusive practice
• Task: Video – Happy Child Nursery
• Complete worksheet
• Children and young people should be encouraged not to
feel anxious about people who are different to
themselves.
• Embrace the fact that many traditions are now shared,
e.g. Indian, Mexican and Asian foods are very popular
with many nationalities.
• Children and young people with specific needs may
need additional help and understanding in order for them
to feel included.
• Labelling and stereotyping people should be avoided – it
leads to negative attitudes, prejudice and discrimination.
Activity 6
Legislation and codes of practice
•
•
•
•
•
•
The laws and codes of practice relating to equality,
diversity and discrimination are:
The Equality Act 2010
The Special Educational Needs and Disability Act 2001
The Race Relations (Amendment) Act 2000
Convention on the Rights of the Child – UN 1989
The Human Rights Act 1998
The Special Needs and Disability Act (SENDA) 2001
Students to work in your groups. You will be assigned a
law or code of practice to research. Prepare presentations
in your groups, about your law.
You need to be able to identify which laws and codes of
practice apply to your role in the work setting.
Understanding and promoting equality
of opportunity
•
•
•
•
•
Practitioners should:
know who their Equalities Lead Officer or
Equalities Coordinator is
be able to get support and training in Equal
Opportunities
report all incidents of discrimination
be aware of the need to examine their own
practice and work to improve it
be alert to the practice of others and encourage
a fair and just approach to everyone.
Sources of information, advice and
support about equality, diversity and
inclusion
3.1
•
•
As part of your ongoing personal development, you should be
willing to improve your practice.
Where can you go to get help?
Colleagues in
setting,
Trainer, tutor
Sources
of
help
eg SENCO,
line manager
Books and journals
Parents and families
Information, advice and support about
diversity, equality and inclusion
The following sources of information provide advice – this will
help you with 3.1
Age UK
www.ageuk.org.uk
Carers UK
www.carersuk.org
Directgov
www.direct.gov.uk
Equality and
Human Rights Commission
Government Equalities Office
www.equalityhumanrights.com
www.equalities.gov.uk
You can also visit your local Citizens Advice Bureau.
Conclusions…
• Individuals are unique.
• The law protects the individual from
discrimination on certain grounds.
• People develop prejudices
• Prejudices need to be challenged to stop
discrimination.
• Discrimination effects people in a negative
way.
Review
On post-it notes!
• Each student to write one thing you have learnt
today on a post-it note
• Then write one thing you aren’t sure about or
you need answering, from today’s lesson. Ask
this question to the person next to you