In this assignment I will discuss how the practice in children’s settings and services promotes the equality of opportunities, inclusion and rights of children. I will then use examples from the work placements I have undergone to explain the practices used to promote equality.P5, M3. There are many ways in which a child care or education setting can incorporate inclusive practices and strategies into their day to day services. In educational settings there are the inclusive teaching strategy and the inclusive curriculum which can be used to provide equal access to opportunities within the setting. For the setting to integrate inclusive teaching in their practice they must be aware that this is a legal requirement under many pieces of legislation such as the Special Educational Needs Acts, Disability Discrimination Act, the Education Act and the Equal Opportunities Act. Inclusive teaching delivers the taught information in a variety of methods to suit all learners and their learning styles; for example using visual, auditory and kinaesthetic (VAK) aspects will help deliver the information to all learners by using Smart boards to display information for visual learners, discussing the information in more depth will help auditory learners process the information and where possible either act out a scenario which fits the information or ask for a poster to be made to that kinaesthetic learners are being actively involved. I have seen inclusive teaching being delivered in a range of educational settings such as further education and primary education. In primary education one of my placements used the Smart board to show a piece of comprehension work, this was then read out aloud as a whole class and children were selected to use the smart board to drag and drop replacement words to make the piece of text more interesting. I found that not only was this method inclusive but kept the children interested in the lesson as there were many little tasks involved using VAK learning techniques to help the children stay focused and ensure that they understood what the aim of the task was.P5, M3. The inclusive curriculum should outline fundamental requirements of each area of learning which is to be delivered to the children. By making the curriculum state the key learning points it is easy for the teacher to see what the aim of the lesson should be. When planning the lesson around the curriculum they should plan including differentiation needed to make it inclusive and meet any additional needs or requirements, even if there are none known in the class so that the teacher can deliver the learning or activity to suit all levels of ability and aspects of diversity having considered these.D2. When working with children in a care, education or family setting considering barriers to communication is a necessity as effective communication between the child, their family and the setting is vital. It will be an advantage to the setting if they have a multi-disciplinary team of practitioners who have an awareness of children’s additional needs whether these are physical disabilities, learning difficulties, cognitive disorders, language barriers or behavioural problems. This would be beneficial as it may mean that less external agencies are needed to help include the child within the setting and may prove more cost effective. Through the knowledge of a multi-disciplinary team provisions can be devised or sourced such as bi-lingual signage which includes for example written English, Urdu, Polish, Braille and images/symbols for those who cannot read.D2. One factor settings must consider for inclusion is language as some parents and their children may not use English as their first language, they may not speak fluently or any English at all. To overcome this barrier of inclusion an interpreter can assist effective communication between the parents, children and professionals within the setting. In some areas there may be a limited supply of qualified interpreters and finances may restrict the use of interpreters. It can be time consuming incorporating an interpreter into the setting as meetings would be harder to arrange and would need to be held for a longer duration to allow for translation.While it may also cause implications to the child’s learning if they become dependant on the translator to communicate therefore the child may not learn the English language. Even with assistance of an interpreter there is no guarantee that the translation is accurate. Some parents may feel uncomfortable involving an interpreter as private issues may be discussed during meetings with childcare professionals. Where a qualified interpreter is required but cannot be sourced it is in the best interests of the setting that a person known to the family is not used to translate as this could result in implications as they may add concerns of their own which the parents have not expressed.D2. To promote inclusion practitioners and settings must also consider that a child or their parent may be deaf and only communicate by sign language. Methods of overcoming this barrier include finding an British Sign Language interpreter to help communication between the practitioner and the parent or child. If the child is deaf it may be an advantage to the setting if a number of practitioners were to learn sign language. This will assist with communication between the child, parents who are deaf, prospective children along with their families and the professionals although fluent communication could still prove to be difficult. Another negative aspect of this proposal is that it will be time consuming and financially inconvenient for practitioners to be trained or taught British sign language.


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