Equality and Inclusion in Health, Social Care or Children and Young People’s Settings Essay Sample

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What is meant by Equality, Inclusion and Diversity?

Equality: Equality of opportunity, giving each person opportunities which are equal to others in society regardless of race, gender or disability. Inclusion: A process of identifying, understanding and breaking down barriers to participation and belonging. Diversity: A wide range of characteristics and backgrounds, including social and cultural backgrounds, different religions, colours of skin, hair types and disabilities. Such diversity contributes to the strength of a community.

Describe Potential effects of discrimination.

Discrimination can affect people on a physical, emotional, social and intellectual level. Physically it can lead to deterioration in a person’s health through a loss of appetite or comfort eating out of depression which in turn can bring about either weight loss, or extreme weight gain. Sleeplessness, headaches and a general lack of energy are also ways in which discrimination may physically affect a person. Emotionally discrimination can bring about damage to ones self image, a lack of self esteem or confidence which in turn may damage a person’s ability to learn or fulfil their potential. It can also bring on a general feeling of insecurity, anxiety and sever depression. Socially a person may feel isolated and become withdrawn finding it hard to maintain or build relationships with others. The physical, emotional and social effects of discrimination will eventually become so much that a person may begin to become effected intellectually. A lack of achievement in goals that may have at one time been relatively easy to achieve, poor performance in exams and job interviews are all effects of one being intellectually damaged by discrimination.

Discrimination not only effects the person being discriminated against is also effects the discriminator and society as a whole. When Socrates was asked, who was worse off the oppressor or the oppressed, he answered, ‘The oppressor, for the oppressed may be physically harmed but the oppressor harms his own soul, and the soul is a more damaging thing to harm.’ Human beings are magical and stand out from the rest of the species that inhabit the earth because of their consciousness. The inner consciousness is what helps us decide how to make decisions in life, these decision go on to effect all around us. The inner consciousness is that which causes war, or ends war, causes greed or generosity, it is that which causes us to either embrace diversity or reject it. Those that discriminate ultimately loose out on the riches that other races, religions, cultures, genders and disabilities have to offer.

Embracing diversity promotes lateral thinking and creativity within the human being through the mind being exposed to an almost infinite amount of ways of doing the same thing. A simple exercise to demonstrate the endless ideas that come from embracing diversity is learning how to make pancakes. In North America they rise in the frying pan due to the use of baking soda (literally like cakes made in a pan). In Zanzibar they are made with spices like cardamom and cinnamon that grow abundantly on the island. In China pancakes are made with hot boiling water and eaten as a savoury dish. In Arabia pancakes are made with semolina and honey. In Jamaica Banana’s are added to the mixture, and here the in the UK they are made with eggs, milk and flour ingredients available to the masses throughout the year. Diversity does indeed open up the mind to endless ways of solving the same puzzle.

This in of itself is what causes civilizations to rise, the ability for its people to think beyond the boundaries, to innovate, create and beautify the world around them. Great civilisations were always preceded by periods of enlightenment. Enlightenment can not take place when the mind is narrow and imprisoned in its own unwillingness to embrace otherness.

Thus discrimination is harmful to the person being discriminated against, the one doing the discrimination and harmful to society as a whole.

Explain how inclusive practice promotes equality and supports diversity.

Inclusive practice allows opportunities for each child to flourish as an individual. Through ensuring that a diverse range of children and families have the opportunity to participate in every aspect of how we run our nursery setting we are supporting such diversity. This can be done through a variety of practices such as:

•Extending children’s (as well as staff’s) understanding of people like themselves and those who are different to them selves and giving them opportunities to talk about these differences. •Creating positive attitudes towards diversity and helping children develop respectful attitudes towards difference. •Modelling inclusive practice

•Activities that embrace a variety of foods, celebrations, clothes and languages from around the world. •Toys that promote diversity, such as dolls that have hearing aids or wear Kimono’s or Sari’s. •Having an open door policy.

•Creating opportunities for all children to celebrate their cultural background.

Through such activities we can begin to create an environment free from prejudice and discrimination. ‘When children spend their time in settings which promote diversity, equality of opportunity and inclusion they are able to make progress in all areas of development’ .

Research the laws relating to Anti discrimination which apply to your nation. Make sure that they are the most up to date versions of the laws. Explain the main points of the laws and how these apply to your work setting, use examples if you can.

Please see appendix A

Summarise the following act: ‘The Equality Act 2010’

The Equality Act 2010 brings together previous anti-discrimination laws with a single act making the law easier to understand and more efficient to implement. The Act bans unfair treatment and helps achieve equal opportunities in the work place and in wider society.

Describe how to challenge discrimination in a way that promotes change?

•Having an array of toys that promote diversity that the children are not used to being exposed to. •Having taster sessions of foods from around the world.
•Inviting parents in to the setting to talk about their religion, culture, the language that they speak. •Having a dress up day in which children are invited to dress up in clothes from different countries. •Observing children’s behaviour and attitudes to others in the setting and challenging discrimination through carefully thought out activities. Activities should involve a person’s emotional feelings towards being discriminated against. Using ‘how would you feel activities if…’.

Scenario:
A child will not hold hands with another child who is of African heritage stating, ‘I want them to wash the black from their hands first’. A member of staff should intervene explaining that people from around the world have different types of hair and colours of skin, this is what makes us all so special. We all have our own special names, special hair colour and special skin colour. How awful it would be if there was only one type of vegetable we could eat, only one type of toy we can play with, or one type of sweet in the world. Having a variety always makes things better.

At story time for the next couple of weeks, stories with characters of different colour skins, hair types and clothes should be introduced.

Activity one:
Lay out papers, pencils and colours on a table allow the children to only use different shades of brown for colouring. Ask them to draw someone that they would like as a friend and then cut him or her out. Set them the task that every part of their paper must be coloured (this means they must choose one of the shades of brown to colour in face and hands of the person they have drawn). Discuss their new friend, what type of personality do they have, are they friendly, do they like to share, what is their name, do you think they can become one of your best friends (remind the children that they have personally made him/her and given them all the things they like in a person).

Activity Two
Cut out outs of different African hair styles, i.e. Dread locks, an Afro, Long extension Braids, Corn rows etc. Also cut out some shiny hair clips and hair bands. Give each child a picture of different children with their hair missing; ask them to give each person a hair style placing in their hair some of the shiny accessories provided.

Activity Three
Discovering Africa: Spend a week discovering Africa in the nursery. Go on a hunt for diamonds in the caves of South Africa.
Go on a safari looking for Lions and elephants in the jungles of Kenya. Pick Tea leaves and coffee beans (for parents/careers) from the Farms of Ethiopia. In the sand pit build the sand dunes of Morocco and make camels that can travel upon them.

Make an African Fruit salad, with mangoes, bananas, passion fruit, dates and the like.

Unit 053: Promote equality and inclusion in health, social care or children and young people’s settings Worksheet: The Law

Outcome 2 Assessment Criteria 1

Research the laws relating to anti discrimination which apply to your nation. Make sure that they are the most up to date versions of the laws Note the main points and how these apply to your work in the box provided.

Human rights

The Human Rights Act is a UK law passed in 1998. It allows you to defend your rights in the UK courts and that public organisations (including the Government, the Police and local councils) must treat everyone equally, with fairness, dignity and respect. The Act may be used by every person resident in England or Wales regardless of whether or not they are a British citizen or a foreign national, a child or an adult, a prisoner or a member of the public. It can also be used by companies or organisations. The Human Rights Act protects:

•The right to life. The state is required to investigate suspicious deaths and deaths in custody. •The prohibition of torture and inhuman treatment.
•Protection against slavery and forced labour.
•The right to liberty and freedom.
•The right to a fair trial
•Respect for privacy and family life and the right to marry (This protects against unnecessary surveillance or intrusion into your life). •Freedom of thought, religion and belief.
•Free speech and peaceful protest.
•Protection of property, the right to an education and the right to free elections.

Disability

The Equalities Act 2010 covers unfair treatments in relation to a person who has had a disability or a person who currently has a disability According to the act, discrimination arising from disability is being treated unfavourably because of something arising in consequence of a person’s disability. One is not considered to have discriminated against a person if he/she could not have reasonably been expected to know about another person’s disability.

Under the act a person is disabled if they have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day to day activities. Every employer has a duty to make reasonable adjustments for ones staff to help them overcome disadvantage resulting from an impairment.

Race Relations

Race includes:
A)Colour
B)Nationality
C)Ethnic or National Origins

The Equalities Act 2010 replaced the Race Relations Act 1976 (later amended in 2000). It includes discrimination on the grounds of race, colour, nationality, ethnic and national origin in the fields of employment, the provision of goods and services, education and public functions.

Gender Equality

Gender equality also known as sex equality or equality of the genders and implies that men and women should receive equal treatment unless there is a sound biological reason for different treatment. The Equality Act 2010 provides equality in law and equality in social situations and supports equal pay for equal work

Age discrimination

The Equalities act 2010 includes age discrimination. It promotes the following: •An end to stereotyping of people because of their age
•Recognising the valuable contribution people of all ages can make to society as workers, consumers and citizens. •Contains a ban on age discrimination in the provision of services, the exercise of public functions, and by private clubs and other associations •Prohibits harmful or unjustifiable treatment that results in genuinely unfair discrimination because of age.

In the workplace, age discrimination has already been banned since the introduction of the Equality Act in 2010 but April 2012 saw the government phase out the Default Retirement Age so that those who need or want and are able to work past 65 should not be denied that opportunity

Sexual Orientation
According to the Equalities Act 2010 Sexual Orientation refers to a person’s sexual orientation towards:
A)Person of the same sex
B)Persons of the opposite sex
C)Persons of either sex

The Equality Act 2010 provides protection against discrimination, harassment and victimisation on the grounds of sexual orientation.

Religion/Belief
According to the Equalities Act 2010, religion means any religion as well as a lack of religion. Belief means any religious or philosophical belief as well as a lack of belief. The Act makes it unlawful for a public authority, including higher education institutions, to discriminate, or to aid or incite another person to discriminate, against a person or class of person on the grounds of religious belief or opinion.

Transgender
Transgender falls under Gender Reassignment in the Equalities act 2010. The act provides protection for transsexual people and someone who proposes to, starts or has completed a process to change their gender. Transgender people such as cross dressers, who are not transsexual because they do not intend to live permanently in the gender opposite to their birth sex are not protected by the Act.

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