Impact of Inequality on Early Childhood Experiences of Children and Adults

Impact on the experiences of children
and adults in an early childhood setting.

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Overview of legislation and official guidance........................................................................3
Link with an ethical practice within early childhood.............................................................5
Special Educational Needs (SEN) and Disability..................................................................6
Development of two chosen areas..........................................................................................8
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Every child and young adults may experience some of the learning difficulties at some of
the points in their life. It is generally not unusual. As for most of the children having the
difficulties are simply temporary as well as are soon reduce it with the aid as well as support
from home as well as the educational institutions. In this, the special education needs are
generally used to illustrates the learning difficulties or the disabilities which specifically make it
harder for the some of the children instead of most of the children of their similar age group
(Lindsay, Cagliostro & Carafa, 2018). The main aim of producing the essay is to evaluate that
why the problems of inequality among the early childhood are important as well as how it can
impact on the experience of children and the adult people as well among the early childhood
setting. In this, having a knowledge of the legal system can effectively give the foundation from
which one can start to understand as well as can apply the principles of constitutional,
administrative as well as the judicial legislations towards the educational institutions settings
(Bird, 2019). The judicial systems generally have played an essential role in the improvements of
the educational settings at both the levels such as the state and federal as well.
MAIN BODY
A child or the young person generally involve the special educational requirements as
well as the disabilities if the children's or the young adults have the learning difficulties or the
disabilities. The special education requirements can particularly affect the writing as well as
reading such as the children or young adult contains the dyslexia. It can specifically affect their
capability to understand the things (Chaffee, 2021).
Overview of legislation and official guidance.
In context with UK, there are some piece of legislations which particularly applies in
respect of the disability as well as the special educational requirements such as the Equality Act
2010, and the Children and Families Act 2014. in this, the Equality Act 2010 generally applies
towards the provision of goods, facilities as well as the services consisting the education as well
as towards employment. The Equality Act 2010 can also place a public sector equality duty on
the public bodies consisting the educational institutions (Reed & Blaiss, 2018, November). The
legislations such as Children and the Families Act 2014 generally brings together the legal duties
for the disabled young adults as well as the children's and those who are with the special

educational requirements. In this section, it will illustrate the status of the special education
needs and disabilities codes of practice. The particular section will also define the special
education needs consisting the wide regions of the needs as well as the graduated approach
which is used in the code of practice (Song et. al., 2018). In this, there are some of the
legislations which are specifically linked with disability equality and are such as:
The Disability Discrimination Act 1995: It can give the legal evaluation in order to clarify the
specific rights of the disabled people in context with the employment, obtaining the building of
care services and by renting the properties. Within the early years of development of the children
in furnishing the education as well as care for the specific children, the care services used that are
to be covered by the provisions which are set out by the DDA 1995 part 3. Therefore, nowadays,
The Disability Discrimination Act is also a part of The Equality Act 2010.
There are some of the legislations that are associated with the gender equality and are as
mentioned below:
The Sex Discrimination Act 1975: The Act generally has made illicit for the difference in
context with sex. In this, the discrimination is not enabled within the area of education,
employment as well as advertising while giving the housing, or the care services and facilities as
well. Within the early childhood care as well as the education settings, the Act can ensure about
every child is specifically given with some of the equal education as well as the care and
encouragement irrespective of the gender.
Special Education Needs: In the Special Educational Needs Code of Practice 2001, it
mainly outlines the guidelines for the specific policies and the procedures as well as the
responsibilities for the children with the special educational requirements. It can involve the level
of encouragement which is generally required for the children to give an important care services
and support which mainly depends over their demands as well. It can specifically empower the
framework for the educational institutions as well as can advise them to effectively remove the
limitations to grow the realisation of the children in having the Special Educational Needs.
In this, the guidance does not assume that there are specific hard and fast groupings of the
special educational requirements. It recognises as the local education authority that every child is
particularly unique as well as that the questions which were particularly asked by the local
education authority must mirror the particular circumstances of that child. The local educational
authorities must recognize that there is a broad spectrum of the special educational requirements