Professional Development: Equality and Diversity in the UK Report

This report delves into the concepts of equality and diversity within the UK education system, emphasizing the importance of promoting these values. It explores the meaning of equivalence and the significance of multiculturalism, while also examining the factors that influence learning, such as pedagogy, learner characteristics, and various barriers like multilingualism and cultural backgrounds. The report covers relevant policies and regulatory frameworks, along with organizational policies, to protect learners and foster an inclusive environment. It highlights the roles and responsibilities of inclusive practices and the benefits of creating such an environment. The report provides examples of promoting diversity in the classroom, addressing individual needs, and ensuring equal opportunities for all students. It also discusses the importance of adapting teaching methods and providing support to students with diverse needs and backgrounds, including those with disabilities or from different cultural and religious backgrounds. Finally, the report touches upon barriers to learning such as age and multilingualism.

PROJECT

TABLE OF CONTENTS

INTRODUCTION
Project is a series of task which is completed to reach desired outcome (Alfaki, and
Khamis, 2018). This report will lay emphasis on meaning of equivalence as well as variety in
United Kingdom along with it the importance of promotion will also be highlighted. The report
will also lay focus on reviewing the factors which influence learning. This report will cover
about the policies and regulatory framework which is related to diversity and equality along with
organizational policies regarding to comprehensive pattern. Also, the publicity of diversity along
with equality will also be highlighted in this report to protect learners from the risk. This report
will also lay emphasis roles and responsibilities to inclusive practise and the benefits of inclusive
learning environment.
TASK 1
‘Each pupil has the right to achieve and has right to obtain advanced choice of
acquisition, suitable to their expectations and destiny in a safe and healthy environment’.
(Success for All, DES 2002)
Multiculturalism, or Equality and diversity is the notion of encouraging and accommodating the
dissimilarities among individuals, Nile Thompson (2009). More precisely, equivalence is
safeguarding people are treated equitably no concern about there disability, age, race, gender,
sexual orientation or religion. Heterogeneity is about identifying as well as valuing these
alterations to craft an all-across-the-board atmosphere, Clements (2008)
A. 9
The Act equality 2010 stipulates that: -
Age: No discriminate as per in the particular age. Under this it includes certain characteristics:
protection against unfair treatment on the ground of actual age.
Disability: Treat all individual same despite having certain kind of disabilities. Equitable
changes are prepared for backing people with having learning or physical disabilities to offer
equality of opportunity to learn. The best way to practice this is to find out direct from the
learners what kind of alterations would assistance them most.
Religion: The Act safeguard public against favouritism on the basis of belief and faith.
Sexual orientation: The Act continues to safeguard individual gay, guard bisexual, heterosexual
and lesbian from discernment on the basis of sexual orientation.
Gender: This safeguard discrimination against of male or females.
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Race: This protects people against discernment on ground of colour, ethnic group, nationality or
originality.
Gender reassignment: It is unfair to treat people who intend to start to or have finished a
process to alteration their genderless, for example, because they are absent from work for this
reason.
Pregnancy and maternity: This protects women’s having descrimation against of giving birth
or pregnant.
B. Define Diversity
Encouraging equality and diversity in schooling is vital for both teachers and students.
The purpose is to create a classroom atmosphere where all pupils can prosper together and
recognise that distinct characteristics make individuals inimitable and not ‘different’ in a
negative way.
A. To maintain these in our educational frame work we are adhered to follow various laws and
rules which are known as ‘’The Uniformly Act,2010 ‘. The Correspondence Act was displayed
offering legitimate security to individuals with one or more secure features are as follows-
Age
Disability
Gender reassignment
Marriage and civil partnership
Sex
Race
Religion or
Belief
Sexual orientation,
Pregnancy and maternity.
Promoting equivalence and diverseness
Following are the advantages of promoting equivalence and diverseness for the people are
described below-
Equality in education:
I will mark that every single individual are addresses in similar manner as well as their in the
same way and their necessities are fulfilled in numerous manner to guarantee; equality is
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fulfilled. Every learner has privileges to have education as per their expectation and demands to
regardless of any deviation.
As an educator I should approachable to the difference in style learning and range of learning
needs of each pupil as well as provide as per their requirements. I should have patient to hear
and give helping hand to the learners to come up from specific hazels in learning. And also make
sure to maintain equality during learning time of an individual through providing a set of
changes as appreciate to the learner’s abilities. I will be strictly follow school policies in
maintain any kind of unfair discrimination like bullying and other trouble issues. And set an
example for the good behaviour so that it can be maintain all time in the class room learning. I
will try my best to give a full support to the special children not only in sense of learning but also
in other things as well.
Multiculturism in education:
Diversity is an appreciation or valuing the difference in sense to age, sex, religion, nationality or
race etc…
As an educator I should be fully alert of the saying that “All five fingers in our hands are not
equal ‘’, same relates to my learners as well, I should know the differences as every learner are
different to each other. I should have to supervise the progression of learner’s, as well as react
accordingly in instructing a different group of the needs of people. I will take in account of
interpersonal sociability and expectations of every student because of divers roots from which
they came from.
Celebrating equivalence and diverseness for a person learner would be in the following ways:
1.Developing a good learning environment.
2.Fostering good cordial relationship.
3.Developing cooperative environment.
4. Accommodating specific needs.
5.Give opportunity to special children to learn through different activity as per their needs.
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6.Encourage value of social interaction.
chttp://www.silkysteps.com/resources-for-play/forum-images-resource-files/why-inclusive-
pratice-equality-diversity-is-important-to-support-and-promote.
D.
For example, while in classroom learning once I realised that I have to speak plain slow
English because of other nationalist kids were unable catch my accent.
Even choosing and giving certain examples I have to be very attentive keep in mind, learners
coming from different race (multi-cultural society) to avoid discrimination. Likewise teaching
sensitive religious topic I specially take care not to hurts anyone’s belief because of mixed
learners.
Amongst one of the experiences I had a child who had brain tumour, therefore I had to
make special arrangements (mutual support) to cater for his needs as well as prepare an
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individual action plan to assess and monitor his progress.
Likewise, I have encountered a situation where there was a kid whose guardians were isolated.
This caused an unfavourable effect on the child’s advancement as he had been ignored at home.
The youngster all of a sudden lost enthusiasm for his examinations. To provide support, I
ensured that I possessed a positive attitude to individuals to request additional energy for
directing the kid and furthermore gave him support in class to take him back to typicality.
This is the ordinary practice of mine to segregate the capacities in my students and give
exercises along with the worksheets as indicated by their potential. This enables me to engage
and empower my students. Regularly there are 3 dimensions of students, high achievers, low
achievers and normal achievers. Subsequently, I guarantee to full fill for all dimensions which
make a situation of equity for all to advance and provide for the decent varieties that are found in
the class, thereby ensuring learners are placed into mixed ability groups.
In my practice another way to ensure that I boost equivalence as well as diverseness is by
developing possibility for sharing and celebrating diversity, for example Fancy dress
competitions from different countries. celebrating Theme week from different countries. Or
making a corner in class for sharing making food from various countries.
TASK 2
A.
“Inclusion is about how we meet the need like physical, social, personal, cultural and cognitive of
an individual so that they can learn and participate irrespective to any background, learning
abilities, cultural, race etc.,” (Wilson,2014, p 341)
There are different factors which hits learning. They have two side effects positive as
well as negative influence on learner. The factors which mostly effects learning can be divided
into major groups mention below (Willsion,2014, 407)
 Pedagogy, andragogy –The type of learning
 Objectivism, constructivism-The model of learning
 Gange, surface/deep learning, Bloom-The level of learning
 Learner and there characteristic that effects learning is:
 Psychological and physical
 Cognitive
 Moral/value
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 Emotional/personality
 Social /interactional
There are various issues, for example, the requirements and differences of students,
particularly in the deep rooted learning process which can majorly affect student achievements.
These requirements ought to be investigated, to give all students the best open doors for
progress. Though there are numerous barriers in learning such as Multilingualism, Age, Social or
Religious Frames of mind, Instructive foundations and Monetary circumstances, educational
background, peer pressure ect.,
Multilingualism: Due to the effect of globalization and the regularly expanding
progression of individuals between nations, this has prompted a move in the quantity of languages
spoken inside an association. In this way instructors presently need to figure more with respect to
arranging, to incorporate materials for all the more to keep in mind of unity and diversity. In the
event that a student is bilingual, or whose first language isn't the language of guidance then, they
could will in general think in one language and write in another. So this can negatively affect their
learning, as the student may think that it’s difficult to grasp the language expressed and materials
given. In this many thinks that multilingual is an advantage not the draw back in learning and it
does not hinder communication. The Illustrious School of Discourse and Language Specialists
(2006) referred to in Wilson (2014) pp.354. Wilson further means that 'Bilingualism and
Multilingualism is presently exceptionally normal' and that more than 300 language
classifications are currently spoken in the UK, (pp.354).
Cultural and religion: The vast majority of us come from the diverse religious culture.
By culture I don't just mean occasions, nourishment and dress sense, yet in addition with regards
to our qualities, styles, family relations, dispositions and how we see our general surroundings.
These social or religious factors shape the manner in which we see things and accordingly can
influence the manners by which we learn. Recently found student who was unable to adapt in his
classroom due to his cultural background where gender don’t sit together which leads to an
adverse effect in his learnings process. Another example, the Islamic religion, ladies were not
given permission in olden days for studies as compare to men’s only they were to keep up
themselves up to the family unit and back kids'. During the '1800's most Islamic social orders
went under the control of European forces, which prompted changes leads to the new era in
educational system (The Islamic World; At various times, 2016)
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Someone stated that, “Educated family background also has impact on learning if family
is educated then a child can easily cop up with the educational system if not then it will have
adverse effect on learning”. In a DfES Exploration Report 433, it derives that 'Parental support
and at home has a great influence on learning will automatically remove the barriers and open the
door for the learning achievements. (Desforges, C. 2003)
Age: Age of a student can likewise deeply influence their learning, as things that
influence both young and more established individuals can change immensely. For example, a
younger learner has less afraid of failure whereas older may fear disappointment because of past
encounters. An older student may have an abundance of life encounters to interface with their
learning (transferable abilities) then of young.
The age out their general surroundings. Matters a lot in learning more youthful students
may likewise have less tendencies to realizing where older student may have a harder time in
tolerating change. Wilson declares that 'More seasoned students will in general be worried about
different features of their lives, for example, family and work, while the more youthful student
could be experiencing abrupt changes in their conduct and accordingly encountering emotional
episodes and so forth.' (2014, p.343) Here she recognizes that there are factors in individuals'
lives that can briefly occupy them from adapting, consequently an individual's age can impact
this relying upon their conditions.
B and C.
Beside other barriers there are various physical emotional abilities which hinders leaning
process like reading, analytical abilities, nature-versus-nature, development of skill and other
physical –visual sharp-eared ect.,
many learners suffer from specific learning disabilities which have direct influence on
their learning, for instance dyslexia.it is an invisible disability affect almost 10 % of the
population, mostly 4%. this is the most specific learning disability, includes dyscalciuls, ADHD,
dyspraxia.
some of the leaners have some disabilities by birth or somehow in their later life which. Dyslexia
leads to the problem of information how it is processed, retrieved or stored in relation to
memory, time perception, organisation, speed processing this problem can be sorted out with the
help of LSA who support at the time of learning in the class room by making notes, helping in
recalling facts, and keep learners on track. Their duty is also to develop the resources who can
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support these kind of learners making them to be comfortable with other learners.
Approximately people with ‘dyslexic problems may experience visual stress while
reading. Text can look distorted and words or letters seem to change or become blurred. White
paper or backgrounds can look too dazzling and make print hard to decipher.’ (British Dyslexia
Association) This hurdle can affect their ability to study. Thus pupils with a Visual Impairment
will regularly need to have different type of resources like as big size fonts or letters and using
yellow paper as contrast to white paper for better clearness. This will upkeep them from this
hazel to learning.
Of course, further obstacles can disturb a number of capacities, like the speediness of
working, communication abilities (mainly reading or writing), environmental and spatial
awareness, and group communication, with a compact capacity to distinguish body language and
facial languages. As a result, pupils can suffer from inferior complex which can lead to adverse
influence on learning.
Pupils having Physical disabilities like paralyzed or lost some of the body parts more
likely using wheelchairs, have more tough time before entering into classroom learning. Like
many schools have lack of such facilities like access for wheelchair users or no lift or ramps.
Which directly effects learning difficulties. Individuals with physical dexterity problems whose
arms and or hands are affected can face difficulties like in opening entrances, access for and/or
carrying books, writing and using resources. Subsequently, several learners with manual
dexterity problems can be solved by the proper means which can enable them to access to
learning. As Wilson instructs, under the Disability Discrimination Act 1995 (DDA),
“Educational institutions should be favourable to all and must not treat incapable person less
favourable than anyone else. This relates not only to the accommodation but equally to the
services it provides.” (Wilson, pp.508)
Students with a hearing impairment or speech/correspondence troubles, people who
stammer or have other language and speech challenges, alongside the individuals who are hard of
hearing or who have partial hearing, may all experience issues imparting through speech.
Subsequently inside the class-room this would effect on their learning. Nonetheless, individuals
with hearing challenges are regularly thought to be far less capable than they truly are. As an
educator in an instructive situation it is imperative to check the individual reactions of the student
to guarantee there are no assumption should be made.
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D. n
By following steps, we can remove these hazels:
Encourage more reliable practice through a specialist group of skilled national counsellors,
working partnership with the Department for Education and Skills’ Schools Directorate
Advisers, who will give support and challenge on key SEN matters including the use of
statements, management of SEN resources, identifying and sharing good practice and
confronting underperformance.
The interaction and cooperation assisted by the SEN Regional Partnerships and Beacon Councils
support this work encourage the team work.
• Create SEN Regional Partnerships directly liable to the Department for Education and Skills
for their effort on the application of this scheme
•Its makes sure to the schools to include an integral part of self – evaluation and this is included
in the OFSTED’S reports.
• By sharing best practice and for the development of comparative data on SEN performance
through National Performance Framework.
• Empower native authorities to monitor institution’s performance through SEN are they group
meeting the necessarily of the learners. For this Ofsted inspection framework play a vital role
which reflects the set out of strategies.
• And fully support the parents like providing advice which represents best sharing practice by
involving local authorities too.
TASK 3
A.
2010 The act of Equality - Act of equality is concerned with employees working in an
organization. This law focuses on equality among employees working in companies based on
the age, culture, gender, disability, etc. All individuals under this act must be treated equally and
there is no activity of discrimination observed among employees in the company they are
working (Moeller, and Yu, 2015). This act protects employees from ill-treated or badly treated
under organization as the employees have an authority to complain about discrimination and
also they are free to stood up for any discrimination act.
Equality of opportunity - This opportunity is related to practise of employment in which
the company or businesses is prohibited by law in which they are not engaged in any activity of
employment (Carr-Chellman, 2015). Also, under this element of law it is illegal for the company
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