Day Care Setting.
A day care promotes anti- discriminatory practice as in a day care setting every child must be treated with consideration and with a none biased attitude, there should be no favouritism shown as every child must be treated with equality and the same amount of respect as every other child in the day care. The day care should not refuse a child because of yours or the child's beliefs or religion. Every child has the right to every opportunity that can be provided by the service provider. Treating a child differently because of a hearing impairment, a visual impairment, age, gender, an accent, religion, autism, the way they are dressed or because of their health. Doing any of these discriminations is a breach of the disability discrimination act 1995, race relations act 1976, sex discrimination act 1975, age discrimination act 2006, human rights act 1998, convention on the rights of the child (UN 1989). Every child dare care should embrace every children's diversity, raise every child's self esteem and empower
Monday 9 December 2013
Thursday 14 November 2013
Day Care Setting.
A day care promotes anti- discriminatory practice as in a day care setting every child must be treated with consideration and with a none biased attitude, there should be no favouritism shown as every child must be treated with equality and the same amount of respect as every other child in the day care. The day care should not refuse a child because of yours or the child's beliefs or religion. Every child has the right to every opportunity that can be provided by the service provider. Treating a child differently because of a hearing impairment, a visual impairment, age, gender, an accent, religion, autism, the way they are dressed or because of their health. Doing any of these discriminations is a breach of the disability discrimination act 1995, race relations act 1976, sex discrimination act 1975, and age discrimination act 2006, and human rights act 1998, convention on the rights of the child (UN 1989). Every child day care should embrace every child’s diversity, raise every child's self-esteem through empowerment by giving the child options of what they would like to do such as finger painting or a puppet show or as another example what food they would like to eat toast or egg. Anti- discriminatory practice could be promoted through posters being put up on the walls , of children of a different ethnicity and different cultures and religions. This will allow children to grow understanding that diversity is ok.
Alex
Thursday 7 November 2013
How anti-discriminatory practice can be promoted
In Dover Hall anti-discriminatory practice can be improved and promoted better by staff development and training. This way all of the staff will know how to treat all of the service users equally and to their needs. For example when one of the residents didn't get an alternative breakfast as they couldn't eat bacon, they would have another option and all staff will know that they need to give an option because otherwise it will be discrimination against that resident which they are trying to stop.
As this is a health and social care setting, the needs of the service users are the most important so caring for them and making sure that they have the best life they can is crucial. As a health and social care worker the health and wellbeing of the service users is the main priority.
To make staff more aware they can attend meetings so that they understand the consequences of their actions and words.
The difficulties of this is that people have their own opinions, views and beliefs of subjects such as cultures, they may not have the proper education on that subject so they might not fully understand the service users situation. It may also be difficult because covert discrimination may take place and this wont be known to everyone as it is secretive, the service users of Dover Hall are vulnerable so they may not want to say anything or they physically cant, although a complaints procedure should be in place to help to promote anti-discrimination.
To overcome these difficulties you could directly challenge another colleague or employee who you think is discriminating against someone. However this may cause conflict but it is a good way to stop discrimination and make sure all service users are happy and treated equally.
Millie.
As this is a health and social care setting, the needs of the service users are the most important so caring for them and making sure that they have the best life they can is crucial. As a health and social care worker the health and wellbeing of the service users is the main priority.
To make staff more aware they can attend meetings so that they understand the consequences of their actions and words.
The difficulties of this is that people have their own opinions, views and beliefs of subjects such as cultures, they may not have the proper education on that subject so they might not fully understand the service users situation. It may also be difficult because covert discrimination may take place and this wont be known to everyone as it is secretive, the service users of Dover Hall are vulnerable so they may not want to say anything or they physically cant, although a complaints procedure should be in place to help to promote anti-discrimination.
To overcome these difficulties you could directly challenge another colleague or employee who you think is discriminating against someone. However this may cause conflict but it is a good way to stop discrimination and make sure all service users are happy and treated equally.
Millie.
Tuesday 5 November 2013
Hi Gail,
The difficulties that may arise in your SEN school have been observed well and I feel that you have explained ways of overcoming these in a effective way.
We have discussed a number of difficulties that may arise, however other difficulties may be:
Whilst at Dover Hall I witnessed culture discrimination, it was around 8:30 am when the residents were due their breakfast, all residents were served bacon sandwiches only- there was a resident there who does not eat meat due to his cultural background. This resident was discriminated against as he couldn't eat breakfast and was not offered an alternative.This is unacceptable as balancing individual rights with the rights of others is essential. All staff should be aware of residents cultures and beliefs, they should know what residents eat and what they don't eat. Whilst on my training I was shown allergies and special requirements during meal times. I don't know why this member of staff didn't acknowledge or offer the resident an alternative, after my experience at Dover Hall Residential Care Home I feel more work should be done to reduce the risk of this happening, staff training should be consistent and updated on a regular basis this will identify and stop discrimination to ensure that residents get the best service of care available to them. Conferences, meetings, training courses and survey's are all other methods in which staff should participate in to increase awareness between them.
Cally
The difficulties that may arise in your SEN school have been observed well and I feel that you have explained ways of overcoming these in a effective way.
We have discussed a number of difficulties that may arise, however other difficulties may be:
- Background
- Past experience
- Socialisation
- Belief
- Health and Well-Being
Whilst at Dover Hall I witnessed culture discrimination, it was around 8:30 am when the residents were due their breakfast, all residents were served bacon sandwiches only- there was a resident there who does not eat meat due to his cultural background. This resident was discriminated against as he couldn't eat breakfast and was not offered an alternative.This is unacceptable as balancing individual rights with the rights of others is essential. All staff should be aware of residents cultures and beliefs, they should know what residents eat and what they don't eat. Whilst on my training I was shown allergies and special requirements during meal times. I don't know why this member of staff didn't acknowledge or offer the resident an alternative, after my experience at Dover Hall Residential Care Home I feel more work should be done to reduce the risk of this happening, staff training should be consistent and updated on a regular basis this will identify and stop discrimination to ensure that residents get the best service of care available to them. Conferences, meetings, training courses and survey's are all other methods in which staff should participate in to increase awareness between them.
Cally
Monday 4 November 2013
Difficulties that may arise when implementing anti-discriminatory practices in SEN schools & possible ways to overcome these difficulties
Hi Cally
Just thought I'd finish with another difficulty that I feel may arise quite frequently in school when implementing anti-discriminatory practice. As I have observed during my short time at school, many of the children have significant difficulties with their communication. I began to think about how does this school ensure that their children are really listened to and that their needs and choices are clearly understood by the staff teaching and caring for them.
The staff at school empower the children as everything that needs to be done for their care is explained to them, and they are asked if they understand what they need. This gives children the control to make a choice.
Giving children the opportunity to choose and make decisions in small ways increases their self image and promotes their confidence and independence to make later major decisions affecting all areas of their lives.
The school works to achieve a balance between giving the children a voice and offering them choices and decisions about which they cannot make an appropriate judgement on their own.
Gail
Just thought I'd finish with another difficulty that I feel may arise quite frequently in school when implementing anti-discriminatory practice. As I have observed during my short time at school, many of the children have significant difficulties with their communication. I began to think about how does this school ensure that their children are really listened to and that their needs and choices are clearly understood by the staff teaching and caring for them.
The staff at school empower the children as everything that needs to be done for their care is explained to them, and they are asked if they understand what they need. This gives children the control to make a choice.
Giving children the opportunity to choose and make decisions in small ways increases their self image and promotes their confidence and independence to make later major decisions affecting all areas of their lives.
The school works to achieve a balance between giving the children a voice and offering them choices and decisions about which they cannot make an appropriate judgement on their own.
Gail
Difficulties that may arise when implementing anti-discriminatory practice in SEN schools & possible ways to overcome these difficulties
Hi there Cally
As I mentioned earlier, the school provides interpreters for children and their famililes if they cannot speak and cannot read written English (the local language).
This school has many students who do not speak English and who have differing religious beliefs and cultures. This can obviously present challenges. Not only for children coming in to school, but also for their families and the staff at the school. How individuals behave in and around school will be because of personal beliefs and value systems. It is important when working in this school to respect the cultures and beliefs of all other individuals. One way the school shows respect for the diversity of it's children and families is through it's curriculum. The delivery and implementation of the school's curriculum reflects cultural/religious differences and values through, for instance, celebrating a range of cultural festivals and ensuring that school menus reflect differing cultural and religious food practices.
I think one the biggest concerns for families of children who use this service and do not speak the local language, is the reassurance that their child's needs are fully understood and provided for by the school and it's staff. The school displays posters in range of languages, it also ensures that important information is provided in ways that can be easily understood. The school can also provide support to children and their families in the form of an advocate. These practices provide active support consistent with the beliefs, culture and preferences of children and their families who use the school's services.
Follow the link for more information.
http://saxonhill..staffs.sch.uk/
Gail
As I mentioned earlier, the school provides interpreters for children and their famililes if they cannot speak and cannot read written English (the local language).
This school has many students who do not speak English and who have differing religious beliefs and cultures. This can obviously present challenges. Not only for children coming in to school, but also for their families and the staff at the school. How individuals behave in and around school will be because of personal beliefs and value systems. It is important when working in this school to respect the cultures and beliefs of all other individuals. One way the school shows respect for the diversity of it's children and families is through it's curriculum. The delivery and implementation of the school's curriculum reflects cultural/religious differences and values through, for instance, celebrating a range of cultural festivals and ensuring that school menus reflect differing cultural and religious food practices.
I think one the biggest concerns for families of children who use this service and do not speak the local language, is the reassurance that their child's needs are fully understood and provided for by the school and it's staff. The school displays posters in range of languages, it also ensures that important information is provided in ways that can be easily understood. The school can also provide support to children and their families in the form of an advocate. These practices provide active support consistent with the beliefs, culture and preferences of children and their families who use the school's services.
Follow the link for more information.
http://saxonhill..staffs.sch.uk/
Gail
Difficulties that may arise when implementing anti-discriminatory practice in SEN schools & possible ways to overcome these difficulties
Hi Cally
Your comments regarding how Dover Hall follows their policies and procedures to implement best practice regarding anti-discrimination followed by your observation of one your colleagues, just goes to prove that actively promoting anti-discriminatory practice is another thing entirely!
From my own observations in the short time that I have worked in this school, I can see how there may difficulties that may arise when implementing anti-discriminatory practice; I have also witnessed how these difficulties are challenged and are overcome in this school.
There is such a wide age range of children in this school - from early years to age 19. They all have severe physical and/or complex medical needs. Most people who are not aware of the service this school provides, have the opinion that the children are purely here for 'day care', attending to and caring for their individual physical and medical needs. Of course, taking the correct care of these needs is paramount and there are many professionals that are employed such as nurses, physiotherapists and speech therapists to provide for the children's medical care and other therapies that support their needs. However, this is a SEN school and all of the children have a right to and do receive an education. The school curriculum is delivered appropriately to meet each child's individual needs no matter what their individual physical/medical challenges may be.
Many of the children have severe communication difficulties. This does not mean that their 'voice' and opinions are not 'heard' and valued from the teachers and support staff that work at the school. The school's staff are all fluent BSL interpreters for example. They support each individual child to express their needs and preferences by organising this type of communication support. (The school's staff are trained in providing a range of communication support mechanisms for their children's individual communication preferences and needs.) The school also has interpreters for children and their families if they do not speak English (the local language).
http://saxonhill..staffs.sch.uk/ follow their link to 'Therapies' .
Gail
Your comments regarding how Dover Hall follows their policies and procedures to implement best practice regarding anti-discrimination followed by your observation of one your colleagues, just goes to prove that actively promoting anti-discriminatory practice is another thing entirely!
From my own observations in the short time that I have worked in this school, I can see how there may difficulties that may arise when implementing anti-discriminatory practice; I have also witnessed how these difficulties are challenged and are overcome in this school.
There is such a wide age range of children in this school - from early years to age 19. They all have severe physical and/or complex medical needs. Most people who are not aware of the service this school provides, have the opinion that the children are purely here for 'day care', attending to and caring for their individual physical and medical needs. Of course, taking the correct care of these needs is paramount and there are many professionals that are employed such as nurses, physiotherapists and speech therapists to provide for the children's medical care and other therapies that support their needs. However, this is a SEN school and all of the children have a right to and do receive an education. The school curriculum is delivered appropriately to meet each child's individual needs no matter what their individual physical/medical challenges may be.
Many of the children have severe communication difficulties. This does not mean that their 'voice' and opinions are not 'heard' and valued from the teachers and support staff that work at the school. The school's staff are all fluent BSL interpreters for example. They support each individual child to express their needs and preferences by organising this type of communication support. (The school's staff are trained in providing a range of communication support mechanisms for their children's individual communication preferences and needs.) The school also has interpreters for children and their families if they do not speak English (the local language).
http://saxonhill..staffs.sch.uk/ follow their link to 'Therapies' .
Gail
Friday 1 November 2013
Event
I did my first night shift for Dover Hall on Tuesday, it was tiring and quiet. Whilst on my shift I overheard one of my colleagues tell a resident that it was bedtime at around 8:40pm. It is essential that service users are at the heart of the provision. She said ''Come on it's time to go to bed Beryl, it's getting late.'' This is discrimination as it's taking away her choices (empowering). I felt Beryl was being took away from socialisation as other residents were still up.
C.
C.
Describe how anti-discriminatory practice is promoted.
Hi Gail,
I've spent the week at Dover Hall Residential Care Home situated in Derbyshire. The care home specializes in elderly residents who have Dementia. It is beautifully presented throughout and it offers residents a clean environment in which to stay.
Promoting anti-discriminatory practice at Dover Hall Residential Care Home:
The care home follows acts in place which promotes anti-discriminatory practice.
I've spent the week at Dover Hall Residential Care Home situated in Derbyshire. The care home specializes in elderly residents who have Dementia. It is beautifully presented throughout and it offers residents a clean environment in which to stay.
Promoting anti-discriminatory practice at Dover Hall Residential Care Home:
The care home follows acts in place which promotes anti-discriminatory practice.
- The Data Protection Act 1998:
- Nursing and Residential Care Home Regulations 1984
- Care Standard Act 2000
- Sex Discrimination Act 1975
- Age Discrimination Act 2006
How Anti-Discriminatory Practice is Promoted in SEN Schools
In a previous blog I mentioned that the school uses specific legislation to write their policies and procedures. I did not list the Education Act 2002 and the Children Act 1989. These two Acts are substantial when considering any child's health, welfare and education. They provide the regulatory and statutory guidance to raise standards and improve outcomes in the delivery of children's services. The school's policies and procedures are written for and used as guidance for employees, volunteers and the children's parents/carers. The school is regulated by Ofsted (Office for Standards in Education, Children's Services and Skills); they are independent and impartial. They inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages and abilities. The school ensures that it promotes anti-discriminatory practice through the effective implementation of these policies and procedures for the good of all those that use their services and Ofsted, as the regulator, audit their policies and procedures to ensure compliance.
The school has to ensure that their policies and procedures are kept up to date and reviewed annually. Also it is essential that all employees and volunteers understand the role that these policies and procedures play in promoting anti-discriminatory practice at the school and why it is important that they must comply with the guidance.
Please see link to the Official Home of Enacted UK Legislation where you can find both the Education Act 2002 and Children Act 1989.
Gail
http://www.legislation.gov.uk/
Please find link to Ofsted below.
http://www.ofsted.gov.uk/sites/default/files/imagecache/image803x273/images/carousel/s25_pupilsexperiment.jpg
The school has to ensure that their policies and procedures are kept up to date and reviewed annually. Also it is essential that all employees and volunteers understand the role that these policies and procedures play in promoting anti-discriminatory practice at the school and why it is important that they must comply with the guidance.
Please see link to the Official Home of Enacted UK Legislation where you can find both the Education Act 2002 and Children Act 1989.
Gail
http://www.legislation.gov.uk/
Please find link to Ofsted below.
http://www.ofsted.gov.uk/sites/default/files/imagecache/image803x273/images/carousel/s25_pupilsexperiment.jpg
Thursday 31 October 2013
How Anti-Discriminatory Practice is Promoted in SEN Schools
This SEN school 'actively' promotes equality and the rights of individuals, whether they are working/volunteering in the school or are using the services provided by the school. There are seven principles of the care value base; these principles place the individual at the heart of health and social care provision. These principles are:
For more information on these principles and values please refer to BTEC's Resources Level 3 Health and Social Care Book 1, ISBN 978-1-846907-46-3, page 60 and Core Themes Series, Health and Social Care ISBN 978-0-435464-25-7, pages 44 and 45.
Gail
- the promotion of anti-discriminatory practice
- the promotion and support of dignity, independence and safety
- respect for, and acknowledgement of, personal beliefs and an individual's identity
- the maintenance of confidentiality
- protection from abuse and harm
- the promotion of effective communication and relationships
- the provision of personalised (individual) care.
For more information on these principles and values please refer to BTEC's Resources Level 3 Health and Social Care Book 1, ISBN 978-1-846907-46-3, page 60 and Core Themes Series, Health and Social Care ISBN 978-0-435464-25-7, pages 44 and 45.
Gail
Monday 28 October 2013
Describe How Anti-Discriminatory Practice is Promoted in SEN Schools
The other piece of guidance that the school relates to is the Special Educational Needs Code of Practice (last updated in November 2011). This is practical advice for local education authorities, maintained schools and early education settings on how to carry out their statutory duties to make provision for children's special educational needs. However, the code does not and could not tell these individual bodies what to do in each individual case.
Please see link for more detailed information.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&ved=0CDcQFjAB&url=http%3A%2F%2Fwww.education.gov.uk%2Fpublications%2FeOrderingDownload%2FDfES%25200581%2520200mig2228.pdf&ei=kPiiUryoMMfxhQf2yICQCA&usg=AFQjCNHI1aAazntQ7lJzBvArt-5_gO6xvQ
Gail
Please see link for more detailed information.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&ved=0CDcQFjAB&url=http%3A%2F%2Fwww.education.gov.uk%2Fpublications%2FeOrderingDownload%2FDfES%25200581%2520200mig2228.pdf&ei=kPiiUryoMMfxhQf2yICQCA&usg=AFQjCNHI1aAazntQ7lJzBvArt-5_gO6xvQ
Gail
Discribe How Anti-Discriminatory Practice is Promoted in SEN Schools
Promoting anti-discriminatory practice at this SEN school is defined by working with children and their families to embrace diversity and the valuing of all difference; raise self-esteem and promote a positive group identity and ensure fulfilment of children's individual potential.
The school has used the guidance from various pieces of legislation to create their own policies designed to reduce discrimination. These include the Disability Discrimination Act 2005, 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 Sex Discrimination Act 1975 (as amended), Employment Equality (Sexual Orientation) Regulations 2003, the Equality Act 2010.
However, whilst this legislation is important because it is designed to protect the children, the one thing it cannot do is change some people’s attitudes towards discriminating against disability.
See link to this school's policies, procedures and National Minimum Standards.
http://saxonhill.staffs.sch.uk/residential/important-documents.aspx
Gail
The school has used the guidance from various pieces of legislation to create their own policies designed to reduce discrimination. These include the Disability Discrimination Act 2005, 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 Sex Discrimination Act 1975 (as amended), Employment Equality (Sexual Orientation) Regulations 2003, the Equality Act 2010.
However, whilst this legislation is important because it is designed to protect the children, the one thing it cannot do is change some people’s attitudes towards discriminating against disability.
See link to this school's policies, procedures and National Minimum Standards.
http://saxonhill.staffs.sch.uk/residential/important-documents.aspx
Gail
How Anti-Discriminatory Practice is Promoted in Health and Social Care Settings
Hi Cally
Thought you might like to know that I have just started working at a SEN school. I'm hoping to spend most of my time in the early years unit (the children are aged between 2 and 5 years old) and with Key Stage 1 children (they are aged between 5 and 8 years old).
It is a local authority maintained community special school for children and young people with physical disabilities and complex medical needs aged between 2 and 19 years. Some of the children access the on-site residential provision which was recently inspected by Ofsted and was judged to be outstanding.
The school offers an outreach service which supports the needs of over 100 children in mainstream schools who have physical disabilities.
The school is vibrant, exciting and very welcoming. I'm still getting to know my way around and settling in!
Follow the link for more information on this school.
saxonhill.staffs.sch.uk
Gail
Thought you might like to know that I have just started working at a SEN school. I'm hoping to spend most of my time in the early years unit (the children are aged between 2 and 5 years old) and with Key Stage 1 children (they are aged between 5 and 8 years old).
It is a local authority maintained community special school for children and young people with physical disabilities and complex medical needs aged between 2 and 19 years. Some of the children access the on-site residential provision which was recently inspected by Ofsted and was judged to be outstanding.
The school offers an outreach service which supports the needs of over 100 children in mainstream schools who have physical disabilities.
The school is vibrant, exciting and very welcoming. I'm still getting to know my way around and settling in!
Follow the link for more information on this school.
saxonhill.staffs.sch.uk
Gail
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