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
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