Introduction to equality and inclusion in health, social

care and children and young people’s settings

Introduction to equality and inclusion in health, social care, children and young people’s settings

2 credits

This unit helps learners to:• Understand the importance of equality

and inclusion in the work place• Work in an inclusive way• Know how to access information, advice

and support about diversity, equality and inclusion.

Connector…

• With the person beside you explain the following:

– Sexism– Prejudice– Values– Independence

How many have you got correct?

Big Picture…

• Understand how healthcare professionals actively promote equality.

• Understanding older people, children and young people’s individual needs.

The importance of equality and inclusion

Learning Outcome 1

Basic rights of

Vulnerable people

Food Protection from abuse

A safe home

Vulnerable people and childrencannot always stand up forthemselves, so they need a

special set of rights that take account of their

vulnerability.

Rights

The UN Convention on Rightsstates that vulnerable people have a right to:

• be with their family or with those who will care for them best• enough food and clean water and care for their needs• an adequate standard of living• health care• activity• be kept safe and not be hurt or neglected• free education (children)• the disabled have the right to special care and training.

Activity 1: Key Words1.1

Discuss the following words:

Group 1: Equality

Group 2: Diversity

Group 3: Inclusion

Group 4: Discrimination

Come up with the perfect definition and be prepared to feedback to the class!

Equality, diversity, inclusion and discrimination

• Equality does not mean that everyone has to be treated the same. It is about equality of opportunity.

• Diversity is about people’s different values, activities, attitudes, cultures,

beliefs, skills and life experiences.

• Inclusion is an educational term used to describe how all children and young people, whatever their disability or disadvantage, are given equality of learning opportunities.

• Discrimination is when someone is viewed and treated negatively because of some characteristic, usually based on a stereotypical view, e.g. racist.

Activity 2: Discrimination

• In groups, dicuss the following types of discrimination.– Group A: Racial discrimination – Group B: Institutional racism– Group C: Disability discrimination– Group D: Sex discrimination

• Then, in your groups, prepare another paragraph to be read out explaining what these are.

Different types of discrimination• Racial discrimination – based on a belief that some races are superior, e.g.

skin colour makes some people better than others.• Institutional racism – where organisations fail to provide a service to

people because of their skin colour, culture or ethnic origin.• Disability discrimination – where people are denied equality of

opportunity because of their disabilities or impairments.• Sex discrimination – where people of one gender reinforce the stereotype

that they are superior to the other.

Activity 3: Worksheet 1

Discuss the practices you have observed in work, school or public settings that you think reduce the likelihood of discrimination.

Complete worksheet 1. Be prepared to give feedback to the class.

Discrimination in work settings

What can happen• Sometimes ‘labels’ are

given to children and older people, e.g. spoilt child, attention seeker, demented etc.

• Some children and older people are more likeable than others.

• Children and people with learning difficulties notice differences in people and make comments.

What the practitioner can do

• Challenge the remark, not the person.

• Make sure that fair and just treatment is given.

• Positively acknowledge the differences and emphasise the value of every individual.

Class & Group discussion; What can the practitioner do?

How to work in an inclusive wayDiscussion

What can be done?Providing positive images.

Providing activities for those with special needs.

Celebrate the diversity of language.

How: some suggestionsBooks, displays etc. should include positive images of:- people with disabilities,

- from other cultures, - shared roles for men and women.

Providing ramps for wheelchair users and any other special equipment.Encourage learning about, speaking and listening to different languages.

Activity 4

What can be doneHelp those with a hearing impairment or learning difficulty.

Celebrate different religious festivals.

Show a multicultural approach to food.

How: some suggestionsLearn a sign language and/or take further training.

Provide a range of activities showing how each festival is celebrated, e.g. making cards.

Ask the setting to provide national and regional dishes and encourage everyone to try out different ones. It may be possible to make some dishes.

In groups of 4, discuss what can be done for the following, to ensure everyone is included. Record on flipchart paper!

Inclusive practice• Task: Video – Happy Child Nursery • Complete worksheet

• Children and young people should be encouraged not to feel anxious about people who are different to themselves.

• Embrace the fact that many traditions are now shared, e.g. Indian, Mexican and Asian foods are very popular with many nationalities.

• Children and young people with specific needs may need additional help and understanding in order for them to feel included.

• Labelling and stereotyping people should be avoided – it leads to negative attitudes, prejudice and discrimination.

Activity 6Legislation and codes of practice

The laws and codes of practice relating to equality, diversity and discrimination are:

• The Equality Act 2010• The Special 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 Special Needs and Disability Act (SENDA) 2001

Students to work in your groups. You will be assigned a law or code of practice to research. Prepare presentations in your groups, about your law.You need to be able to identify which laws and codes of practice apply to your role in the work setting.

Understanding and promoting equality of opportunity

Practitioners should:• know who their Equalities Lead Officer or Equalities

Coordinator is• be able to get support and training in Equal

Opportunities• report all incidents of discrimination• be aware of the need to examine their own practice

and work to improve it• be alert to the practice of others and encourage a fair

and just approach to everyone.

Sources of information, advice and support about equality, diversity and inclusion

• As part of your ongoing personal development, you should be willing to improve your practice.

• Where can you go to get help?

Sourcesof

help

Colleagues insetting,eg SENCO, line manager

Parents and familiesBooks and journals

Trainer, tutor

Information, advice and support about diversity, equality and

inclusionThe following sources of information provide advice – this will help you with 3.1

Age UK www.ageuk.org.uk Carers UK www.carersuk.org

Directgov www.direct.gov.uk

Equality and Human Rights Commission www.equalityhumanrights.com

Government Equalities Office www.equalities.gov.uk

You can also visit your local Citizens Advice Bureau.

Conclusions…

• Individuals are unique.• The law protects the individual from

discrimination on certain grounds.• People develop prejudices• Prejudices need to be challenged to stop

discrimination.• Discrimination effects people in a negative

way.

Review

On post-it notes!

• Each person to write one thing you have learnt today on a post-it note;

• Then write one thing you aren’t sure about or you need answering, from today’s lesson. Ask this question to the person next to you.