EV682 - Developing a positive learning environment -

diversity and inclusion

ROUSE

MODEL (ROUSE , 2008)

INCLUSION

EAL

G & T

Sexual orientation

SEN/Disability

Religion/belief

Ethnicity

Social-Economic

Gender

Some of The Paperwork…

1981 Education Act

1988 Education Act

1989 UN Children’s Act

1993 Education Act

1994 SEN Code of Practice

1996 Education Act

2001 SEN Code

2002 DRC Code

2003 Excellence & Enjoyment

2004 Every Child Matters

2004: ‘Removing barriers to achievement’

2008:Framework for a Fairer Future

. . . recent, current and most relevant for schools

Equality Act (2010)

Children and Families Act (2014)

National Curriculum (2014)

Special Educational Needs Code of Practice

(2014)

THE PUBLIC SECTOR EQUALITY DUTY

The Equality Act 2010 introduced a single Public Sector Equality Duty (PSED) that applies to public bodies, including maintained schools and Academies.

This extends to all protected characteristics - race, disability, sex, age, religion or belief, sexual orientation, pregnancy and maternity and gender reassignment.

Three main elements:

Eliminate discrimination and other conduct that is prohibited by the Act;

Advance equality of opportunity between people who share a protected characteristic and people who do not share it;

Foster good relations across all characteristics - between people who share a protected characteristic and people who do not share it.

PRINCIPLES UNDERPINNING THE

CODE OF PRACTICE (2014)

Local Authorities must have regard to:

• the views, wishes and feelings of the child or young

person, and their parents;

• the importance of the child or young person, and their

parents, participating as fully as possible in decisions;

and being provided with the information and support

necessary to enable participation in those decisions;

• the need to support the child or young person, and

their parents, in order to facilitate the development of

the child or young person and to help them achieve the

best possible educational and other outcomes, preparing

them effectively for adulthood.

(Department for Education , 2014)

KEY ELEMENTS OF THE SEND CODE OF

PRACTICE

Entitlement beyond 19…..to 25

Greater participation of parents and children

Education, Health and Care plans to replace

statements of SEN (Single plan)

Option of a personal budget

Local Offer

Better joint commissioning of services

George: Yeah, so as soon as ..as soon as…people started asking

me what was wrong, I could talk and as soon as I realised that it

wasn’t actually about how people dealt with me but how I dealt

with it myself that it helped the most so it was really important

and it was a key thing that jolted my confidence into like forward

drive and that someone showed they were listening as opposed to

having this person talk about me or you know talk behind closed

doors about me

Candy: Did you feel that?

George: .yes absolutely, I mean if you’re getting moved around or

if you’re getting placed and given scores and things and without

actually talking to the people that are doing it, it alienates you

completely…

Candy: Right so you see a difference in say a level…but now

George: Yes exactly, it feels more personal and that gives me the

option and ability to voice my opinion and say what I think is

working

LOCAL OFFER

Framework devised by parents

Multiagency input alongside parents and young people

Level of detail and transparency a challenge

Maintenance and updating

Expectations of all parties much clearer

Gaps become clearer and can lead service development

Resource available for everyone

NATIONAL CURRICULUM INCLUSION

STATEMENT Setting suitable challenges

4.1 Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious.

Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils:

4.2 Teachers should take account of their duties under equal

opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and

gender reassignment.

SPECIAL EDUCATION PROVISION IN SCHOOLS

CODE OF PRACTICE (2014)

High quality teaching, differentiated for

individual pupils, is the first step in responding

to pupils who have or may have SEN

The identification of SEN should be built into the

overall approach to monitoring the progress and

development of all pupils

Graduated approach: support should take the

form of a four part cycle: assess, plan, do, review

Where a child continues to make little or no

progress, despite well -founded support that is

matched to the child’s area of need, the school

should consider involving specialists, including

those from outside agencies.

Learning Objectives Setting suitable Learning challenges

Access

Overcoming potential barriers to learning

Teaching styles

Responding to children’s diverse needs

Inclusion

ROUSE

MODEL (ROUSE , 2008)

USEFUL RESOURCES FOR SUPPORTING

THE INCLUSION OF ALL LEARNERS

INCLUDING THOSE WITH SEND

http://www.brighton.ac.uk/education/environment

/resources/sen.php?PageId=312