Equality, Diversity And Inclusion

(3.1) Identify sources of information, advice and support about equality, diversity and inclusion.

There are verity of different method of obtaining information on advice about equality, diversity and inclusion that practitioners can access to –

• Web sites (www.gov.uk ) that list all the current legislation to protect the right of individuals the provision of information, advice and support on equality and human rights is fragmented and its strategic partnership working and co-ordination between local educational organizations.

• Directgov which provide policies about public services

• Parent and families – practitioners can obtain sources of information about individual’s child in addition to their needs about ; disability, home language,

special dietary needs or allergy and culture prefrenceces
• Colleagues – Practitioners can talk to their colleagues and managers for advice and information. The team will work together to share their knowledge and experiences, and this will support practitioners to provide a diverse and inclusive environment. Most settings work in partnership with special needs coordinator (SENCO) practitioners can approach for support and advice if working with a child with additional needs
• The internet is another source for information, advice and support, but practitioners must be careful to only use trusted sites, as some of the information available is not accurate.
• Early years Education – is voluntary organization for practitioners and parents is to promote the right of children in their education
• The statutory Framework for the Early Years Foundation Stage (EYFS) the framework covers the education and care of all children in early years provision and include children with special needs and disabilities. These provide the standard of early years learning for all early years providers so the practitioners must ensure that they meet the children’s development as; personal, social and emotional development , physical development ,communication and language also practitioners ensure that every child is unique who is learning and is capable, confidant and self-assured, children learn to be strong and independent through positive relationships and also children learn and develop in safe environment
• Specialist – practitioners should observe children with special education needs and disabilities and make reasonable adjustment whether to seek specialist support and advise it’s important that practitioners have full assessment of all areas of their development to identify any additional support if a child has trouble concentrating or who wears a hearing aid and finds it difficult to hear people in a noisy environment and also practitioner needs provide the environment adaptable in addition to the child’s needs and situations. This will support practitioners to provide a diverse and inclusive environment.