monday final

In this essay I will be addressing issues of inequality in early years. This will show knowledge of legislation and guidance in this particular area of inequality’s and special education needs. It will identify how there relate to the ethical bit of the practice in early childhood. I will be describing, analysing and show practical critique theoretic outlook on identity development and discuss how young people’s identities, family and the social context that has impacted children’s experience of their early lives and education.Inequality originates from multiple disadvantages, the most risked ones relates to household wealth, belonging to ethnic or language minority, low caste group as well as parental education and SEN. When these factors are combined together negative influences maybe compounded.The National childcare strategy (OMC 2006:5) says that “equality is to make sure equal access, taking part and the benefits. Now this don’t mean that everyone needs to be treated ‘the same’ but relates to identify individual’s needs.(Dvya.gov.ie, 2008) discusses equality, as in articled 2 of the UN Convention on the Rights of the Child (1989) and in the Equal Status Acts 200—200, is a major standard of egalitarianism childhood care and education provision. It is essential for teaching and supporting the progress and development of all children. Each individual’s needs and abilities needs to be looked and supported from early years towards their own distinctive capability. Now this explains that all children should have the right to gain access to, contribute in and benefit from early years facilities on an equivalent basis. Robinson and Jones Diaz (2005) states inequality happens in settings where there’s a clear indistinct part in our humanity. This can avoid individuals from having equal rank in their work and efforts by meeting their goals in person or in groups to help, to be able to experience inequity in schooling, nutrition, safety, wellbeing, power and social inclusion. (Dcya.gov.ie, 2018) states “Diversity and equality is ways that includes creating an early childhood setting, where a child feels like they belong. Practitioners should be able to observe and listen to children’s play and adult communication to see and identify any bias or/ and discrimination, to develop ideas and ways to take care of problems that may arise. All areas of the setting is looked at from how a child relates to their peers, how staff look to minority and majority children, how language is used within the setting, what is spoken about and what activities are taking place.(Dcya.gov.ie, 2018) mentions that Parents are key primary educators for their children, the parents/ carers have a distinguished and permanent role in supporting their children’s wellbeing, education and their development. UNCRC states that a child is the one who is under the age of 18.National Childcare Strategy (2006–2010) states that ‘Inclusion’ is the process that involves a programme, curriculum or educational environment where each child is welcomed and included on equal terms, can feel they belong, and can progress to their full prospective in all the different areas of their progress and development.The diversity, equality and inclusion guidelines for early years, legislations and policies guide the equability and diversity in the UK. These procedures are here to help and support practitioners their understanding, exploring and developing equality and diversity practice in the early years setting.The UN Convention on the Rights of the Child (1989) is including worldwide binding contract on the rights of children; this was implemented by the United Nations General Assembly in 1989. It’s the most widely worldwide established the human rights treaty in history. All countries have approved this except United States of America and Somalia. The UNC on the Right of the Child has accepted an integrated and all the inclusive approach to the rights of children.This relates that all the rights that are definite by the convention must be accessible to all the children without any sort of discrimination of any sorts (Article 2), the welfares of the children need to key consideration in all actions concerning a child (Article 3). Dcya.gov.ie, (2018) By having the legislative requirements in place this comes under the one area of the Equality Act 2010 there are many early years’ settings, as of good practice, they harvest up a one Equality Scheme. It will have a key equality aims and objectives for setting will set out the vision for equality and the ways that will be taken to make to work towards it. As part of this process the early childhood setting should monitor and evaluate its policy, provision and practice in order to ensure progress. Equality act 2010 defends people from discernment on the base of ‘protected characteristics’ (currently called ‘grounds’). This act protects:GenderDisabilityRaceReligion/ beliefsex, and sexual orientation.Safeguarding Vulnerable Groups Act 2006 relates to the way practitioners working vulnerable group are recruited, for example all the backgrounds that are done. This pertains those who want to volunteer/ work with children/ vulnerable adults and to stop inappropriate individuals from doing so. Children’s Act 2004 (Child Protection) – Every Child Matters – but changing to Every Citizen Matters promotes safety, health, improvement, positive contribution and economic well-being. This act gives boundaries and helps the local authority to regulate better intervention. This also includes laws that relates to particularly on care/ foster homes, adoption agencies, babysitting/ cares services and the number of child related crimes.Education and Skills act 2008 informs the minimum age where a young person can stop education. All young people have to be in education or training post 16. The age has been raised in two steps, 17 in 2013 and to 18 in 2015The Childcare Act (1991) (EYS) regulation 2016 (Gol, 2016) The Childcare Act 1991 is responsible for the notice and the inspections/ reviews of the pre-schools by the health service executive. This act applies to playgroups, preschools, nurseries, crèches, child-minders and other similar services, that are looking after more than 3 pre-school aged children. The reason behind this act is to improve childcares standards to make sure health, safety and welfare of these preschool children and encourages the development of children that are attending preschool services. Other Act relevant to this:Discirmination (1965)Equaly status acts 2000 to 2004National Childrens straygey 2000-2010Childrens first guildlines for the Protection and Welfare of Children (1999)Children act 2001National Policy framework for children and young people 2014-2020Having all these legislation requirements in place, this comes under one of the act of the Equability Act 2010. Disability Act (2005) relates to those who have a disability tong term, mental, intellectual and sensory impairments, when they interface with different barriers, this sometimes may obstruct their full and active contribution in society on an equivalent base with others.EPSEN Act (2004) delivers for the provision of education strategies for children with SEN. This allows the school to have the power to take the lead in providing special education services, and if for some reason if these fail then the child may then be referred to the seniors. If this confirms SEN then the setting will put in a place a plan by the National Council for Special Education.Practitioners play a key role to maintain the inclusive classrooms and its disputed (Anderson et al, 2007) but need an effective and appropriate employment of education. The worldwide change is directed for the inclusion of children into the schools before the children get education in separate areas. It has now become a big worry as well as the encounter for practitioners at present. (Chalmers, 1998)The biggest challenge so far practitioners have faced so far are dealing with mixed abilities all at one. Students who have SEN require much more attention than the average children. So practitioners need to have experience on how to handle sever types of SEN and to plan lessons on the basis of those who suffer from SEN, lack of experience leads to the child not progressing with necessary skills.Research has shown that student with low ability in the behaviour are to time transition process (Larrivee, 1985). In my setting we have 2 students who suffer from ADHA and Autism, the Autism Spectrum Disorder (ASD), this is a disability where the categorized by mixture of abnormalities in linguistic, social, understanding and mental flexibly for a lifelong neuro-developmental condition that children with ASD need special specific attention in the education system. (Geschwind, 2011).In my setting there are a large number, so it does become a struggle and a big task for us to help and assist with their daily activities and routine. Their rude behaviour may frustration, anger and obstruction in the students. The skills and capabilities differ in different cases in inclusive classrooms, so practitioners are challenged. In my setting there all sorts of plans in place for special education needs. For example, there is one student who suffers from ADHD & dyslexia. For him we have planned out mini breaks trough out the whole day. When we as practitioners start to realise he has become disruptive we take him out for a walk for about 5 minutes. Sometime at the start of the day the child may decide they don’t want to be in lesson so we have a room called ‘The Reflection Room’ where they will stay there until they are happy to go back and if they decide to stay there for the whole day that is also an option to them as we believe maybe sometimes they just want to do some quiet work have a quiet day without it being stressful. By allowing our students to have this option it has a clear understanding with us and them, helps them believe that we do want the best for them and we are willing to help them, that they are not alone and they have equal rights just like the rest of us!It is not important that children are exposed to the ‘special’ type on needs. Hence why it is challenging for the practitioners. They have to be careful so that all students can be treated with respect and equality. Practitioner also has to deal with situations where a child may suffer from long lasting chronic illness, and teachers have to agree with the deaths of students of such cases (Chalmers 1998)Removing Barriers to Achievement was government inventiveness in 2004 to allow children with extra additional needs to grasp their full potential, by giving chances to play, learn and develop. It encouraged the significance of involving children with Special Educational Needs in making decisions and choices about their own learning by communicating with them. This had a vision which was to give support to early years settings, schools and all the local authority in making developments in provisions. It was built on the Every Child Matters result and using it combined services to advance inclusive practice.This covered four main areas; early intervention by giving access to appropriate childcare for families and children; to remove barriers to education through inclusive practice in every setting; rising prospects and achievements by improving teaching skills, strategies and policies to meet the needs of SEN and distributing the importance of combined partnership through an essential approach so parents and carers can be confident that their child will get the education they need. (Lloyd) Dewey mentions how a stable curriculum of children’s active learning and excellence teaching of knowledge was desired for experimental education.Inclusion and school development have been linked with each other by number of researchers (Ainscow, M., Farrell, P., Tweddle, D. and Malki, G., 1999). The inclusion has taken place in the education sector and it is morally right. But the question is that the approach is good for the students or not. Therefore, it is quite crucial to analyze the impact that inclusion process of education can play on learning outcomes. On considering the view of students, it can be noted that education is the process for one and all.Education is the characteristic for each individual. But the learning capacity is diverse and differs from one student to another. So therefore it has become vital to deliver supportive and helpful learning process for each individual who are slow to learn and take things in. As mentioned that is the inclusion impacting learning outcomes or not (Hines and Johnson, 1996). Investigators have initiated that the inclusion of special students generates an accepted society of learners along with students who have disability (Logan, et al., 1995; Staud & Peck, 1995). A child suffering from disabilities doesn’t matter. The inclusion has compressed learning outcomes a lot. Researchers have found that some leaning outcomes are impacted by inclusion of non-disabled students (Farlo, 1996). These results are as follows (Satub & Peck, 1995); reducing fear of different potentials in individuals that are accompanied by increasing awareness, better self-concept performance, identity of principles, better cognition. All this can overall help in realisation of better outcomes. Hence it can be analysed and said that inclusion does not work well in all situations. So therefore there should be a method in place to give necessary care to those suffering from disabilities. This would help them learn well. ReferencesNutbrown, C. and Clough, P. (2006). Inclusion in the Early Years: Critical Analyses and Enabling Narratives. SAGEDepartment for Education and Science (2003), Every child matters: change for children.(online) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf (accessed on 31/5/18)Robinson, K. and Jones Diaz, C. (2005).Diversity And Difference in Early Childhood Education: Issues for Theory and Practice: n/a. McGraw- Hill Education (UK).Department of Education and science (2009), developing the workforce in the early childhood care and education sector background discussionEDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS ACT (2004)LINC (Leadership for Inclusion in the Early Years) (2016)Bronfenbrenner, U., (1979). The ecology of human development Cambridge. MA: Harvard.Brooker, L. and Woodhead, M. (2008) Early childhood in focus 3: Diversity and young children, developing positive identities. Milton Keynes, UK: Open UniversityGovernment if Ireland (GoI), (2016). Child Care Act 1991 (Early Years Services) Regulations 2016/Online. (Accessed on 01/06/18 )https://www.dcya.gov.ie/documents/childcare/20170216childcareregs2016.pdfGeschwind, D.H., 2011. Genetics of autism spectrum disorders. Trends in cognitive sciences, 15(9), pp.409-416