There are 5 laws and codes of practice related to equality, diversity and discrimination in the UK:
The Equality Act 2010: It protects people from discrimination in the workplace and in society. It substituted previous anti-discrimination laws with a single Act, making the law easier to understand and consolidating defence in some situations. The law protects people from discrimination because: age; disability; gender reassignment; civil partnership/marriage; pregnancy/maternity; race; religion or belief; sex; sexual orientation.
The Special Educational Needs and Disability Act 2001: It creates legal rights for disabled students by modifying the Discrimination Disability Act to include education. It is illegal to treat a student "less well" for reasons owing to disability. For this happen may include: changes in requirements or work placements; changes to the physical features of a building; the provision of interpreters or other support workers; the delivery of courses in alternative ways; the provision of material in other formats.
The Special Educational Needs Code of Practice 2002: “The Department of Education has provided guidance for Education Authority and schools in the form of a Code of Practice on the Identification and Assessment of Special Educational Needs and also a Supplement to the Code of Practice, effective from 1 September 2005, which was produced as a result of SENDO. Schools, Boards and health and social services authorities must consider the advice given in the Code of Practice when deciding what they should do for children with special educational needs. The Code of Practice addresses the identification, assessment and provision made for all children who may have special educational needs at some time in their school careers, or even earlier.”
The Children and Families Act 2014 / SEND Code of Practice 2014: It is a statutory guide that we must follow by law. It explains the duties of local authorities, health bodies, schools and colleges to deliver for those with special educational needs. The Children and Families Act 2014 has major inferences for how the NHS establishes and brings facilities to children and young people who have Special Educational Needs or Disabilities between the ages of 0 and 25. “It reforms the system of support across education, health and social care to ensure that services are organised with the needs and preferences of the child and their family firmly at the centre, from birth to the transition to adulthood”
United Nations Convention on the Rights of the Child (1989): "The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreement setting out the civil, politic, economic, social and cultural rights of every child, regardless of their race, religion or abilities"
The policy statements
Every workplaces should set out a policy statement about recognition of past discrimination, a commitment to redressing inequalities and commitment to positive action.
Equal opportunities policy
All workplaces should guarantee the same opportunities to all people. Any individual receiving the same treatment doesn’t matter age, gender, race, religion, disability, material status, race, etc.
Special educational needs policy
All educational workplaces must have a special educational needs policy to guarantee the same opportunity to all the students.
The roles and responsibilities of the Early Years Practitioner (EYP)
The EYP has a main role to ensure that they support equality and diversity.
It is important the EYP knows the setting policies about equality, diversity and inclusive practice and understands their responsibilities.
When we talk about equality, diversity and inclusive practice this includes professionals and students. EYP must value the child providing the best opportunity of learning to all students without discrimination.
It is important developing and sustain a child. We always exercise the child’s choice and make them make decisions, this way they can feel a sense of control in their lives.
It is also important engages actively with the family through having regular contact with them and making them feel welcome.
Providing an inclusive learning environment is a way to ensure the setting welcomes diversity and gives the same opportunity to all children. It is settings duties guarantee an inclusive environment.
Being a positive role model, we can show the kinds of values expected by the setting. We do it by treating others with equal opportunity of learning.
A way to support equality, diversity and inclusive practice is recognizing when discriminatory practice is being done. Each person working in the setting must be committed and empowered to carry out the team’s anti-discriminatory policy.
Challenging discrimination is important to be confident but not aggressive. We need to talk clearly and politely about feelings. If the challenging situation came from a child, it is important explain to a child why the behaviour is wrong and how is the right behaviour.