3. SUPPORTING AN INCLUSIVE 4 ENVIRONMENT€¦ · · 2014-06-27BTEC Apprenticeship Assessment Workbook Level 3 Child Care 3. SUPPORTING AN INCLUSIVE ... BTEC Apprenticeship Assessment

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Original text and illustrations © Pearson Education Limited, 2011

BTEC Apprenticeship Assessment Workbook Level 3 Child Care

3. SUPPORTING AN INCLUSIVE ENVIRONMENT

This sequence of activities will help you to demonstrate your knowledge and understanding of what is meant by equality, diversity and inclusion. Childcare settings have policies and procedures in place which support inclusive practice for all children. You must be familiar with these so that you can demonstrate inclusive practice through your own actions in all areas of your work. You will also consider the importance of positive attitudes and practice for children with a disability or specific requirement.

KNOWLEDGE AND UNDERSTANDING

The following activities will support you to generate evidence of your knowledge and understanding of the role of childcare services in promoting equality, diversity and inclusion. You must also show that you understand the rights of children and young people to inclusive practice and the potential effects of discrimination, including for children with a disability or special requirement.

Task 1a

In the space below identify the key legislation, guidance and policies from your own setting or service and state how it sets out the rights and outcomes for equality, diversity and inclusion.

Legislation, guidance or policy Children’s rights and expected outcomes for equality, diversity or inclusion

CYPW Unit 7: 4.1, 4.2

Unit 10: 2.1

Unit 46: 1.1

CCLD Unit 7: 4.1, 4.2

Unit 10: 2.1

Unit 25: 1.1

BTEC Apprenticeship L3 Child Care WB_Book.indb 125 17/05/2011 10:13:51

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Task 1b

Prepare a short oral presentation (lasting approximately five to ten minutes) which you will deliver to your assessor and peers. The presentation will give you the opportunity to demonstrate your knowledge and understanding of the concepts of equality, diversity and inclusion. Your information from the previous questions will help you to complete this activity. The content of your presentation should include:

• an explanation of the terms diversity, equality and inclusion • the legal rights and expected outcomes for children• how inclusive and anti-discriminatory practice promotes equality

and supports diversity• how the legislation and policies identified relate to your own

working practice• a comparison, with examples, of different ways that services for

children and young people and carers take account of equality, diversity and inclusion

• the importance of positive attitudes towards children with a disability or specific requirement.

Task 1c

The attitudes and beliefs held by society can impact on children and young people with disabilities. Attitudes are explained through the medical model and social model of disability. Explain all the characteristics of each model in the relevant column below. The first one has been entered for you.

Analyse the models with reference to how each might affect provision for children and young people with a disability.

Medical model Social model

Views the disability as something to be ‘cured’

CYPW Unit 7: 3.3

Unit 46: 1.3

CCLD Unit 7: 3.3

Unit 25: 1.3

CYPW Unit 7: 3.2, 4.1, 4.2

Unit 10: 1.1, 1.3, 2.1

Unit 15: 3.1, 3.2

Unit 46: 1.1

CCLD Unit 7: 3.2, 4.1, 4.2

Unit 10: 1.1, 1.3, 2.1

Unit 15: 3.1, 3.2

Unit 25: 1.1


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CYPW Unit 46: 1.2

CCLD Unit 25: 1.2

Task 1d

Children who are disabled or who have specific requirements often require support from a number of different agencies. More effective support is provided when practitioners follow the social model of disability and view the child at the centre of planning and delivery. In the table below write the characteristics of both service-led and child-led provision. One example has been given for you.

Service-led delivery Child- and young person-led delivery

Does not involve children and parents in decisions about services to be delivered

Children with special requirements often get support from a number of different agencies.


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Task 2a

In the previous tasks you have explored the positive outcomes which practitioners work towards by promoting inclusive practice. In this task you need to consider the potential effects on children if they experience either direct or indirect discrimination. Write your descriptions of the effects in the diagram below.

Potential effectsof discrimination

CYPW Unit 10: 1.2

CCLD Unit 10: 1.2


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CYPW Unit 10: 3.3

Unit 46: 4.2, 4.3, 4.5

CCLD Unit 10: 3.3

Unit 25: 4.2, 4.3, 4.5

Task 2b

1. When discrimination exists it is important that it is challenged in order to minimise the effects on children and young people including those with a disability or specific requirements. In the space below explain how you can use policies and procedures to challenge discrimination. Give examples, describing ways in which you can challenge discrimination so that your actions will bring about a change in practice.

Write your answer here:

2. Find out about ways that your setting or service monitors, reviews and evaluates services for disabled children and young people. Explain the importance of these systems.

Write your answer here:


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Task 3

Produce an information leaflet for parents within your setting. It should explain the different types of support and services that are available to support disabled children or young people and those with specific requirements. Before you start, jot down different types of support and service.

Write your notes here:

EVIDENCE GATHERING

In this activity you will identify an area of your work that will capture evidence of how you work to promote an inclusive environment. You must demonstrate your own practice and show how you can support others and where necessary use appropriate strategies to overcome any difficulty or challenge you encounter in your own setting. Your assessor will help you to identify suitable items of evidence.

You need to gather evidence of activity within areas of your work to demonstrate:

a) Evidence of your actions which model inclusive practice, including ways in which you promote inclusion.

Examples include promoting children’s rights, empowering and encouraging choice, promoting independence, removing any barriers to services.

Suggested evidence may include:

• diary or log entries • witness testimony • reflective accounts of own practice.

CYPW Unit 10: 3.1

CCLD Unit 10: 3.1

CYPW Unit 7: 3.4

CCLD Unit 7: 3.4


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CYPW Unit 10: 3.2

CCLD Unit 10: 3.2

PLTS EP: 3, 5, 6

TW: 1, 2, 3, 4, 6

WorkSkills Unit 6: 1.2, 1.3, 2.2

CYPW Unit 46: 4.1

CCLD Unit 25: 4.1

b) How you support others to promote equality and rights. You might show evidence of how you shared your own

knowledge and understanding, eg about the benefits of diversity and the rights of children and young people or about policy and procedures of the setting.


• diary or log entry • witness testimony• reflective accounts of own practice.

c) Ways that you have worked to overcome barriers experienced by children or young people with a disability or specific requirement.

Barriers may include those which restrict children’s access to learning, play or leisure activities or for young people to work, training or independent living.


• planning documentation which describes, for example, adaptations, support opportunities for making own decisions

• photographs showing evidence of an adapted layout to improve physical access

• assessments of individual children’s needs • diary or log entry • witness testimony• information you have provided to children, young people and

their carers.

An inclusive environment is one in which all children are supported to participate in learning or leisure activities.

When supporting others to promote equality and rights you may demonstrate

the qualities of a team leader. It will benefit others if you also provide

constructive feedback.


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3. SUPPORTING AN INCLUSIVE 4 ENVIRONMENT€¦ · · 2014-06-27BTEC Apprenticeship Assessment Workbook Level 3 Child Care 3. SUPPORTING AN INCLUSIVE ... BTEC Apprenticeship Assessment