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Explain The Laws And Codes Of Practice Affecting Work In Schools

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1. Data Protection Act 1998 - the schools need to keep and use information only for the purpose for which it was intended. We should know all information about pupils as confidential and ensure that we do not share it with others without parental consent. 2. The UN Convention on Rights of the Child 1989- children have a right to protection from and form of discrimination; the best interests for the child; children are entitled to express their opinions; children can receive and share information which is not damaging to others; children have the freedom of religion; all children have the equal right to education; children learn to live and respect to other people. 3. Education Act 2002 - it is brought in some changes to school regulations , staffing and …show more content…

Freedom of information act 2000 - any one might request information held by a school, school have duty and assistance to help, however, for the protection information which may be confidential, the governing bodies will give advice when dealing with information. 6. Human Rights Act 1998 - the rights for education, the respect for private, the freedom of expression. 7. The special educational needs code of practice 2001 and disability decimation act 1995/2005/equality act 2010 - all the children including SEN children have an increased right to a mainstream education. Children with special education needs being included in mainstream schools and support assistants who support them. 8. Every child matters 2003 and children act 2004 updated in 2010 to help children achiever more - support children from birth to 19 years old need to be healthy stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. We should also know the national legislation and codes in the work with children, ensuring have equal opportunity for all children through the curriculum. We need to aware the impact of prejudice and discrimination, showing we promote equality and diversity through our work, encouraging

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Equality Act (2010)- this simplifies the law and extends protection from discrimination. A school cannot unlawfully discriminate against a child because of race, religion, sex or disability. This is in place, allowing every child, not matter their background, to be treated fairly and equally in all aspects of school life. A school must comply with these rules with admissions too. This framework can reflect the diversity in the local population which in turn allows children to expand their knowledge and gain a better understanding of the world around them.

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Under the Data Protection Act the information held by the schools can only be used for specific purposes (i.e. to support the child’s development), and individuals have the right to access the data held about them. • The Freedom of Information Act 2000 provides public access to information held by public authorities. It does this in two ways:  public authorities are obliged to publish certain information about their activities;

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Within this essay, inclusive practice is explored referencing to a range of theories, legislation and a child from practice to give examples of how settings support children who has disabilities. One child from practice has been chosen to be the main focus of this essay with signed consent from the parents (see appendices 5) and to support confidentiality, the child’s name has been changed and the parent’s names are not mentioned. To support different statements on how inclusion is implemented in early years practice, references are made to the appendices which provide copies of the setting’s policies. Not only are appendices used, but theories as well. One possible definition of inclusion is described alongside with how society’s perspective

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While doing this, educational leaders can use their knowledge to help teachers choose/include material that fits the curriculum, while at the same time avoids presenting students with inappropriate content. According to Auqila (2008), “while children in schools must be protected from harm, teachers have the right to

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I have a deeper understanding of inclusive education. My attitude towards working with children with special education needs become more positive as I saw some theories and strategies worked effectively in the centres. For example, curriculum was adjusted to cater children with ASD’s needs including using technology in the class. Both centres employed the universal design for learning, and they had different classroom management strategies such as doing finger play to attract children’s attention during group time. To address children’s challenging behaviours, educators used the replacement skills and consequence strategies.

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We live in a society where the world of education is constantly education. Through different developments, the adoption and implementation of various programs have shaped and molded education to where it is today. However, as we progress and move forward, there are still many changes that need to be made for the betterment of all students. When we consider those children in special education it is hard to look at one student and determine if they are special needs, and if they qualify for special education services. There are many children who do not seem to have special needs as we look at them with the human eyes.

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Since there are over 1.7 million children in the UK who are recognised to have special educational needs there are now more learning opportunities and options available with educators far more knowledgeable as how to provide the best education for these

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The curriculum will reflect the needs of all children within the setting and enable them to enjoy their rights with a growing understanding of how they can help others to access their rights. The curriculum will be interactive, experiential and accessible for all, with activities that link across the different areas of learning. This enables children to develop their understanding of rights in different contexts. The provision in all areas of the setting should not only reflect the diversity within the setting but also of its community and the wider world enabling children to understand that Children’s Rights are not only for them or just the children in their setting but for all children wherever they live. It has already been stated that the UNCRC offers all settings the opportunity to develop a values framework and provide a learning environment that respects the Rights of the Child.

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The SEN Act provides children with SEN a right to access mainstream education This has been achieved via the Disability Discrimination Act 2005 who work with outside agencies to meet the needs of pupils with SEN and learning disabilities in schools, for e.g. adapt lesson plans to make it easier to learn and

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Motivation for learning is important for whole school policy and practice. School policies use parents and the wider community to boost children’s motivation for learning. (McGarry Klose, 2008, page 12). School policies such as curriculum subject policies and code of discipline should aim to provide for motivation of learning. In school practice, a teacher’s role is to provide the motivation to learn.

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