1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. Teachers always have to protect themselves and the best way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically an example for my students therefore I must not discriminate, abuse (physically or verbally), dress inappropriate, and be late or messy. The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the profession of teaching is becoming more complex and important. In order to keep up with the changes, I need to ensure that I meet the highest possible standards. Following …show more content…
The main intent is to protect individuals against misuse or abuse of information about them.” Calin Rusu Equality and Diversity Act (2010) is another important legislation which is linked to every LLUK standard. In my opinion, knowing and understanding the Equality and Diversity Act is crucial for me as a teacher in order to assess every learners needs and to meet these needs. It is not easy to treat all my students equally, especially if they are different nationalities, different races, different backgrounds and maybe with disabilities. But, with the initial assessment rrrr,,,, and choosing the right learning strategies and resources I’m sure I’ll be able to meet every learners needs. In order to succeed in meeting all my learners’ needs, I’ll use group tasks; I’ll differentiate them according to their level of knowledge, their learning styles, and by their disability if this is applicable without letting them feel discriminated. Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching
Among these rules, one of the rules is the Disability Discrimination Act of 1995; it is a legislation which protects the rights of young people and children with ill health or disabilities. It also influences the duty of schools and other related institutions to create a general setting. The Disability Discrimination Act of 2005 is another act which will help in making the
According to the Equality act, (2010) [When providing for learners they should all be treated equally despite] age, sex, sexual orientation,
In this assignment I will be talking about key aspects of legislation, regulatory requirements and codes of practice relating to my own role. I will reflect on the Teacher/Training cycle and make reference to where my role is relevant and any boundaries. I will also be talking about ground rules and how to promote appropriate behavior and respect.
KEY ASPECTS OF LEGISLATION, REGULATORY REQUIREMENTS AND CODES OF PRACTICE: As with any professional role there is always a legal requirement and ethical
As a teacher I must also ensure that I and my staff avoid physical contact with students except for reasons of health and safety, or under supervision.
In Australia, educators and schools must accept all children as they have the right to learn alongside same age peers within a mainstream education, no matter their diversity. Inclusive schooling supports all children with disabilities and learning disorders and allows children to learn. Inclusive education recognises and complies with a range of different government acts. These include Equal Opportunity Act (1984) and Disability Discrimination Act (1992), which protect the rights of all children. In 1970 students with disabilities began to attend mainstream education as researched proved that having children with special needs segregated was not how they deserve to be educated as they have the same rights as every other student (Konza, 2008, p.39). A series of documents and policies were put in place, offering students with disabilities the education they were entitled to and making inclusive education a part of Australian education. These documents include the National Disability Strategy, the National Quality Framework, the Early Years Learning Framework of Australia, the Australian Curriculum, and the Australian Professional Standards for Educators. This report looks at these policies and different services, which have been implemented in Western Australia. This report builds an awareness of the views the community, parents and educators of children with special needs have on inclusive education and what recommendations educators can implement in
Education of persons with a disability. The Standards are subordinate legislation and are subject to the objects of the Act. They clarify and elaborate the legal obligations in relation to
Disability act 1993 advocates that people with disability have the same rights as other members of the community, regardless of the degree and nature of their disabilities. This act provides information about disabilities. It encourages other bodies to facilitate people with disabilities in work and leisure. Information and services should be provided in a format that meets the communication needs of people with disabilities.
Limiting Use, Disclosure and Retention: Personal information can be collected or disclosed for the purpose, it was taken. For other purposes, consent is required. Personal information should be kept as long as necessary.
The sooner the student is taught about this subject the sooner they will develop cultural sensitivity and positive attitudes towards the disabled community. I also think that the teaching strategies expressed in these articles will assist the disabled community because they help people understand the proper language, approach, laws and techniques when coming in contacted with individuals with disabilities. The articles not only spoke about students ,but it gave teacher’s recommendations about how to effectively teach this subject rather it’s through face to face interactions, supporting literature, curriculum or programs, it provides the teacher the essential tools and knowledge to reach students of all abilities, which would benefit everyone as a
I agree with the views of this document, which reminds educators to see disability in terms of the rights of those who are disabled, rather then (as in the past) only in medical terms. Most importantly, barriers to learning in the education system must be recognised and the necessary interventions should be provided. The Draft policy on Screening, Identification, Assessment and Support (SIAS) document of the Department of Basic Education (DBE) also admits that there is as yet
As a teacher, and head of all my learners, I need to make sure i use correct language and make sure that I don 't stereotype. I also need to make sure I have a plan in place so that if any of my students have any inappropriate conversations or remarks it is dealt with.
The Department of Education, Training and Employment refer to the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005, in assisting with defining students with disabilities, and how they should be educated. Legislation requires education providers to make adjustments to assist students with disabilities, and all students covered under the DDA should have access to various support networks. This may include guidance support, speech-language therapy support, behaviour support and learning support. (DETA, 2005, p.1) In terms of planning
In 1975, Congress passed the “Handicapped Children Act” (Gibb & Dyches, 2016, p. 1). The Handicapped Children Act ensured that no matter what disability a child had, the child is entitled to appropriate and free public education. Later in 2004, the “Individuals with Disabilities Education Improvement Act (IDEA)”, restructured the Handicapped Children Act (Gibb & Dyches, 2016, p. 1). According to IDEA, special education is unique instructions that are specifically designed for individuals with special needs from 3 to 21 years old (Gibb & Dyches, 2016, p. 1).
The laws, act and regulations pertaining to teaching involved such as data protection Act (2003) (Gravels, 2012). This act made provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information. The students or learners records will be covered by this act. For example: if an organisation or teacher handle and store information about identifiable, living people for example, about learners – I am legally obliged to protect that information. Under the Data Protection Act, I must: only collect information that I need for a specific purpose, keep it secure, ensure it is relevant and up to date, only hold as much as I need, and allow the subject of the information to see it on request. (ico.org.uk).The next act is equality (2010) (Gravells 2012). This act provides rights for people not to be directly discriminated against or harassed because they do not have an association with a disabled person, nor must people be discriminated against or harassed because they have been wrongly perceived or disabled. The act says that there are nine protected characteristic which refers to aspects of a person’s identification which is protected from discrimination. The characteristics are: age, disability, gender identification, gender, maternity and pregnancy, marriage civil partnership, race, religion belief and sexual orientation. Examples of failure to make reasonable adjustments: deaf learner who