This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles
This unit considers the meaning of the terms 'equality' and 'inclusion'. Learners will identify different discrimatory behaviours and attitudes and how they can be overcome.
Know the importance of equality and inclusion within health, social care and children’s and young people’s settings.
Additional details
Learners need to be able to define the terms 'equality' and 'inclusion'. They will then consider how these terms form the basis of the values and principles of health and social care settings. They should be able to give key reasons why equality and inclusion are important in health and social care settings (e.g. ensuring equal access to care, ensuring people from different cultures are treated in a way that respects their beliefs and ensures their dignity.) Learners may be able to access value statements from different organisations.
Define the terms equality and inclusion.
Outline how equality and inclusion form the basis for the principles and values of health, social care and children’s and young people’s settings.
Know the affects of discriminatory attitudes and behaviours on individuals.
Additional details
Discriminatory attitudes may include stereotyping, making assumptions. The effects on the individual may include a feeling of isolation, distress, withdrawal from social situations.
Discriminatory behaviour may include the use of inappropriate language, lack of respect for beliefs, serving inappropriate food, prioritising the needs of one individual or group over those of another. The effects on the individual may include poor physical or mental health, being marginalised, feelings of anger.
The examples given above are a sample. The tutor and learner may identify equally valid examples.
Identify discriminatory attitudes.
Give examples of how discriminatory attitudes can affect individuals.
Identify discriminatory behaviours.
Give examples of how discriminatory behaviours can affect individuals.
Know the factors that affect equality and inclusion of individuals.
Additional details
Learners need to consider possible barriers to equality and inclusion. They could include barriers relating to the physical environment (e.g. access to a building for a person using a wheelchair), those relating to communication (e.g.those who are non-verbal, visually impaired or do not speak English), as well as other factors such as staff understanding and attitudes. They should be able to identify some ways to overcome these barriers (e.g. through staff training, having multiple communication channels).
Practical examples may help learners understand this outcome. For example a child for whom English is a second language, joins a nursery class in the middle of a term. They do not know anyone in the class. The learner can identify the potential barriers for the child and ways the staff can work to include them. The final assessment criteria could also be related to the practical examples.
Identify social and physical barriers that may prevent equality and inclusion.
Outline how barriers to equality and inclusion may be overcome.
Outline behaviours that may promote equality and inclusion.