The Wide Range Of Responsibilities Conducted By Teacher

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

Disability Equality in Education (DEE) carried out research for the Department for Education and Skills in England to find out how schools are meeting the duty to make reasonable adjustments for disabled pupils. It found that successfully inclusive schools

- Make reasonable adjustments to ensure that disabled pupils are not placed at a substantial disadvantage.

1.1 One of the class teachers main roles is to monitor and assess pupil achievement. They need to know how their class are progressing and be able to report on this. The teacher plans the lessons and schemes of work to enable the children to reach their learning objectives. It is important that the teacher, children and support staff know the objectives so they can understand the learning that is taking place.

Within my current role it is my responsibility and belief that I am committed to and follow the Companies Equal Opportunities Policy. I assess all job applications and interviews without regard to disability, race, gender, age, sexual orientation, religion or belief and I ensure I treat everyone as equal and with respect and promote this within my teams and through inductions.

Overall it is the responsibility of the school/college management team and the staff to ensure that pupils, staff and parents of different racial groups are treated equally, given the same opportunities and attaining the same targets as their peers.

1.1 What are the laws and codes of practice that relate to the promotion of equality and the valuing of diversity? (Make a list).

Under the Education Act 1981 provision should be made so that children and young people with Special Education Needs (SEN)/Disability or children and young people that have a learning difficult but which has not yet been clearly identified, are supported and can access mainstream schooling.

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

In order to encourage equal participation the United Nations Convention on the Rights of People with a Disability 2008 policy has been agreed upon by most countries. This convention in terms of education states that “persons with disability should be guaranteed the right to inclusive education at all levels, regardless of age, without discrimination and on the basis of equal opportunity”. Other legislation that shows Australia’s commitment to resolving and minimising this issue is shown in the Disability Discrimination Act 1992 and in the establishment of the Disability Standards for Education in 2005, which outline clear legal obligations associated with inclusive education in schools that all education institutions must be aware of (Australian Research Alliance for Children and Youth, 2013, p. 5). I believe that the establishment of the standards under the Discrimination Act was an effective measure as it not only looked at inclusion but objectives aimed to ensure that individuals with a disability have the same rights and acceptance within a community in regards to “enrolment, participation, curriculum development, accreditation and delivery, student support services and elimination of harassment and victimisation” (Commonwealth Attorney-General’s Department,

Once have identified the students needs and have planned and designed the course I can then deliver or facilitate the learning. I can use different styles and activities to keep the students interested. I can invite comments and discussions to enhance their learning. This could promote inclusion of the quietest of the students and also give me time to carefully observe and assess their learning . I may need ice breakers and energisers at times and also maintain any ground rules that may have been agreed at the beginning of the course by the students. I must conform to codes of practice at all times ensuring also that I promote respect, equality and diversity. I will also try to embed language, literacy, numeracy,and ict

The role of a teacher is very complicated. Teach your students academic values in unique ways that each individual student can understand. Teach students about morals in classroom settings and real world settings. Prepare your students to progress in education. Tell them your expectations and future expectations so their are no surprises and few conflicts. Make your students feel comfortable in your classroom and tell them when you are available if they need anything. Break educational standards, make learning enjoyable instead of required. Be that teacher that everyone loves, it will make the job so much more rewarding and might give some of your students something to look forward to each day. Most importantly, keep your students safe. Protect them from themselves, their peers, and those on the outside of the school walls. That is your most important job as a educator.

The special educational needs and disability act 2001 “The focus is on preventative work to ensure that children’s special educational needs are identified as quickly as possible and that early action is taken to meet those needed. The code of practice set out a framework for effective school based support with less paper work for teachers and emphasis on monitoring the progress of children with special education needs towards identified goals. It covers the special education needs provisions of the special education needs an disability act 2001 and provides a framework for developing the strong partnerships between parents, schools, local education authorities, health and social services and voluntary organisations that are crucial to success in removing barriers to

“We want children and young people with special needs and disabilities to achieve well in their early years, at school and in college; find employment; lead happy and fulfilled lives; and have choice and control over their support.” DfE, 2014