This document provides an introductory awareness training on equality and inclusion in health, social care, and children's and young people's settings. It covers several key objectives: identifying the effects of discrimination; describing barriers to equality and inclusion; evaluating how barriers prevent inclusion; and examining influences as a role model. The training discusses concepts like the social model of disability, uses activities to demonstrate barriers, and promotes providing inclusive resources to overcome stereotypes.

1. PWCS 03
Introductory awareness of equality and inclusion in health
and social care and children’s and young peoples settings.
PWCS 03
Introductory awareness of equality and inclusion in health
and social care and children’s and young peoples settings.

2. Time to think………………………………….
How many words from the letters in
discrimination
Timer

3. Objectives
• Identify the effects of discrimination using
PIES
• Describe barriers to equality and inclusion
• Outline the barriers to inclusion including
subjects around the protected characteristics
• Evaluate how barriers prevent inclusion

4. Santa
Look Santa is InclusiveLook Santa is Inclusive
Recap

5. © Hodder Education 2011
Know discriminatory practices in health and
social care
Discrimination

6. Effects of discrimination
• Physical health and well-being
• Intellectual health and well-being
• Emotional health and well- being
• Social Health and well-being

7. ICT Task
Either make a table to write about the effects of discrimination or write
an essay titled The Effects of Discrimination.
Make sure you cover physical, intellectual ,emotional and social effects.
Ask a peer to check your spelling, punctuation and grammar

8. Have you met any objectives yet?

9. What could be a barrier to EQUALITY
and INCLUSION
Board Blast

10. What could be a barrier to EQUALITY
and INCLUSION
• Discrimination
• Poor quality of care from service providers
• Being provided with the wrong services or
medication.
• Not being given choice
• Feeling isolated because family lives abroad
• Incorrect signposting to services
• Lack of resources, interpreters, specialist
equipment.

11. Social and Physical barriers
Social barriers- Can you remember what
prejudice means?
Physical barriers- Can you remember what an
hearing loop is?

12. Have you met any objectives yet?

13. How to Make a Pinwheel

14. Create a pinwheel to demonstrate
barriers preventing equality and
inclusion

15. PWCS 03
Introductory awareness of equality and inclusion in health
and social care and children’s and young peoples settings.
PWCS 03
Introductory awareness of equality and inclusion in health
and social care and children’s and young peoples settings.
Tuesday 24th
November

16. Mathanagram- can you work out
what the maths words are?
1.Laneg
2. Itadondi
3. Bhromus
4. Matietse
5. semaeru

17. Do you know what a rhombus is?

18. Objectives
• Identify the difference between the medical
model and the social model of disability
• Describe the purpose of a persona doll
• Explain how to provide an inclusive setting
• Identify gender specific toys
• Explain gender specific toys can develop
stereotypical views
• Evaluate how resources can promote
inclusion.

19. Recap-They are not normal…
You have been told by a care worker that people with
learning difficulties are not allowed to leave the hospital
where they are being cared for because “these people
are not normal”. These people using the hospital service
have never been given a choice about their clothing or
meals, as it is argued by the workers that giving them
choice would just confuse them. The care worker also
told you that these people are kept away from “normal
people” so they won’t have to look at them or be scared
by them.
1. Identify some examples of discrimination in this story.
2. Identify on example of stereo typing
3. How is the term “normal people” leading to
discrimination.

20. Which sounds like it would be a more
positive approach to inclusion?
MEDICAL MODEL OF DISABILITY
Or
SOCIAL MODEL OF DISABILITY

21. Lets find Out………………
Our society often considers disability to be a tragedy for the
individual and a burden for the family and society. This is
based on an individual or medical approach to disability.
This model focuses on the lack of physical, sensory or
mental functioning, and uses a clinical way of describing an
individual's disability.

22. Video Clip
Social Model of Disability

23. The Social Model of Disability
• Disabled people have arrived at a different model to help
understand the situation. They are challenging people to
give up the idea that disability is a medical problem
requiring "treatment", but to understand instead that
disability is a problem of exclusion from ordinary life.

24. An example
• A child with a visual impairment wants to read the latest best-
selling book, so that they can chat about it with their sighted
friends. Under the medical model, there are very few
solutions. A social model solution makes full-text audio
recordings available when the book is first published. This
means children with visual impairments can join in cultural
activities with everyone else.
• Paired Activity- can you think of an
example

25. Have you met any objectives yet?

26. What does persona mean?
The aspect of someone's
character that is presented to or
perceived by others.

27. Persona Dolls
• The innovative Persona Doll approach
encourages children to develop empathy and
challenge discrimination and unfairness. It
helps counter the prejudices in the classroom.

28. I help children learn
about difference
I help children learn
about difference
I have my own
identify that makes
me different
I have my own
identify that makes
me differentI am used as a circle
time approach. We
discuss my
individuality .
I am used as a circle
time approach. We
discuss my
individuality .
The children learn
about me and I am a
role model to them.
The children learn
about me and I am a
role model to them.
The children learn about scenarios I have
been in and I help them to empathise and
challenge situations that are wrong.
The children learn about scenarios I have
been in and I help them to empathise and
challenge situations that are wrong.
Persona Doll Training

29. Have you met any objectives yet?

30. Girls vs Boys
Using the catalogues in small groups make 2 collages of toys for a girl and toys for a boy
for Christmas.

31. What are we demonstrating to
children when we provide gender
specific toys?
Would you think it’s strange if a young boy
was in the home corner and was wearing a
pair of girls shoes?
Should we only ever provide knitting in a care
home because that is what all older ladies like
to do?

32. Make a new collage.
Using the collages you have made turn them into a
piece of work demonstrating how resources
have an impact on stereo typical attitudes. Why
do the resources we use need promote
inclusion?
All boys should be provided with the opportunity
to play in the home corner
All girls should be able to play with tools
and cars

33. Have you met any objectives yet?

34. Throw the Ball
What have you learnt today?

35. Homework
• As you are out and about in town can you spot
any barriers to equality and inclusion.

36. PWCS 03
Introductory awareness of equality and inclusion in health
and social care and children’s and young peoples settings.
PWCS 03
Introductory awareness of equality and inclusion in health
and social care and children’s and young peoples settings.
Friday 24th
November

37. Time to think……..
Countdown

38. Objectives
• Examine gender discrimination
• Explain how to provide an inclusive setting
• Identify the influences you have as a role
model
• Describe how barriers to equality and
inclusion may be overcome
• Evaluate how resources can promote
inclusion.

39. Recap
• Pass the parcel and answer the question
Link to Homework

40. Gender discrimination
• How fair is Britain?
Equality and Human Rights Commission

41. ‘Inclusive education’
• Inclusive education enables all students to
participate fully in any mainstream early
years provision, school, college or university
• Inclusive education aims to equip all people
with the skills needed to build inclusive
communities
• NOT ALL CHILDREN WANT TO GO TO MAINSTREAM
SCHOOL BECAUSE IT DOESN’T SUIT THEIR NEEDS

42. How do we make an
inclusive environment?
• Attitudes in the environment
• Equipment we use
• Resources we provide
• How we access the environment
• Removing barriers
In small groups write a sentence explaining what you think
each of these mean.
In small groups write a sentence explaining what you think
each of these mean.

43. Special equipment

44. Knock down the barriers
• On your brick wall write down how barriers to
equality and inclusion could be overcome.

45. Have you met any objectives yet?