equality training - directory of courses and programmes 2011 - 2012

EQuality Training

Directory of Programmes and Workshops

2010 - 2012

Contents

5

Contents: 5About us 7 Programmes: Our starter programmes Equality and Diversity 14 Disability Equality: a single strand approach 15

Our intermediate programmesEquality and Diversity 16Inclusive Prac�ce 17Inclusive Play – prac�ce development 18

Our expert and leadership programmesEquality and Diversity Update Training 19Working community in partnership with community associa�ons 20Leadership: reaching the hard to hear 21Leadership: Seeking equity and wellbeing 22Leading on Inclusion 23

Addi�onal programmes and toolkitsTrain the Trainers: disability equality training 24Inclusion Quality Standard: a toolkit for prac��oners 25Inclusive Prac�ce and Wellbeing: a toolkit for professionals 26Inclusive Prac�ce: a toolkit for outstanding se�ngs 27Books 28Examples of programme �mes and content 29

About us

7

About us

Our mission and ethos

The core business of EQuality Training is to deliver high quality programmes in equality and

diversity, inclusive prac�ce and leadership. Our training programmes are grounded in theory

and provide the framework and guidance that enables posi�ve change to working prac�ces.

By con�nuing to publish research, develop programmes and par�cipate in peer mentoring,

we maintain our own high standards of professional development and remain members of

the learning community with whom we work.

At EQuality Training we are deeply

commi�ed to the principles of equality.

Our mission is to improve the wellbeing

of whole communi�es through the

development of inclusive prac�ce.

We wish to spread understanding and

confidence, challenge discrimina�on

and remove the barriers that so many

people s�ll face. As advocates for

social jus�ce we demonstrate these principles in all our policies, working documents, codes

of prac�ce and training materials.

We are specialists in learning and development and train educators in all sectors to improve

their prac�ce quality. We are ac�ve in training and development of materials relevant to the

early years sector, leadership development and community par�cipa�on. We also work for

organisa�ons dealing with poor employment opportuni�es among marginalised groups: we

help them improve equality and diversity prac�ce and tackle issues of discrimina�on in areas

of recruitment, selec�on and promo�on.

About us

8

Our people

Equality Training represents excellence in its field. All EQuality Training staff are educated to

graduate level and some hold further professional qualifica�ons (eg Postgraduate Cer�ficate

in Educa�on, Doctorate in Applied Psychology) and are members of relevant professional

bodies. Other staff are well-respected and published authors: Educa�on for Social Jus�ce,

co-authored by Laura Chapman, Director and Professor J West-Burnham is in use by a

number of universi�es and features on the reading list for a Masters course.

Our Director, Laura Chapman, works �relessly in areas of leadership development and

community cohesion. Laura holds the posi�on of trustee for Imagine, a leading mental

health charity based in Liverpool and has previously been a trustee for The Winged

Fellowship, The Alliance for Inclusive Educa�on, and Parents for Inclusion.

Our por�olio

Equality Training’s posi�ve ac�on-based programmes help par�cipants iden�fy the ideas that

enable an understanding of discrimina�on. We then encourage par�cipants to develop

specific strategies for changing their organisa�on’s culture and remedying unfairness. Our

programmes support learners in moving towards a deeper understanding of the meaning of

equality. Sessions aim to help par�cipants:

• Develop a clearer understanding of fair prac�ce

• Feel confident and competent in elimina�ng unfairness

• Embed ways of celebra�ng difference within policy and prac�ce

• Develop tools for change in their own organisa�on.

By the end of our courses, par�cipants will have prac�cal, ongoing strategies to develop their

own inclusive prac�ce. We are totally commi�ed to the belief that inclusive prac�ce

improves the wellbeing of all the people in any context.

About us

9

Our approach

EQuality Training delivers bespoke programmes which match the needs of each client group.

With our fundamental belief in communi�es of prac�ce we offer stakeholders control in

shaping their own learning through ac�ve par�cipa�on and dialogue. An EQuality Training

programme is not about passively receiving informa�on. It’s about discovering,

understanding, evolving intelligent solu�ons to real issues and crea�ng a shared vision that

leads to change.

We take care to explore client requirements in detail, crea�ng the right blend of programme

elements that fulfil each client’s aims. During each session, we tailor this to the learners’

desired outcomes. This degree of individual a�en�on is rare, as it demands deep knowledge

of the subject and an ability to adapt on the spot. Furthermore, it enables each par�cipant to

move on from their current level of understanding and address a range of learning needs.

We do not impose ground rules or set outcomes and each learner can ask for their par�cular

needs to be met. At the end of each learning ac�vity, we check that par�cipants are happy

that the teaching is sufficiently flexible.

All that we do is underpinned by our defini�on of inclusive prac�ce.

It is this commitment to strategic change in our delivery that we term ‘inclusive prac�ce’.

This way of working accommodates all par�cipants and respects diversity and difference.

Deliberate interven�on helps to secure fair par�cipa�on for every learner irrespec�ve of

ability or circumstance. Inclusive prac�ce is an organic process: rather than offering an

alterna�ve views or ‘right answers’, it builds new perspec�ves by developing a shared

dialogue.

Inclusion applies equally to the gi�ed and talented and those with special needs. In

many ways it offers a powerful strategy to ensure op�mum provision for all young

Inclusion applies equally to the gi�ed and talented and those with special needs. In

About us

10

many ways it offers a powerful strategy to ensure op�mum provision for all young

people that is geared to their par�cular needs and talents.

(www.ncsl.org.uk/personalisinglearning p 8)

Ul�mately, inclusive prac�ce will vary for every group, department and organisa�on and the

experience will be unique to every individual learner.

Our team development pathway

Team members have different roles within each organisa�on, so to be truly successful team

members’ personal development needs to be tailored to their own career progression. Our

pathway therefore recommends that different members of each team a�end different

sessions. For example, a senior manager may a�end the Equality and Diversity session with

their staff, in order to feedback to their management team before they a�end a session on

strategy and purpose. Ideally, every members of the organisa�on would par�cipate in three

or more sessions to create a programme best suited to their role and career advancement.

‘The Training increased my confidence regarding developing fair practice’

http://www.ncsl.org.uk/personalisinglearning

About us

11

Examples of different programme themes tailored to suit difference team requirements:

Starter programmes

Intermediate programmes Leadership programmes

Senior workers and leadership teams

Themes:

Values and vision

Building dialogue


Themes:

Change and purpose

Meaningful rela�onships


Themes::

Shared leadership

Systems change

Middle and senior workers

Themes :

Promo�ng learning and teamwork

Promo�ng u user involvement


Themes :

Policy development and

Three- year planning


Themes ::

Community projects

Organisa�onal change and

culture development

Prac��oners andcommunity workers

Themes :

Person-centred service

Invita�on and agreement


Themes:

Theory and policy development

Policy and prac�ce development


Themes :

Different perspec�ves and

shared vision.

Community involvement

Our programmes

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Our programmesWhether the delivery takes place in a few hours or over a few weeks, our programme

por�olio comprises a wide variety of op�ons. As outlined above, there is no ‘right’ way! We

ask our clients which type of programme best suits their aims, �me and budget. Flexibility is

always at the heart of our programme delivery.

Conferences and briefings - seminar style

Unless the session is very short, we always recommend two trainersfor these presenta�ons:

the dual delivery adds greater variety in voice, approach and perspec�ve to the learning

experience. Also, interac�on models and reinforces core messages, dialogue and shared

understanding, all fundamental to equality anddiversity. There is always �me for reflec�ons

and ques�ons but this delivery style offers par�cular opportuni�es fornew ideas to groups

needing high informa�on and low interac�onin a short session.A series of these short

sessions can be highly cost-effec�ve, par�cularly if par�cipants are willing to apply and

reflect on learning between each session. Suitable for groups of 10 – 90 people.

Workshops and extended programmes, a dialogue style

In these sessions our role is one of facilita�on. Learning takes place when par�cipants share

their knowledge, reflect and discuss with fellow learners.The lead trainer will have high levels

of relevant exper�se and experience and will seek to facilitate deep learning. Par�cipants

exchange best prac�ce ideas and ini�a�ves, and relate these to theory giving real depth of

understanding. These sessions are par�cularly effec�ve for groups striving to address gaps in

service and varia�on in standards.

Our programmes

13

Our programme themesEvery organisa�on needs to be able to change in response the community it serves. Both at

individual and team levels, learning and development needs have to be met by training that

takes account of internal and external pressures. This is why our training is designed to

support wider changes prompted by social context or government direc�ves.

EQuality Training’s pathway develops greater par�cipa�on to achieve shared goals. Within all

teams every person needs the support to grow in exper�se and experience by understanding

new ideas, acquiring new skills and developing be�er prac�ce. Shared knowledge also needs

to grow within the organisa�on, and change at this level requires an increasing culture of

respect for individual contribu�on. Our sessions follow a flexible direc�on: they begin with a

theore�cal emphasis and build on the learner’s knowledge intailored steps. The more we

work with clients as partners, the more we can design each step to meet wider organisa-

�onal priori�es.

To facilitate shared knowledge from the personal to the organisa�onal, our programmes

follow a flexible path. We begin by building prac��oner experience, work through the

dialogue that supports shared exper�se andmove towards an understanding akin to

organisa�onal knowledge.

Starter programmes

14

Starter programmes

Equality and Diversity

Context

The overall aim of this programme is to build professionals confidence by encouraging a

posi�ve response to change. The programme introducesbasic equality and diversity theory

with par�cular reference to language and prac�ce. It helps par�cipants to think clearly about

provision, par�cipa�on and choice for all and to begin formula�ng ac�on plans for tackling

discrimina�on in their workplaces. This programme sets the scene and context required for

our inclusive prac�ce and leadership programmes. By exploring defini�ons and the impact of

social pressures, par�cipants are encouraged to reflect on their own personal understanding

of discrimina�on. This leads to a clearer understanding of equality du�es and the

implica�ons for service delivery. It also helps individuals to embed equality issues and good

prac�ce, and to build on these successes using specific area knowledge and key internal

resources.

Objec�ves

• Understand respec�ul language issues and the effect of unfair prac�ces such

as ‘office banter’ on marginalised groups.

• Explore the difference between stereotype and prejudice and their effectson

marginalised groups.

• Examine personal views and a�tudes against an organisa�on’s culture.

• Gain a personal understanding of difference and belonging.

• Enjoy the session.

Starter programmes

15

Disability Equality: a single strand approach

Context

With its focus on disability equality theory and the medical and social models of disability,

this programme encourages par�cipants to think about how they can tackle disability

discrimina�on at work. It promotes an organisa�onal response, helping teams to enable the

fuller par�cipa�on of disabled people. By removing physical, a�tudinal and systemic barriers

and fostering an understanding of disablism, par�cipants are more able to address cultural

change within their organisa�ons. Furthermore, the approach to changing environment and

culture is consistent with other current theories and guidance that are applied widely across

our services.

Objec�ves

• Explore the effect of oppressive language and media on disabled people.

• Iden�fy the language, a�tudes and behaviour that impact on disabled people.

• Develop an understanding of disability equality theory.

• Understand the medical social modelsof disability.

• Iden�fy the barriers to par�cipa�on and opportunity.

• Create strategies to increase ethical commitment and effec�ve inclusive prac�ce.

• Enjoy the session.

‘‘Gave me an opportunity to reflect on professional attitudes and behaviour towards others’

Intermediate programmes

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Equality and Diversity

Context

This programme aims to help managers to develop a respec�ul culture and deliver be�er

and fairer prac�ce. Using a prac�ce-based approach to learning, par�cipants will reflect on

their own personal understanding of discrimina�on. At the heart of shared leadership is a

need to understand it as collec�ve capacity, not as personal role or status. This programme

calls for people to defeat discrimina�on by increasing interac�on with marginalised groups

to strengthen their voice and their decision-making power.

Objec�ves

• Improve par�cipants’ understanding of equality and change.

• Reflect on the personal implica�ons of equality on personal behaviour.

• Discuss these implica�ons at strategic level.

• Compare strategies to tackle discrimina�on.

• Learn about systema�c discrimina�on and accepted harassment.

• Plan ways of promo�ng posi�ve change in working prac�ce.

• Focus on the evidence needed to improve equality outcomes.

• Undertake ac�on planning to improve service delivery and to monitor equality outcomes.


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Inclusive Prac�ce

Context

This programme is designed to give whole teams a meaningful opportunity to ques�on their

knowledge into equality and diversity theory. It outlines the principles and process of

inclusive prac�ce. The programme helps prac��oners develop the crea�ve prac�ce that not

only addresses inequality but also contributes tofairer prac�ce and enhanced par�cipa�on.

When specific strategies are put in place to get the environment right, organisa�on culture

can change to give everyone a richer and more enjoyable experience. The programme also

helps par�cipants acquire up-to-date informa�on on equality and diversity, improve their

understanding of inclusive prac�ce, make the most of pre-exis�ng skills and talents within

staff teams and improve the effec�veness and efficiency of reaching pre-exis�ng goals.

Objec�ves

• Explore the context of inclusive prac�ce.

• Ques�on defini�ons of equality, equity and inclusive prac�ce.

• Iden�fy posi�ve prac�ce.

• Iden�fy prac�ce that hinders par�cipa�on.

• Development of possible strategies for change in the short-, mid- and long-term.

• Have more fun and enjoyment.‘ I now have a

deeper understanding of core values surrounding diversity’


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Inclusive Play – prac�ce development

Context

The overall aim of is to promote play for all children. Inclusive play supports good

development and social cohesion therefore should be a priority for all those working with

children. A personalised framework supports inclusive play which is of benefit to all

children’s growth and wellbeing. By building prac��oner confidence in inclusive prac�ce, the

programme will help par�cipants to respond to children’s individual needs and work more

closely with families, community associa�ons and other agencies to spread good prac�ce

and share support and scarce resources

Objec�ves

• Understand the importance of planning ac�vi�es which include all children.

• Review the principles of inclusive prac�ce in terms of play principles.

• Reflect on current prac�ce and develop new ideas for developing children’s self-reliance

and self-esteem for all children through play.

• Consider how policy can posi�vely encourage children, play workers, volunteers and

parents and carers to take part in play opportuni�es.

• Recognise that equality issues are an essen�al part of an equal opportuni�es policy and

underpinned by legisla�on.

• Consider the importance of risk to development, crea�vity and wellbeing, and develop

risk management strategies that enhance par�cipa�on.

Expert and leadership programmes

19


Equality and Diversity Update Training

Context

Par�cipants will refresh their understanding of legisla�on by examining the key themes

rela�ng to Every Child Ma�ers and the new Equality Bill. They will reflect on changes to their

own prac�ce as a result of previous training, and share successful strategies that have

benefi�ed the community within their se�ng. We then provide updates that help

par�cipants to improve the effec�veness of their current prac�ce and policies, increase

wellbeing and sustain change. Prac��oners will be encouraged to network and form links

with other se�ngs so that pockets of good prac�ce become shared and more widespread.

Objec�ves

• Review defini�ons and legisla�on (in par�cular, the new Equality Bill) with regard to the

key theories of equality and diversity.

• Share successful strategies for sustainable best prac�ce development with other

prac��oners.

• Reflect on progress and re-assess outcomes.

• Review prac�ce and policy cycle.

• Considerac�on for further changes and improvements to inclusive prac�ce.

• Network with other prac��oners and form links within the community.


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Working in partnership with community members and associa�ons

Context

From an equality perspec�ve this posi�ve ac�on-based programme iden�fies the

marginalised groups within the community and seeks to promote greater inclusion across

organisa�ons. A deeper understanding of the meaning of equality is gained with an emphasis

on resolving inequality through specific culture change. We facilitate a number of steps to

higher stakeholder equity in order to change culture and thereby close the gap between

those who achieve and those who we con�nue to fail.

Objec�ves

• Explain community in terms of associa�on and shared ac�vity.

• Explore strategies to involve the community in joint ac�vity.

• Share understanding on popula�on interven�on.

• Plan for reaching ‘hard to hear’ groups.

• Make a posi�ve difference to the life chances of all children in your care.

• Celebrate good prac�ce and posi�ve outcomes.

‘The workshops have helped me understand the relevance

of community context’


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Leadership: reaching the hard to hear

Context

A successful community must be clear about its way forward. Here we suggest radical steps

to achieving higher equity among stakeholders in order to change organisa�onal culture,

closing the gap between those who achieve and those who we con�nue to fail. What can we

do differently to meet the needs of individuals who currently achieve least? What is our

guiding star? How does it influence our ethos, goals and prac�ce? Who can we involve in

change? How do we capitalise on the resources that already exist within our communi�es?

How do we change present culture to accommodate those who do not currently par�cipate?

How do we grow and support rela�onships with people from marginalised groups?

Objec�ves

• Understand the defini�on of wellbeing and its impact on crea�vity.

• Evaluate the impact of wellbeing and crea�vity strategies on par�cipa�on and behaviour.

• Explore ways of raising aspira�on through rela�onships, engagement and crea�ve ac�vity.

• Consider happiness strategies for children and adults.

• Make a posi�ve difference to the life chances of all children in se�ngs.

‘Gave me a wider range of practical strategies to

impact on staff behaviour’


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Leadership: Seeking equity and wellbeing

Context

This programme outlines ideas from recent wellbeing research that support the need for

teachers to address happiness more conscien�ously in prac�ce. It makes a case for reducing

emphasis on targets and increasing opportuni�es for developing skills, enabling choice and

finding greater meaning in learning ac�vi�es. Wellbeing has always been of great concern to

all those involved with babies, children and young people. Teachers know it promotes

par�cipa�on and social interac�on and that it achieves results. However, under the

pressures of a culture of tes�ng, there is a fear that current priori�es will deter teachers,

parents and young people. We argue that young people’s happiness (and therefore a be�er

learning experience) needs to be taken much more seriously.

Objec�ves

• Understand the nature and impact of underachievement.

• Evaluate the delivery of wellbeing in current prac�ce.

• Explore ways of raising equality and fairness.

• Make a posi�ve difference to the life chances of all children in your care,

• Update knowledge of legisla�on.

• Relate the legisla�on to one’s own role.

• Understand the wider picture of equali�es.

• Examine how to overcome resistance to changes in prac�ce.

‘I gained confidence in meeting different people’

‘I now have an improvedunderstanding of the ideas

underpinning equalities’


23

Leading on Inclusion

Context

This programme aims to increase knowledge and exper�se through an understanding of

good prac�ce and a willingness to challenge exis�ng prac�ce. This mo�va�onal programme

develops the leadership skills to inspire your team to work collabora�vely, improve lives by

building on good prac�ce and raising standards without increasing workload.

In a climate of trust, stereotypes and prejudice are challenged and marginalised groups are

offered equality of opportunity.

Objec�ves

• Reflect on personal meanings of equality and discrimina�on.

• Explore strategies for researching the community and improving collabora�ve working.

• Iden�fy and own the barriers to be tackled.

• Understand shared leadership.

• Create strategies for the full and equal par�cipa�on of all individuals.

• Think afresh about ac�vity that promotes trust and strengthens rela�onships at work.

• Provide ways to promote posi�ve change in how we work.

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‘Provided me with personal understanding of oppression

and multiple labels’

New developments and other resources


Train the Trainers: disability equality training

Context

This course is aimed at developing the knowledge and skills of disabled staff (typically

learning and development professionals with a prior understanding of training). It has been

specifically tailored to give par�cipants a good grounding in disability equalitytheory.

Par�cipants will learn to apply this theory to their trainer roles by developing ways of

demonstra�ng core concepts in prac�ce.

Objec�ves

This training help deliver understanding on the following:

• A shared understanding about the historical nega�vity and medical bias that s�ll

overwhelm our culture

• An understanding of the power of contemporary communica�ons (eg the media’s

emphasis on striving for physical ‘perfec�on’)

• Understanding the unique character of ‘disablism’, according to legisla�on such as the

Equali�es Act and its links to racism, sexism, homophobia and ageism etc.

• ‘Respec�ul’ language vs. poli�cal correctness.

• The importance of disabled people’s leadership.

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Toolkits

To date EQuality Training has provided three toolkits to support the different learning and

development needs of a number of our clientorganisa�ons.

Inclusion Quality Standard: a toolkit for prac��onersThis toolkit encourages se�ngs to develop a proac�ve approach to inclusion by evidencing

good prac�ce. It helps prac��oners to be more strategic in their approach and to encourage

more families with disabled children to use the service.

Se�ng staff work through three modules to self-evaluate and improve their inclusion

prac�ce, supported where necessary by a play workers. The modules are designed to present

increasing challenges. Comple�on of all three will take between 6 months to one year,

depending on the provider’s star�ng point.

The Inclusion Quality Standard (IQS) was piloted with 15 se�ngs during 2009 and is now

being rolled out to the en�re of Bradford’s Children’s Service.It sits alongside disability

equality training and other targeted training such as the Makaton communica�on

programme also being coordinated by the authority.The Inclusion Quality Standards Toolkit

has been very well received and is men�oned as a posi�ve tool for change in the recent

Government Green Paper DCATCH Evalua�on -

h�p://publica�ons.educa�on.gov.uk/eOrderingDownload/DFE-RR013.pdf

One of the Standard’s keys to the success is its sustainability: the culture change it promotes

con�nues for all children for years to come.


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Inclusive Prac�ce and Wellbeing: a toolkit for professionals

This prac�ce-based workbook was wri�en to support a wellbeing framework and to support

the needs of teachers and early years prac��oners. The toolkit sets out the ideas, principles

and prac�ce that contribute to young people’s long-term wellbeing in an educa�onal se�ng.

The ideas put forward are then the basis of every par�cipant’s prac�ce review, and provide a

basic framework from which prac��oners can build their own personal strategies and add to

their policies.

At the heart of the toolkit is an understanding that many children fail to reach their poten�al.

The gap is growing between those who thrive and those who do not. In addi�on, the

implica�ons of disadvantage compound and deepen over �me: a disadvantaged infant is far

more likely than her privileged peers to endure hardship later in life in terms of health,

emo�onal, social and economic wellbeing. In view of this and recent research, young

people’s happiness needs to be taken much more seriously to enable children’s wellbeing

and crea�vity. There is an urgent need to iden�fy the learning needs and the development

ac�vi�es that enhance people’s performance and integrate these into the curriculum as part

of the core purpose of educa�on. The toolkit guides prac��oners through steps that help

them understand the ideas underlying recent wellbeing and crea�vity theory, recent

guidance and legisla�on. It will help them develop more effec�vely as professionals and

increase best prac�ce without adding to their workload.

26


‘I learned new skills and processes to make equality successful’

27


Inclusive Prac�ce: a toolkit for outstanding se�ngs

EQuality Training’s Inclusive Prac�ce toolkit was created to reduce costly ‘trainer

interven�on’ while increasing learning opportuni�es for prac��oners. This programme has

been especially tailored to give whole teams a concise but meaningful introduc�on to the

ideas, the principles and the process behind inclusive prac�ce. The toolkit offers a broad

framework to support the development of crea�ve strategies that be�er ensure every child’s

wellbeing.

Underpinned by the principles of ac�on research, the programme guides par�cipants

through a set of steps for developing their own inclusion framework. The programme is

primarily intended to raise prac��oner confidence in dealing with disabled children, but the

principles can be applied to mee�ng the needs of every child more fully. Although all se�ngs

aim to raise par�cipa�on, their ac�ons and approaches will vary. Therefore, gaps in confi-

dence and exper�se arise between se�ngs and children and their families inevitably lose

out. UK evidence shows that irrespec�ve of their differences, all children can be successfully

included and appropriately accommodated in mainstream se�ngs. However, the challenge is

to make this a consistent reality so that families can rely on excellent provision wherever

they live.

To deliver such solid quality, every team will need to audit and evidence their exis�ng service

and prac�ce. Our process ensures that as strategies are put in place, inequality of

opportunity within a se�ng is reduced and prac�ce mismatches between se�ngs are

iden�fied.


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Books

Educa�on for Social Jus�ce: Achieving wellbeing for all

by Laura Chapman and John West-Burnham

This book aims to help people understand a number of aspects with regard to

wellbeing. It will help people think about their prac�ce with regard to crea�ng

strategies to help achieve greater social fairness by crea�ng individual and

local solu�ons that also match up to na�onal policies and strategies.

A Different Perspec�ve on Equality

A long-awaited companion to our basic courses in equality and diversity, this book is a real

achievement in terms of accessibility and synthesis.It will provide a robust and challenging

resource for many prac��oners in the years to come. The main premise is that everyone has

something to give to his or her community. The ability to contribute to shared prosperity is a

fundamental part of what it means to be alive, yet for many their contribu�on is s�ll

unrecognised.

“Provides many valuable instruments for awareness raising, training and development

towards a more civilised and civilising community. It is a highly significant and

challenging contribu�on to thinking and prac�ce towards a be�er society and stronger

communi�es in the interests of all of us. This is a thought provoking book from which we can

and should all learn. It oozes integrity, authen�city and humanity.”

Tony Gelsthorpe, Secondary Headteacher.

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Examples of programme �mes and content

Disability Equality Training Programme (single strand approach)

Ac�ve welcome Introduc�on ac�vity and dialogue.

Ground rules

and an�cipated

outcomes

Modelling best prac�ce: a shared policy for inclusive prac�ce.

Respec�ul

language

An ac�vity to give prac��oners an understanding of the terminology,

and increased confidence to discuss disability equality without b

becoming caught up in poli�cal correctness.

Stereotypes and

prejudice

Group feedback session: reflec�ng on the associa�ons between

stereotypes, feelings and ac�ons. An insight into social pressures and

difficult behaviour.

Social/medical

model.

Understanding responsibility and the ideas underpinning disability

equality legisla�on.

Support services

(op�onal)

Available services, links in the community: facilitated discussion with

an invited guest from the Inclusion Team – what’s available and who

to ask.

Ac�on planning A capacity approach: par�cipants reflect on their own good

prac�ce.Ideas are shared and developed, modelling a proac�ve

approach to inclusive prac�ce.

Next steps,

feedback and

close.

Par�cipants are invited to share the steps for posi�ve ac�on that

they will take back to their prac�ce.


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Inclusive Play Programme

30


Ac�ve welcome

Ground rules /

An�cipated Outcomes

Welcome.Introduc�on: Play – what’s important to you?

Modelling best prac�ce: methods of mee�ng individual needs and

strategies that promote belonging – a shared policy for inclusive

prac�ce.

Ethical commitment and

environment change.

Play memories: what are our best memories of play from our

childhood? Where, when, with who?

Par�cipant ac�vity to establish values and meaning, feedback with

trainer input.

BREAK

Playworkprinciples

Rela�ng play theory, features and values to inclusive prac�ce.

Prac��oners reflect on their own working prac�ce in order to

unpick and re-examine the playwork principles.Feedback from

groups is shared and discussed.

LUNCH

A children’s rights

approach

Risk ac�vity: par�cipants work in groups to discuss issues

surrounding risk, egrisk and development, risk assessments, risk

for disabled children.

Rules and policy

Legisla�on and wellbeing: Beyond health and safety.

Demonstrating a commitment to the full development of all

children. An aspira�onal considera�on of needs – crea�vity,

success and the long term view.

Ques�ons, feedback and Further ques�ons and comments. Par�cipants are encouraged to


33

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