1.1. A Summary of Key Aspects of Legislation in Teaching

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

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

KEY ASPECTS OF LEGISLATION, REGULATORY REQUIREMENTS AND CODES OF PRACTICE: As with any professional role there is always a legal requirement and ethical

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.

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

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

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

These principles are included in PIPEDA, PHIPA and Quality of Care Information Protection Act which imposes obligations on health care/service providers.

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

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.

The key aspects of legislation, regulatory requirements and codes of practise in my own role and responsibilities are:

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

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 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