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Equality and Diversity
1. Unit HSC M1
Equality, diversity and rights in
health and social care
12th September
2016
2. Time to Think………….
Timer
If you were in a room with 100 people
how many of them would you expect to
have dyslexia?
Which UK city is the most ethnically
diverse?
3. Learning Outcomes
• Describe the diversity within the deaf
population
• Recognise that disabled people from
minority communities frequently
experience greater difficulty than the
majority in accessing high quality services
• Discuss that every human right is
important and needed for human beings
to live and grow
5. Deaf Community
Deaf written with a capital D, frequently refers to a person
who identifies him or herself as a member of the Deaf
community. The Deaf community share beliefs,
behaviours, values, traditions and history, and use sign
language as their preferred method of communication.
Members of the Deaf community tend to view deafness as
a human difference rather than a disability.
Silent Cafe
6. Discuss Rights
What two acts cover rights of the
Deaf Community?
These rights are contained
in the United Nations
Convention on the Rights of
the Child 1989.
Equality Act 2010
7. Paired Activity
Consider the Equality Act and 'reasonable adjustments’.
Sort the labels under two headings- reasonable
adjustments and what is unreasonable.
Recruiting a volunteer to
support with communication A deaf child being
unable to attend a camp
because of ‘health and
safety’
A netball referee
insisting on using only
a whistle to start a
match Printing off text in
advance that will be
read out loud
Using email to
communicate
instead of
telephone
Attending’ deaf awareness’ or ‘Making
Activities Deaf-Friendly’ training
Ensuring a group
leader is always
facing the front
A Group Leader refusing to wear a
Radio Aid
10. Case Study discussion
• Mr Amid does not speak English. Sophie, a
care worker, is attempting to communicate
with him. She is talking to him in English but
is trying to gesture to see if he would like a
cup of tea. He is hard of hearing but refuses
to wear a hearing aid. He is sitting in the
lounge where people are talking.
• Make a note of all the barriers to
communication and what could Sophie do to
minimise the barriers you have identified.
11. • Ethnic minority families are doubly
disadvantaged and face additional barriers
that prevent them from getting the
information and support they need.
• Beyond Words is a provider of books,
services and training for people who find
pictures easier to understand than words
14. Unit HSC M1
Equality, diversity and rights in
health and social care
13th September
2016
15. Time to think………..
Write down as many mathematical words as possible that
begin with the letter "M".
Mean
Mode
Median
Money
Minutes
Maths
Metres
16. Learning Outcomes
• Summarise the main points of the United
Nations Convention on the Rights of the
Child. ( UNCRC)
• Define direct and indirect discrimination
• Describe differing types of discrimination
17. Individual Tasks- Computer
Room
• Each student needs to complete the following on
Pro-Portal:-
1. My Goals
2. My Strengths and Development
3. About My Course
• Put together a FactSheet on the United Nations
Convention on the Rights of the Child
• You then need to register on Disability Matters and
complete a course.
Disability Matters
19. Recap
• What do the Deaf Community believe?
• How can you as a health and social care
practitioner support a Deaf service user?
20. When you look at these pictures what do you see? What
assumptions do you make?
21. Key Terms
• Direct discrimination- This occurs when
a person is intentionally treated unfairly.
• Indirect discrimination- This occurs
when rules or guidelines meant to apply to
everyone unintentionally affect one person
or a group of people more than others.
22.
23. Individual Task
Direct Discrimination Indirect Discrimination
Draw a table and decide if the examples you have
been given are are direct or indirect discrimination
27. Respect difference
• It is important to understand people’s
differences and celebrate these things.
The world would be a boring place if we
were all the same!
• It is also important to recognise the ways
that we are all the same.
• We are all human and everyone has the
right to be treated fairly.
28. Human Rights Act 1998
• All human beings, have similar basic
needs: nutritious food, health care,
shelter, education, protection from harm.
29. Important - all human rights
are yours
• Every human
right is
important!
• Every human
right is
needed to live
and grow –
and to be a
human being!
30. Reflect-Vote
Stand up to vote for which of these human
rights you think should be better protected
by the UK Government
• The right to play, rest and leisure.
• The right to an adequate standard of living.
• The right to the best possible health.
31. Unit HSC M1
Equality, diversity and rights in
health and social care
14th September
2016
32. Time to think………..
• Word square- All that you have to do is
make dictionary words of any length from
the letters in the grid – the bigger the
better! The only restriction is that the word
must contain the central letter.
C
SR
TH A
33. Learning Outcomes
• Define the term povertyism.
• Explore individuals needs that need to be
met to achieve self- actualisation.
• Describe how Maslow’s hierarchy of
needs can be applied to the needs of
service users
• Recognise negative consequences of
prejudice and stereotypes
34. Let’s recap
• What do the following terms mean?
• Direct discrimination
• Indirect discrimination
35. Povertyism
• Discrimination against people on the
grounds of their income.
• The Joseph Rowntree Foundation is an
independent organisation working to
inspire social change through research,
policy and practice.
Michael Sheen
36. Individual Rights
Hierarchy of Needs
Maslow suggests that we all
have needs that must be
met if we are to achieve self
actualisation ( become what
we are capable of
becoming)
37. Creative Task
• Produce a Maslow Hierarchy of needs
showing how you can apply this to the
needs of individuals in your setting.
39. Prejudices
• Judging someone without knowing them,
on the basis of what they look like or what
group they belong to, for example all black
people are good dancers.
• Task- Read the news extracts and
highlight any evidence of prejudiced
attitudes.
• Answer the questions following each
extract
40. Prejudice in news
What is the prejudiced
attitude?
Who is the prejudice
directed towards?
News extract 1 Gay people are different / hate
towards gay people
James Parke and gay
people
News extract 2 Indian people have funny
accents and skin colour and
eat funny food
Shilpa Shetty and Indian
people
News extract 3 Women don’t know the offside
rule or understand football
Sian Massey and women
44. Learning Outcomes
• Identify the effects of discrimination using
PIES
• Describe how discriminatory behaviours
can affect individuals
• Recognise approaches to challenge
discrimination
46. Discussion
• Why is it important to challenge
discrimination?
Duty of care
Promote an inclusive and positive culture
Reinforce workplace policies and procedures
Follow national framework
48. Effects of discrimination
• Physical health and well-being
• Intellectual health and well-being
• Emotional health and well- being
• Social Health and well-being
49. Make a table to write about the effects of discrimination
Make sure you cover physical, intellectual ,emotional and social effects.
Ask a peer to check your spelling, punctuation and grammar
50. Reflect-Bullying- Is this fair!
• In schools, bullying is a common form of
discrimination.
• Right now hundreds of thousands of
children around the country are being
made to feel scared, humiliated, sad,
lonely, physically hurt, anxious and more.
• That is because another person thinks that
just because of ‘who they are’, they
deserve to be bullied.
Stop Bullying
51. Home Learning Task
• Write a paragraph completing the following
statement :-
• If I overheard someone making a
discriminatory remark I would…………..
