EQUALITY & DIVERSITY ISSUES
(CASE STUDIES)
Scenario 1
 Question A:
The two learners in question are displaying two different disruptive behaviours.
I would speak to both learners individually about their behaviour and reiterate the ground rules set at the beginning of the course.
If the learners continued with their disruptive behaviour I would then ask them to leave and return once the lesson had finished in order to minimise the disruption to the rest of the class.
After the lesson had finished I would sit down with the learner’s individual and inform them that the conduct was not acceptable and work out an action plan with each learner to avoid these problems in the future.
 Question B:
The first method you could use for establishing ground rules would be to give the learners the opportunity to work out their own ground rules via a group discussion during the first lesson.
The teacher should inform the students of the key areas that they will need to establish ground rules such as code of conduct, health and safety, etc.
This would give the learners a sense of ownership and improve the chances of the learners adhering to them.
The second method would be for the teacher to set the ground rules and make it clear what the consequences would be if these were not adhered to.
The disadvantage of this method is that the learners are less inclined to adhere to them.
 Question C:
By given all the learners a chance to voice their own views with establishing ground rules in a group setting promotes responsibility for their own learner and helps build relationships with other learners.

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 Question D:
If inclusion was not promoted effectively it could cause consequences to learners learning development and engagement during the lesson. The disruptions during the lesson could also affect other learners support needs.
 Question E:
The areas of legislation that relates to this scenario are the Disability Discrimination Act
(2005), as the learners may a disability which affects their behaviour, and the Health and
Safety Act (1974), as learners are entitled to be in a safe and healthy environment.
 Question F:
The above legislation requires teachers to responsible for providing the learner with a safe and healthy environment in order to achieve their qualification and to give learners the necessary adaptations to allow learners to fully participate in their learning.
 Question G:
If the learner has a disability that affects their behaviour, I would speak with the learner and advise them to see the institutions additional Learning Support Officer to see if there were any support which we could provide in order to assist them during their course.
Regarding the learner who is causing a disruption by using their mobile phone and drinking, the learner may be behaving in a disruptive manner due to family problems. If this was the case, I would advise the learner to spoke with the institutions councillor who would be able to provide specialist support and help arrange additional support outside of the institution.
I would also make the learner aware of consequences of drinking near a computer for example drinking near a computer could cause injury to learners and staff as well as causing problems to equipment.
 Question H:
The above sources of support will allow the learners actively engage learners with learning activities and other learners will benefit as disruption will no longer be caused.

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References:
 Disability Discrimination Act (2005) – Available online at: http://www.legislation.gov.gov.uk/ukpga/2005/13/contents  Health and Safety at Work Act (1974) http://www.legislation.gov.uk/ukpga/1974/37/contents Page 3 of 6

Scenario 2
 Question A:
I would suggest that the learner may be struggling with the course material due to a learning disability such as dyslexia, or the learner could have a physical disability such as visual impairment. I would refer the learner to a specialist in the institution to