2. Promote and 2.1 The ground rules for Ethical and solving respond to participation and skills to: inclusive behaviors diversity behavior with Identify expected of colleagues and clients specific needs professional are established in Respond relationships with accordance with a appropriately clients and cooperative and to cultural colleagues agreed process/es. diversity 2.2 Individuals are Availability and encouraged to of supports for skills to express themselves clients with specific identify and and to contribute to needs increase the work and learning Relevant policies, knowledge of environment in individual legal requirements, accordance with differences and cooperative and codes of practice how these impact agreed process/es. on: on individuals 2.3 Individuals are Disability, good provided with discrimination, practice in active opportunities to inclusiveness, listening, indicate specific human rights, appropriate eye needs to support their contact, equal participation in tone, appropriate learning and work in opportunity, volume, clarity of accordance with a racial diction and plain cooperative and discrimination English agreed process/es. Duty of care 2.4 Relevant research, responsibilities guidelines and Access and resources are equity policies accessed to support inclusivity in Understanding the accordance with verbal and body existing guidelines language relative to and procedures. different cultures 2.5 Verbal and body and backgrounds language is sensitive and differences in to different cultures physical and and backgrounds and differences in physical intellectual abilities and intellectual and as appropriate abilities and as is critically inclusive appropriate. in learning and teaching 3. Develop and 3.1 Sources of of Documented implement resources to support work strategies information to work and guide inclusive and support inclusive strategies to practices are implementation to practices identified and used to cover the
2. Promote and respond to diversity 2.1 The ground rules for participation and behavior with colleagues and clients are established in accordance with a cooperative and agreed process/es. 2.2 Individuals are encouraged to express themselves and to contribute to the work and learning environment in accordance with cooperative and agreed process/es. 2.3 Individuals are provided with opportunities to indicate specific needs to support their participation in learning and work in accordance with a cooperative and agreed process/es. 2.4 Relevant research, guidelines and resources are accessed to support inclusivity in accordance with existing guidelines and procedures. 2.5 Verbal and body language is sensitive to different cultures and backgrounds and differences in physical and intellectual abilities and as appropriate. Ethical and inclusive behaviors expected of professional relationships with clients and colleagues Availability and of supports for clients with specific needs Relevant policies, legal requirements, codes of practice on: Disability, discrimination, inclusiveness, human rights, equal opportunity, racial discrimination Duty of care responsibilities Access and equity policies Understanding the verbal and body language relative to different cultures and backgrounds and differences in physical and intellectual abilities and as appropriate is critically inclusive in learning and teaching solving skills to: Identify specific needs Respond appropriately to cultural diversity skills to identify and increase knowledge of individual differences and how these impact on individuals good practice in active listening, appropriate eye contact, tone, appropriate volume, clarity of diction and plain English 3. Develop and implement work strategies to 3.1 Documented resources to support and guide inclusive practices are identified and used to Sources of information to support inclusive practices of work strategies and implementation to cover the
TR-%20TM%20Level%20I%20(In-Company%20Trainer).docx