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^ Additional Information


An individual is someone requiring care or support


Others may include:

  • the individual

  • colleagues

  • families or carers

  • friends

  • other professionals

  • members of the public

  • advocates.



Assessment methodology

Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the areas in which individuals with an autistic spectrum condition characteristically have difficulties


1.1 Describe the types of difficulty that individuals with an autistic spectrum condition may have with language and other ways of communicating with others


1.2 Identify problems that individuals with an autistic spectrum condition may have in social interaction and relationships


1.3 Outline the problems of inflexibility and restrictiveness in activities and interests and how these may affect individuals on the autistic spectrum










2. Understand the concept of autism as a spectrum, and the implications for variation in the capacities and needs of individuals

2.1 Explain why it is important to recognise that each individual on the autistic spectrum has their own individual abilities, needs, strengths, preferences and interests


2.2 Describe why autism can be considered as a spectrum, encompassing individuals differing in the expression and severity of their symptoms


2.3 Identify other conditions which may be associated with an autistic spectrum condition


2.4 Outline the sensory difficulties experienced by many individuals with an autistic spectrum condition











3. Understand the behaviours exhibited by some individuals with an autistic spectrum condition

3.1 Describe behavioural characteristics associated with autistic spectrum conditions


3.2 Identify reasons why individuals with an autistic spectrum condition may exhibit such behaviours


3.3 Describe what to do if an individual is highly anxious or stressed











4. Understand how to contribute to the person-centred support of an individual who has an autistic spectrum condition

4.1 Explain why it is important to have in place structures and routines which match the wishes and needs of the individual


4.2 Identify formal and informal support networks for an individual with an autistic spectrum condition


4.3 Explain why it is important to involve families/parents/carers in a person-centred approach to the support of individuals with an autistic spectrum condition


4.4 Describe ways of ensuring that support provided is consistent, both within own approach and with that of others


4.5 Describe how to contribute towards the learning of an individual with an autistic spectrum condition











5. Understand how to communicate effectively with individuals on the autistic spectrum

5.1 Explain why it is important to be aware of the impact of own verbal and non-verbal communication on an individual with an autistic spectrum condition


5.2 Identify aspects of the environment that affect communication with an individual


5.3 Describe how to reduce barriers to communication with an individual


5.4 Outline the use of visual communication systems for individuals who have an autistic spectrum condition


5.5 Identify who could provide advice about effective communication with an individual














Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 29: Principles of supporting Individuals with a Learning Disability Regarding Sexuality and Sexual Health

Unit code:

LD Op 307

Unit reference number:

A/601/6274

QCF level:

3

Credit value:

3

Guided learning hours:

21



Unit summary

The unit introduces the principles of supporting individuals with a learning disability regarding sexuality and sexual health. It gives a broad summary of sexuality, sexual development and sexual health. The unit also introduces relevant legislation that relates to the development of sexuality for an individual with a learning disability.


Assessment requirements

This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.


^ Additional Information


An individual is someone requiring care or support.


The principles of human rights underpin this unit. Where mental capacity is referred to it should be remembered that the Mental Capacity Act (2007) states that everyone should be treated as able to make their own decisions until it is shown that they are not.

^ Key features of sexual health may include: contraception, hygiene, sexually transmitted infections etc.


Plans for health care – in England this refers to / should include Health Action Plans.


Relevant legislation – any legislation related to supporting individuals with learning disabilities with sexuality and sexual health.


Assessment methodology

Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the development of human sexuality



1.1 Define the terms: sexuality, sexual health, sexual orientation, and sexual expression

1.2 Explain main sexual development milestones throughout an individual’s lifespan










2. Understand how the sexual development of individuals’ with a learning disability can differ


2.1 Describe how genetic factors can influence the sexual development, sexual expression and sexual health of an individual with a learning disability

2.2 Describe how socio-cultural factors and religious beliefs can influence an individual’s sexual development

2.3 Explain how mental capacity can influence sexual development, sexual experiences, sexual expression and sexual health










3. Understand the issues of sexual health and how these can be supported

3.1 Explain the key features of sexual health and well-being and how this relates to an individual’s overall health and well-being

3.2 Identify sexual health issues that differently affect men and women

3.3 Explain how sexual health issues can be supported within plans for healthcare

3.4 Identify local services that exist to support sexual health for individuals










4. Understand relevant legislation influencing the support of sexuality and sexual health for individuals with learning disabilities

4.1 Explain key parts of relevant legislation relating to sexuality and sexual health for individuals and how this influences practice










5. Know how to support the sexual expression of an individual with a learning disability

5.1 Explain how own values, belief systems and experiences may impact on support for individuals with learning disabilities

5.2 Explain why the development of a meaningful relationship can be important to the development of an individual’s sexuality

5.3 Describe different ways an individual can express themselves sexually and how individual preferences can be supported

5.4 Explain how to support an individual to keep safe sexually, to minimise sexual vulnerability, and to avoid instances of abusive experiences













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 30: Principles of Supporting Young People with a Disability to Make the Transition into Adulthood

Unit code:

LD 311 K

Unit reference number:

M/601/7227

QCF level:

3

Credit value:

3

Guided learning hours:

30



Unit summary

The unit provides knowledge and understanding on how to enable young people with a disability to move from childhood into adulthood.


Assessment requirements

This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. It assesses knowledge that underpins unit LD 311S Support young people with a disability to make the transition into adulthood, and must be achieved with that unit to confirm competence.


^ Additional Information


Families may also include others significant to the young person such as guardians, carers, friends, partners etc.


Legislation and local and national practice guidelines - current and up to date legislation and local and national practice guidelines around supporting a young person with a disability to move from childhood into adulthood.


^ Key agencies and professionals – may include agencies offering support with personal budgets, careers advice, housing, advocates, education, benefits, occupational therapists citizens advice etc.


Assessment methodology

Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the steps and stages of moving from childhood into adulthood

1.1 Identify the range of physical, social and emotional changes which occur for young people as they move into adulthood


1.2 Explain the changes faced by young people as they move from childhood into adulthood in relation to their: freedoms, rights, and responsibilities

1.3 Explain how culture may impact on the process of moving from childhood into adulthood


1.4 Explain theories about change and how this can affect a young person with a disability











2. Understand how having a disability may affect the process of moving from childhood into adulthood


2.1 Explain, giving examples, the potential effects of the transition process on young people with disabilities and their families


2.2 Identify challenges young peoples with a disability might have understanding and coping with change


2.3 Outline the methods that can be used to support a young person with a disability to cope with changes


2.4 Explain how legislation and local and national practice guidelines affect the planning of the transition for a young person with a disability from childhood into to adulthood


2.5 Describe the legislation that affects the right of a young person with a disability to make decisions about their life










3. Know the options for supporting a young person who has a disability to make the transition into adulthood

3.1 Explain how a young person with a disability can have equal opportunities to make life choices as a young person without a disability


3.2 Explain how to support a young person with a disability to explore the options available in relation to employment or continued education and development


3.3 Explain how personal budgets can be used with young people in transition










4. Understand how to support a young person with a disability through a successful transition


4.1 Explain the factors to consider, and types of support that a young person with a disability may need before, during, and after the transition process


4.2 Explain how person-centred transition reviews and person-centred thinking can be used as part of this planning process


4.3 Explain the difference in approaches to planning between children’s and adults’ support services


4.4 Describe how to involve families in the transition process


4.5 Explain the role of key agencies and professionals likely to be involved in the transition process


4.6 Outline possible areas of tension and conflict that may arise during the transition into adulthood


4.7 Compare different methods of support to use with young people with disabilities who have varying abilities










5. Understand the importance of supporting a young person and their family to reflect on the transition

5.1 Explain why it is important to reflect on the transition with the young person and their family


5.2 Explain the importance of recording the process of transition













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 31: Principles of Self-Directed Support

Unit code:

LD 314 K

Unit reference number:

M/601/7048

QCF level:

3

Credit value:

3

Guided learning hours:

26



Unit summary

The unit provides the knowledge and understanding required to support an individual to direct their own support.

Assessment requirements

This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. It assesses knowledge that underpins unit LD 314S Work with an individual using self-directed support, and must be achieved with that unit to confirm competence.


^ Additional Information


Self-directed support – puts the person in need of support in control of that support.


An individual is someone requiring care or support.


Legislation, policy or guidance – refers to any current legislation or guidance around this area.


Person-centred thinking is a range of practical tools that form the basis of person-centred planning. They help focus on the individual, their gifts and skills, what is important to them, and what makes really good support for them.


Others may include:

  • families, friends or carers

  • social workers

  • brokers

  • peer support

  • voluntary user-led organisations

  • independent support brokerage.



Assessment methodology

Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand self-directed support

    1. Explain the principles underpinning self-directed support and how this differs from traditional support


1.2 Explain the benefits of an individual having self-directed support


    1. Explain how legislation, policy or guidance underpin self-directed support




    1. Explain what the following terms mean:

a) indicative allocation

b) supported self assessment

c) support plan

d) outcome focused review


    1. Outline the possible barriers to self-directed support










2. Understand how to support an individual to direct their own support and develop their support plan


    1. Explain how to use person-centred thinking to enable individuals to think about what is important to them, and how they want to be supported


2.2 Explain how individuals can direct their own support if they do not have a personal budget


2.3 Explain how person-centred planning can be used to inform a support plan

    1. Explain the roles of others who can assist individuals in developing their support plan




    1. Describe different ways that individuals can develop a support plan




    1. Describe a range of person-centred thinking tools that can be used to help individuals think about different ways they can spend their personal budget




    1. Describe what might be included in the costings for a support plan










3. Understand the different ways that people can use their personal budget



3.1 Explain the different ways that individuals can use their personal budget to buy support


    1. Research innovative ways that individuals can spend their personal budget other than buying social care services




    1. Explain what restrictions may be imposed on personal budgets




    1. Describe the criteria that are used to sign off a support plan




    1. Describe a person-centred approach to risk that ensures that individuals have what is important to them whilst staying healthy and safe










4. Understand the outcome focused review process


4.1 Explain the process of an outcome focused review


4.2 Explain how to enable someone to prepare for their outcome focused review














Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 32: Understand Physical Disability

Unit code:

PD OP 2.1

Unit reference number:

L/601/6117

QCF level:

2

Credit value:

2

Guided learning hours:

19



Unit summary

This unit is aimed at those who provide a service for people with physical disabilities. It covers an understanding of physical disability, the impact of a physical disability on a person’s life, the environment in which the service is provided and person centred working.

Assessment requirements

Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles.


Additional Information


The individual is the person requiring care or support


Day to day life

  • education opportunities

  • housing

  • employment

  • access to leisure activities

  • relationships

  • health care.



Assessment methodology

Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

  1. Understand the importance of differentiating between the individual and the disability

1.1 Explain why it is important to recognise and value an individual as a person

1.2 Describe the importance of recognising an individual’s strengths and abilities

1.3 Describe how to work in a person centred way that fully involves the individual










  1. Understand the concept of physical disability

2.1 Describe what is meant by physical disability

2.2 Describe what a congenital disability is

2.3 Give examples of congenital disabilities and their causes

2.4 Describe what a progressive disability is

2.5 Give examples of progressive disabilities and their causes










  1. Understand how the challenges of living with a physical disability can be addressed




3.1 Identify social and physical barriers that can have a disabling effect on an individual

3.2 Identify positive and negative attitudes towards individuals with a disability

3.3 Describe steps that can be taken to challenge and change discriminatory attitudes

3.4 Describe the impact of disability legislation on community attitudes and practices

3.5 Describe the effects that having a physical disability can have on a person’s day to day life

3.6 Identify the importance for the individual of positive risk-taking










  1. Understand the importance of independence and inclusion for the individual with physical disability




4.1 Describe how the individual can be in control of their care needs and provision of social care services

4.2 Describe the importance of supporting independence and inclusion within the community

4.3 Describe how to assist with independence and inclusion within the community













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 33: Understand the Impact of Acquired Brain Injury on Individuals

Unit code:

PD OP 2.3

Unit reference number:

J/601/5824

QCF level:

2

Credit value:

3

Guided learning hours:

25



Unit summary

The aim of the unit is to gain knowledge to support people who have an Acquired Brain Injury. It covers both the impact on the individual who has the Acquired Brain Injury and their carers.

Assessment requirements

Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles.




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