Unit 4222-324 - Support individuals with specific communication needs (HSC 3029) Outcome 1 - understand specific communication needs and factors affecting them. 1. Explain the importance of meeting an individual's communication needs. Individuals who have communication problems need support to enable them to express themselves effectively. It is therefore important for the carers to be aware of the individuals preferred method of communication and also to support the individual to use their preferred method.
4. To pass and receive information. 5. To be able to share their knowledge. Aiii Give two reasons why it is important to observe the reactions of an individual using the service when you are communicating with them.
4. To pass and receive information. 5. To be able to share their knowledge. Aiii Give two reasons why it is important to observe the reactions of an individual using the service when you are communicating with them.
Answer: • Helps to build trust • Prevents misunderstandings • Supports development of effective relationships Learning outcomes Assessment criteria 1.3 Question: Why must you observe residents reactions when communicating to them. What points would you be observing –verbal and non verbal and the reasons that these may mean 1. Understand why communication is important in the work setting. Answer: • Verbal communication eg tone, pitch, silence • Non verbal communication eg body language, facial expressions, eye contact, gestures, touch. • To understand emotional state • Knowing if information has been understood • When and how to adjust communication method • Recognising barriers to communication Learning outcomes Assessment criteria 2.1 Question: How do you find out about the individuals language, needs and wishes?
(APTS 3.7) • Implement differentiated strategies that address diverse learners. (APTS 3.8) • Adapt instruction based on student needs. (APTS 9.5) • Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 4.1) • Select, adapt, and use techniques to modify learning environments. (CEC 4.4) • Design instruction to meet student needs.
STUDY PACK FOR Unit 4222 324 Support individuals with specific communication needs Learning outcomes: 1 Understand specific communication needs and factors affecting them 2 Be able to contribute to establishing the nature of specific communication of individuals and ways to address them 3 Be able to interact with individuals using their preferred communication 4 Be able to promote communication between the individuals and others 5 Know how to support the use of communication technology and aids 6 Be able to review an individual’s communication needs and the support provided to address them Resources; Communication policy and procedure information Information on local resources and technological support for specific communication needs Outcome 1 Explain why it is important to meet the communication needs of individuals. 01.1 So that they have an equal opportunity to have a say in the decisions made and to express ther individual wants and needs, If a person cannot effectively communicate then there needs may not be met and therefore there care cannot be person centered. Explain how your own role and practice can impact on communication with an individual who has specific communication needs. Describe an example from your own work practice. 01.2 A young adult with anorexia nervosa has a built in anorexic filter this means that they take what you say and filter it through and generally translate what has been said into a more negative statement.
Support Individuals with Specific Communication Needs Explain the importance of meeting an individuals communication needs. Individuals who have learning difficulties or hearing problems need special attention and support to help them express themselves effectively. It is therefore imperative for the carer to know the individual's preferred method of communication. The way you communicate with one person will be different from the way you communicate with another. Likewise, each of them will interact with you in different ways.
2.1 Assess the levels of help an individual would need to participate in a range of new activities 2.2 Use task analysis to break a range of new activities into manageable steps for an individual 2.3 Evaluate different ways of positively reinforcing an individual’s participation in a range of new activities 2.4 Demonstrate positive interaction with an individual to promote successful participation in a range of new activities Levels of help refers to graduated levels of assistance, from simple verbal reminders providing the lowest level of support to actual physical guidance providing the highest level. Assistance should be given flexibly according to the individual’s need for help, and should be focused on encouraging as much independence as possible. Task analysis refers to breaking down tasks into small, manageable steps as in recipes or DIY guides. The size of each step or number of steps for a specific task should vary according
For example, some store words or phrases and allow the user to put together messages which are then spoken out by the device. There are a number seek of different types of VOCAs available and it is essential to independent professional advice to ensure that the child is getting the right machine to meet their individual needs. (Other ways of speaking 20.11.12) Human Support The child may need a key worker so that they can get to know them better and be there for them when they need extra help and support. The key worker/teacher may need to learn sign language in
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and