Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Level: Credit value: UAN: 2 2 R/601/5471 Unit aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the importance of equality and inclusion 2.
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
This in turn helps the assessor build up the data relating to previous learning,| | | |assessment needs, and other crucial information such as learner ambitions, which will help the assessor design relevant, fair, testing | | | |assessments for the learner. |
Name …………………………………………………………………. Unit LD: 201 Understand the context of supporting individuals with learning disabilities Unit Title: Understand the context of supporting individuals with learning disabilities Unit sector reference: LD 201 Level: 2 Credit value: 4 Guided learning hours: 35 Unit accreditation number: K/601/5315 Unit purpose and aim The unit explores the meaning of learning disability and considers issues closely linked with learning disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have learning disabilities. Answer the following questions units either one of the method of producing evidence e.g.
Emotional, Behavioral, and Physical Disabilities Emotional, Behavioral, and Physical Disabilities In an inclusive classroom, a teacher is going to have a variety of students, some with a variety of disability and disorders. The first step of trying to find an effective way to educate all students, is to get to know them. For those with disabilities, gets to know what their disability entails, such as students with emotional and behavioral disorders, physical and health disabilities, and traumatic brain injuries. Once a teacher knows what a disability entails, the educator can find effective teaching strategies, find ways nurture self-esteem, self-determination, and self-advocacy, and find ways to teach all students to respect one another. Effective Teaching Strategies for Emotional and Behavioral Disorders All students have some difficulty regulating strong emotions, and this can lead to behavior issues.
For example it provides special education teachers and those the different assistive technologies preparing to become one. It also provides a list that are available for special need students. of professional course developments and IEP tools. Council for Exceptional Children http://www.cec.sped.org Council for Exceptional Children This website works to improve the success that http://www.cec.sped.org special needs students have in education. It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator.