CT263: Understand the Context of Supporting Individuals with Learning Disabilities 1.1 Legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. 1. The Mental Capacity Act 2005. This provides a framework to empower and protect people who may lack the capacity to make some decisions for themselves. 2.
Children and young people in the care system are more vulnerable,often due to the lack of stability and attachment disorder this can affect their emotional ,social and academic development. 3.3 Explain how disability name affect development. Disability can affect the development of children and young people in a variety of different ways. Physical development may be affected by limited mobility if
3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
Assessment task – CYP 3.4 Support children and young people’s health and safety Important: Within the evidence for the tasks below where relevant you also need to show examples of how you embed the knowledge into your own /the settings practice. Please remember you must show your own knowledge and practice do not copy what is in your research materials. Plagiarism is taken seriously. Providing a safe environment for children and young people requires knowledge of understanding of hazards and an ability to assess and manage risk. Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.
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.
This stated that the HRA “provides a legal framework for service providers to abide by, and for service users to demand that they are treated with respect for their dignity”. The government response of May 2008 specifically accepted that it is often the most vulnerable members of society, such as people with learning disabilities, who most need the protection and promotion of their rights under the HRA. It could be argued that by ensuring the human rights of vulnerable people are fully respected, those of all their fellow citizens will be strengthened. What the Human Rights Act
Amelia White November 17, 2013 SPE-226 Crystal McCabe Educating Special Needs Students There are numerous types of disabilities a child may have that affect different areas; intellectual disability, autism, severe disabilities, and multiple disabilities are a few disabilities that affect learning.Children with disabilities can learn and are entitled to a free appropriate education. Disabled children being placed in general education classes allows them to interact and learn with their peers but it is important to remember that many times curricula for severely disabled individuals are home and personal skills. Severe or multiple disabilities children will require accommodations and modification to insure they obtain an appropriate education.
Dwivedi (2000) asserts that every child and adolescent encounters stressful events at some point in their life which can have a negative impact on them both physically and emotionally. Children who witness, or are the victims of family violence, gang violence, violence in schools and neighborhoods are at risk of developing PTSD. Many are living
These children also experience behavior issues. One of the most familiar behaviors in children with FAS experience is attachment disorders (Harpur, 2008). Children with attachment disorders have trouble bonding and trusting their parents and other adults. They may run away from home, and not interact appropriately with caregivers. Because children with FAS spend a great deal of time in difficult surroundings or multiple locations, they develop attachment disorder.