Assessment This unit will be assessed by: • candidate portfolio of evidence. This unit must be assessed in accordance with Skills for Care and Development QCF Assessment Principles. 360 Level 3 Diploma for the Children & Young People’s Workforce (4227-03/04/05) (England) Unit 635 Outcome 1 Support individuals with autistic spectrum conditions Understand legislative frameworks that relate to individuals with autistic spectrum conditions The learner can: • outline the legislative frameworks that relate to an individual with autistic spectrum condition • analyse how legislative frameworks underpin the development of services for individuals with autistic spectrum condition. Additional Guidance Legislative frameworks need to include policy drivers and strategies within own home nation An individual is someone requiring care
A Information leaflet B Short answer questions C Case studies This is a summary of the evidence required for the unit. Task | | Evidence | | Learning outcomes covered | A | | Information leaflet | | 1.1, 1.2 | | | | | 3.1, 3.2, 3.3, 3.4 | B | | Short answer questions | | 2.1, 2.2, 2.3 | | | | | 4.1, 4.2, 4.3, 4.4 | | | | | 6.1, 6.2, 6.3 | C | | Case studies | | 5.1, 5.2, 5.3, 5.4, 5.5 | Assignment 207 Understand person centred approaches in adult social care Assignment mark sheet Candidate name Candidate number Centre name Centre number Task | Evidence | Results | A | Information leaflet | Passed Y/N | B | Short answer questions | Total marks available | 47 | Mark Achieved | | | Passed Y/N | C | Case studies | Passed Y/N | I can confirm that the evidence listed for this unit is my own work and was carried out under the conditions and context specified in the assessment specification. Candidate signature
Behavior Modification, 25, 671- Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds. ), Learning and cognition in autism (pp. 243-268).
Unit HSC 2006 Support participation in learning and development activities Outcome 1 Understand the factors to take into account when supporting individuals to take part in activities for learning and development 1. identify different reasons why individuals may take part in activities for learning or development 2. describe the benefits of different activities for learning or development in which individuals may take part 3. describe possible barriers to individuals engaging in learning or development activities 4. explain why active participation is important when supporting individuals in learning or development activities 5. explain how aspects of an environment may affect individuals’ ability to engage in a learning or development activity. Outcome 4 Support individuals to take part in learning and development activities The learner can: 1. describe different ways of supporting the individual to take part in learning or development activities 2. explain the type and level of support to enable the individual to engage with an activity Outcome 5 Contribute to the evaluation of learning or development activities The learner can: 1. describe what factors should be considered when evaluating whether a learning or development activity has been successful for the individual Additional guidance • An individual is someone requiring care or support • Activities for learning and development may include o Intellectual pursuits o Activities to promote fitness or mobility o Activities relating to skills development o Activities to promote participation and interaction • Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a
This is a summary of the evidence required for the unit. Task Evidence learning outcomes covered A Short answer questions 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, B Poster 4.1, 4.2, 4.3, 4.4 Task A – Short Answer Questions SHC 21 1.1,3/2.1/3.1-4) Assignment 201 Principles of communication in adult social care settings Assignment composition Assignment overview In this assignment, you will complete tasks to demonstrate your understanding of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. You will also address the issue of confidentiality. Tasks There are two tasks to this assignment. A Short answer questions B Poster Ai Describe two methods of verbal communication other than one-to-one conversation.
Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Level: 3 Credit value: 5 UAN: T/601/8282 Unit aim This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand specific communication needs and factors affecting them 2.
A carer or family member can share information with you about how you can best communicate with an individual A.4 Identify three ways of working that help improve partnership working 1. Openness, trust and honesty between partners 2. Agreed shared goals and values 3. Regular communication between each other
CU2650 Support Individuals with Specific Communication Needs 1.1 Explain the importance of meeting an individual’s communication needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs 1.3 Analyse features of the environment that may help or hinder communication 1.4 Analyse reasons why an individual may use a form of communication that is not based on a formal language system 1.5 Identify a range of communication methods and aids to support individuals to communicate 1.6 Describe the potential effects on an individual of having unmet communication needs 2.1 Work in partnership with the individual and others to identify the individual’s specific communication needs 2.2 Contribute to identifying the communication methods or aids that will best suit the individual 2.3 Explain how and when to access information and support about identifying and addressing specific communication needs 3.1 Prepare the environment to facilitate communication 3.2 Use agreed methods of communication to interact with the individual 3.3 Monitor the individual’s responses during and after the interaction to check the effectiveness of communication 3.4 Adapt own practice to improve communication with the individual 4 Be able to promote communication between individuals and others 4.1 Support the individual to develop communication methods that willhelp them to understand others and be understood by them 4.2 Provide opportunities for the individual to communicate with others 4.3 Support others to understand and interpret the individual’s communication 4.4 Support others to be understood by the individual by use of agreed communication methods 5 Know how to support the use of communication technology and aids 5.1 Identify specialist services relating to communication
Standard/Rubric 3 — Instruction * Standard/Rubric 3.1 — Integrating and applying knowledge for instruction * Standard/Rubric 3.2 — Adaptation to diverse students * Standard/Rubric 3.3 — Development of critical thinking, problem solving, and performance skills * Standard/Rubric 3.4 — Active engagement in learning * Standard/Rubric 3.5 — Communication to foster learning Standard/Rubric 4 —Assessment Standard/Rubric 5 —Professionalism * Standard/Rubric 5.1 —Practices and behaviors of developing career teachers * Standard/Rubric 5.2 —Reflection and evaluation * Standard/Rubric 5.3 —Collaboration with families * Standard/Rubric 5.4 —Collaboration with colleagues and the community NAEYC Standards Standard 1: Promoting Child Development and Learning Standard 2: Building Family and Community Relationships Standard 3: Observing, Documenting and Assessing to Support Young Children & Families Standard 4: Using Developmentally Effective Approaches to Connect with Children & Families Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional Correlation with SUNY Potsdam Conceptual Framework This course will assist teachers to
Be able to support the use of equipment to manage continence. Unit Title: Unit Level: Unit Credit Value: GLH: apt awards Unit Code: Unit Reference Number: Support Individuals to Manage Continence Two 3 19 HJ1/2/SQ/008 J/601/8058 LEARNING OUTCOMES The learner will: 4. Be able to support continence safely. ASSESSMENT CRITERIA The learner can: 4.1. Identify risks that may arise while supporting continence.