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.
Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
UNIT 22 Understand the Context of Supporting Individuals with Learning Disabilities Unit Code: LD 201 Unit reference number: K/601/5315 QCF level: 2 Credit Value: 4 Guided learning hours: 35 1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities The National Health Service and Community Care Act (1990) Disability Discrimination Act (1995, 2005) The Human Rights Act (1998) The Care Standards Act (2000) Valuing People; A New Strategy for Learning Disability for the 21st Century (2001) The special Education Needs and disability Act (2001) The Equality Act (2010) The Learning Disability Coalition (2007) 1.2 Explain how this legislation and policies influence the day-to-day experiences of individuals with learning disability Valuing People set out how the government intended to provide new opportunities for children and adults with learning disabilities and their families to live full and independent lives as part of their local communities. The paper set out to give individuals with a learning disability and their family carers the chance to have a real say in the planning, purchasing, and monitoring of services. Many of these policies and practices have been in response to the impact of the Human Rights Act 1998. The special Education Needs and disability Act (2001) made it unlawful for schools in the UK to discriminate against children with disabilities and obliged local education authorities to assess children’s needs to ensure they received individual support to access education. One of the Valuing People goals was to modernise day services and increase community involvement.
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.
Understanding the Context of Supporting Individuals with Learning Disabilities LD 201 1.1 I will identify the polices and legislation designed to promote inclusion, human rights of individuals with learning disabilities and of their citizenship and equal life chances i.e. National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability Equality Duty 2006. Procedures and Polices of the organisational kind are; Department of Health 2001a (A new strategy for Learning Disability for the 21st Century i.e. valuing people. 1.2 The influence that legislation and policies have on the day-to-day experiences of an individual with a learning disability and of their families is as follows i.e.
UNIT 4222-245 UNDERSTAND THE CONTEXT OF SUPPORTING INDIVIDUALS WITH LEARNING DISABILITIES. OUTCOME 1: Legislation and policies designed to promote human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities are mainly the Human Rights Act along with the Disability Discrimination Act, Mental Health Act, Community Care Act and National Health Services Act. People with a learning disability have the right to experience a full range of relationships including friendships and community links as well as personal relationships which can be difficult for individuals with a learning disability. Everyone has the right to life regardless of having or caring for someone that has a learning disability. Your human rights, whether you have a learning disability or not are the same.
To provide help and support to the children and their families you need to recognise their needs and rights as a practitioner. By observing the children this is how you can find out the children’s needs along with other things such as their interests. As a practitioner you should communicate with the parents as this will give you more understanding of the children’s needs (if the child may have an unknown disability-dyslexia and needs extra support). Another way of identifying children’s needs is to listen to them to find out what they desire and need. Tassoni.
LD 308 Support individuals with a learning disability to access healthcare Title LD 308 Support individuals with a learning disability to access healthcare Level 3 Credit value 3 Learning outcomes The learner will Assessment criteria The learner can: 1. Understand legislation, policies and guidance relevant to individuals with learning disabilities accessing healthcare 1.1 Describe what is meant by a rights based approach to accessing healthcare 1.2 Outline the main points of legislation that exists to support a rights based approach 1.3 Explain the requirements of legislation if an individual with learning disabilities is assessed to not have capacity to consent to a specific treatment decision 1.4 Explain different ways to support an individual to give informed consent in line with legislation, policies or guidance 1.5 Explain ways in which healthcare services should make ‘reasonable adjustments’ to ensure that they provide equal access to individuals with learning disabilities 2. Understand the function of different healthcare services that an individual with learning disabilities may need to access 2.1 Explain the work of healthcare services that an individual with learning disabilities may need to access 2.2 Explain how an individual can access each type of healthcare service 3. Understand the role of professionals within different healthcare services that a person with learning disabilities may need to access 3.1 Describe the role and responsibility of professionals working in different types of healthcare services 4. Understand how plans for healthcare and regular health checks underpin long-term health and well-being for individuals with learning disabilities 4.1 Explain how plans for healthcare can be used to support the healthcare needs of an individual with learning disabilities 4.2 Explain the
Unit 245 – Understand the context of supporting individuals with learning disabilities. 2.1A condition giving rise to difficulties in acquiring knowledge and skills to the normal level expected of those of the same age. 2.2Genetics, brain injury or damage, Down’s syndrome, complications at birth, Cerebral Palsy or meningitis. 2.3Medical – This is defined by the individuals disability, the medical diagnosis and promotes the view that the individual is dependant on society and excludes the individual from ‘fitting in’. Social – Developed by disabled people.
CU3812: Understanding own role and responsibilities in lifelong learning 1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role is to understand my responsibilities within legislation, regulatory and codes of practise. The key regulatory bodies are the health & safety at work act 1974, equal opportunities and discrimination. My role as a tutor is to promote and adhere to these rules and to ensure that the people I deal with also understand these codes of practice. Other responsibilities are the Data Protection 1998, Safeguard Vulnerable Groups Act 2006, Every Child Matters and The Copyright Act.