Children with learning difficulties will need extra support with certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. If a child has sensory impairment, a hearing problem this would influence their development, it could affect their speech and communication and may make them feel they are unable to join in with
this could be a physical or learning disability. Children with learning disabilities may be unable to focus and concentrate for long periods of time. children with physical disabilities may have gross and fine motor and functional skill problems. They may also suffer from an impairment such as deafness or a visual impairment which would impact on their ability to learn and play. Disabilities may affect confidence and challenge social skills.
Unit 245 Understand the Context of Supporting Individuals with Learning Disabilities. By Islaboo | Studymode.com Unit 245 – Understand the context of supporting individuals with learning disabilities. 1.1a) Human Rights act 1998 b) Equality act 2010 c) Disability discrimination act 1995 d) Mental Capacity act 2005 1.2a) Improved the standards of care given to individuals with a learning disability, it gave individuals the right to life, right to privacy and the right not to be subjected to degrading or inhuman treatment. b) Protects the rights of individuals and promotes equality for all, gives the right for all people to be treated the same regardless of race, age, sex or disability. c) Made it unlawful for employers to discriminate against people based on a disability, it gave individuals a greater chance to live a full life and achieve what they would like to do.
| Page 6 | | | 1.2. Explain the importance of promoting the rights of all children and young people to participation and equality of access. | Page 6 | | | 1.3. Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. | Page 6,7Appendix 1(pg12,13) | | | 1.4.
Support Person Centred Thinking and Planning Person Centred Planning (PCP) is a method of supporting and working with individuals who have a learning disability. It empowers those with disabilities to take charge of the direction they would like their life to take. Having a learning disability does not necessarily mean that the person cannot achieve their own personal aspirations, goals in life, hopes and dreams and PCP places the individuals future in their hands first rather than the carer and outside agencies. PCP does not suit every individual some learning difficulties do make it hard for them to take control of their future and in these cases family and friends and people that are close to the service user should all have a valuable input in putting together a plan with the individual’s aspirations at its heart. Person Centred Planning is a method of supporting individuals and empowering them to take charge of the direction of their life and make goals which are achievable and ultimately lead to greater social inclusion and good quality of life in every aspect from good mental health to helping them achieve and overcome physical disabilities.
• Producing information in accessible formats • Ending segregated services. • Allowing disabled people to do things for themselves The social model has been developed by disabled people. In their view disability is caused by the barriers that exist within society and the way society is organised, which discriminates against people with impairments and excludes them from involvement and participation, rather than by a person’s impairment or difference. The social model of disability looks at ways of removing barriers that restrict life choices for disabled people. When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives.
Socially could lead to more emotional harm, physical harm and intellectual harm. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued. To include and value the contribution of all families to our understanding of equality and diversity. Provide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled people.
1.a Disability Discrimination Acts 1995/2005 The Disability and Discrimination Acts 1995/2005 ensure that disabled people are treated in a fair and equal way. The Acts Summarize the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity place a responsibility on the providers of facilities, goods and services, making it unlawful for the provider to discriminate against disabled people. The 2005 Act covers all functions and services supplied by public bodies. This includes the provision of appropriate paths etc. There is also a requirement on public bodies to positively promote disability equality by: explaining how you will promote equality for disabled people; challenging discrimination against disabled people; helping to remove barriers for all disabled people.
A learning disability affects the way a person learns new things in any areas of life. It affects the way they understand information and how they communicate. A learning disability means that it is harder for a child to learn, understand and communicate than it is for other children. A learning disability can be mild, moderate or severe. Some people with a mild learning disability can talk easily and look after themselves, but take a little longer than usual to learn new skills.
Expressing their emotions and talking about them can help children to understand acceptable social behaviour. Not being able to this can lead to temper tantrums or other challenging behaviour. •Behaviour- Language can be used to set limits and boundaries for children behaviour. Children model their own behaviour on others and if adults can effectively communicate and exchange age or developmental appropriate information with children this can encourage them to behave in acceptable ways. Frustration at their own inability to communicate effectively can lead to behavioural problems.