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.
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.
1.1 Identify the legislation and policies that are designed to promote the following. 1.2 Explain how they influence the day to day experiences of individuals with learning disabilities and their families. Human Rights The Human Rights Act 1998 This act has many rights; amongst them are the right not to be discriminated against. The Mental Capacity Act 2005 This act states that everyone should be treated as able to make their own decisions until it is shown that they are not able to. Disability Discrimination Act 1995 and 2005 The Disability Discrimination Act (DDA) aims to protect disabled people from discrimination.
This plan must identify how discriminatory barriers are removed. Such as: an improvement to the physical environment, such as ramps; lifts; room layout; lighting; providing information in different ways for children with a disability, such as audio, pictorial, larger print. 2.a Special Educational Needs and Disability Act 2001/Education Act 1996 The Special Educational Needs and Disability Act 2001 establish legal rights for disabled students in education by amending the Disability Discrimination Act to include education. The Act ensures that disabled students are not discriminated against in education, training and any services provided for
On completion of this unit you should: understand person-centred approaches in adult social care understand how to implement a person-centred approach in an adult social care setting understand the importance of establishing consent when providing care or support understand how to implement and promote active participation understand how to support an individual’s right to make choices understand how to promote an individual’s well-being understand the role of risk assessment in enabling a personcentred approach Understand person-centred approaches in adult social care settings 105 [1255] ASC Level 3.indd 105 8/24/12 11:17 AM thin Preparing to work in adult social care | Level 3 k ut abo You or those close to you may have received services in the past – perhaps in a health and social care setting, or from other services such as education, the police, a job centre, a housing association etc. Reflect on the person centred values you experienced – what was good and what could have been improved upon? What could you learn from your experience to improve your
L3 HSC Technical Certificate unit worksheet Unit 301 - Principles of communication in adult social care settings The numbers in the bracket after each question relate to the assessment criteria in the standards 1. Identify the different reasons why people communicate (1.1.1) People need to communicate to express needs, to share ideas and information, to reassure, to express feelings, to build relationships, socialize, to ask questions and to share experiences. People need to communicate to establish and maintain relationships with people. 2. Explain how communication affects relationships in an adult social care setting (1.1.2) You need good communication in an adult social care setting to provide a good service.
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. 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.
In this essay I will be discussing how deafness and blindness affect the language acquisition of children and comparing this to the language acquisition of hearing and sighted children. I expect to then be able to draw conclusions about the importance of sight and ability to hear, in language acquisition and what the main factors are that cause any delays or deviance in the language acquisition of deaf and blind children. I will be focusing on children that are born with one of these conditions who have parents that are both hearing and sighted. Throughout this essay I will show how the findings about language acquisition in deaf and blind children support the nativist view that language is innate. As Landau and Gleitman (1985:2) write 'the blind seem to confront a world quite different to our own...one might expect their language learning to differ as well.'
Deafness is a complex construct consisting partly of social phenomena and has a strong focus on community, access to resources, and empowerment. More central than this, however, is the essential role of sign language and residential schools in continuing the traditions and aiding in language acquisition within the Deaf culture community (Gregory & Hartley, 1990). Lastly, these two models will then be used to critically compare the similarities and differences of the attached articles. The Medical Model The medical model conceptualises deafness as abnormal (C. McClain et al 1997 & M. Thornton & S. Downs 2010), a disability (P. Ladd 2005 & C. McClain et al 1997), oppression (McClain et al 1997), and pities those with hearing loss (McClain et al 1997). It therefore views disability as a condition or impairment that requires treatment (C. McClain et al 1997 & M. Thornton & S. Downs 2010).