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.
A) The key functions that are affected by dementia are vision, memory, hearing, language and learning, which the temporal lobe (bottom left front lobe of the brain) is responsible for. Decision making, problem solving, control of behaviour and emotions, which the frontal lobe (front lobe of the brain) is responsible for, can also be affected. Sensory information form the body, letter forming, putting things in order and spatial awareness, which the parietal lobe (middle top lobe of the brain) is responsible for, can also be affected. Processing information related to vision, which the occipital lobe (back lobe of the brain) is responsible for, can also be affected. Memory, attention, thought, senses and movement, which the cerebellum lobe (right at the bottom of the brain next to the brain stem) is responsible for, can also be affected.
H/SC Adults Intermediate NVQ Dementia Pathway CU1682 Understand and Enable Interaction and Communication with individuals who have Dementia Contents Understand the factors that can affect interactions and communication of individuals with dementia 4 1.1 Explain how different forms of dementia may affect the way an individual communicates. 4 1.2 Explain how physical and mental health factors may need to be considered when communicating with an individual who has dementia. 4 1.3 Describe how to support different communication abilities and needs of an individual with dementia who has a sensory impairment. 4 1.4 Describe the impact the behaviours of carers and others may have on an individual with dementia. 5 Be able to communicate with an individual with dementia using a range of verbal and non-verbal techniques 6 2.1 Demonstrate how to use different communication techniques with an individual who has dementia 6 2.2 Show how observation of behaviour is an effective tool in interpreting the needs of an individual with dementia 6 2.3 Analyse ways of responding to the behaviour of an individual with dementia, taking account of the abilities and needs of the individual, cares and others.
Learner Workbook EDI Level 2 Award in Awareness of Dementia NAME START DATE END DATE EDI Level 2 Award in Awareness of Dementia About the EDI Level 2 Award in Awareness of Dementia The EDI Level 2 Award in Awareness of Dementia assesses learners’ knowledge and understanding of practices in the care of individuals with dementia. The qualification consists of four mandatory units which assess learners’ general awareness of dementia care issues, their knowledge of person-centred approaches, their understanding of factors that can influence communication and the impact that diversity, equality and inclusion can have on the individual’s experience of dementia. This qualification does not infer competence in a work role but can be used to prepare for employment and as continuing professional development for those who wish to gain knowledge in this specialist area of practice. Contents Unit 1: Dementia Awareness page 3 Unit 2: The Person-centred Approach to the Care and Support of Individuals with Dementia page 24 Unit 3: Factors that can Influence Communication and Interaction with Individuals who have Dementia page 41 Unit 4: Equality, Diversity and Inclusion in Dementia Care page 55 Progression It is anticipated that learners will progress on to the Level 2 Diploma in Health and Social Care or the Level 3 Award in Awareness of Dementia or the Level 2 or 3 Certificate in Dementia Care. 2 © Education Development International, v1 0711 Unit 1: Dementia Awareness EDI Level 2 Award in Awareness of Dementia Unit 1 Dementia Awareness Learning Outcomes and Assessment Criteria Understanding dementia 1.1 Explain what is meant by the term ‘dementia’ 1.2 Describe the key functions of the brain that are affected by dementia 1.3 Explain why depression, delirium and age-related memory impairment may be mistaken for dementia Theoretical models
It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Know how to recognize signs of abuse Assessment Criteria The learner can: 1.1.1 Define the following types of abuse: * Physical abuse * Sexual abuse * Emotional/psychological abuse * Financial abuse * Institutional abuse * Self-neglect * Neglect by others ………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………………. Give an example from your work place:
Unit Title: Unit Level: Unit Credit Value: GLH: apt awards Unit Code: Unit Reference Number: This unit has 5 learning outcomes. Support Individuals to Manage Continence Two 3 19 HJ1/2/SQ/008 J/601/8058 LEARNING OUTCOMES The learner will: 1. Understand factors that affect the management of continence. ASSESSMENT CRITERIA The learner can: 1.1. Explain how difficulties with continence can affect an individual’s self-esteem, health and their day to day activities.
[pic] Level 2 Diploma in Health and Social Care Adults (4222-21) Unit 4222-240 Understand the factors that can influence communication and interaction with individuals who have dementia (DEM 205) |Outcome 1 - Understand the factors that can influence communication and interaction with |Evidence Reference | |individuals who have dementia | | |Assessment Criteria | | | | | | | | |The learner can: | | | | | | | |
Unit Title: Dementia Awareness Unit sector reference: DEM 201 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/03/2015 Unit accreditation number: J/601/2874 Unit purpose and aim The aim of the unit is to enable learners to gain knowledge of what dementia is, the different forms of dementia and how others can have an impact on the individual with dementia. Learning Outcomes The learner will: 1. Understand what dementia is Assessment Criteria The learner can: 1.1 Explain what is meant by the term ‘dementia’ 1.2 Describe the key functions of the brain that are affected by dementia 1.3 Explain why depression, delirium and age related memory impairment may be mistaken for dementia Exemplification Dementia:
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Support individuals with multiple conditions and/or disabilities SS OP 3.3 3 4 31 A/601/5190 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills required to support individuals with multiple conditions and/or disabilities Learning Outcomes The learner will: 1 Understand the impact of multiple conditions and/or disabilities on individuals Assessment Criteria The learner can: 1.1 Describe possible multiple conditions and/or disabilities that individuals may have 1.2 Explain how multiple conditions and/or disabilities may have an additional impact on the individual’s well being and quality of life 1.3 Explain how multiple conditions and/or disabilities may impact on individuals opportunity to participate in a range of activities Exemplification Multiple conditions and/or disabilities could include a combination of factors relating to: sensory loss physical health mental health physical disability learning difficulty/disability emotional health Well Being eg emotional psychological physical Activities could include: education employment leisure activities social activities household or domestic tasks 2 Understand own role in supporting individuals with multiple conditions and/or disabilities 2.1 Describe own role in supporting the well being of individuals with multiple conditions and/or disabilities Well Being eg emotional psychological physical © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Explain the steps to take when actions may be outside of the scope of own role and responsibilities 3.1 Research the roles of professionals who may provide support to individuals with multiple conditions and/or disabilities in own local
324 Support Individuals With Specific Communication Needs 3 5 35 Assessment Criteria The learner can; 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 4.1 Support the individual to develop communication methods that will help 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 4.1 Identify specialist services relating to communication technology and aids 4.2 Describe types of support that an individual may need in