CT263 Understand the context of supporting individuals with learning disabilities 1.1 The types of legislation that exists with individuals with learning disabilities are - The Equality Act 2010, Mental Health Act 2007, Safeguarding Vulnerable Groups Act 2006, Mental Capacity Act 2005, and Human Rights Act 1998. 1.2 Legislation and policies have an effect on day to day experiences by giving the individuals to make choices about their care, be as independent as possible and participate in the everyday life of their communities. 2.1 Learning disability means that a person may find it harder than others to learn new tasks, communicate and manage on their own without support from others. 2.2 Examples that causes learning disabilities can be before birth such as Some infections caught by the mother may be passed on to the unborn child which may also lead to learning disability.it can be during birth like if the baby’s oxygen supply is interrupted for a significant length of time or after birth Some childhood infections can affect the brain, causing learning disability. The most common of these are meningitis.
Theory Assessment 1.5 Explain ways to embed elements of Functional Skills in your specialist area Functional skills are being introduced to replace Key Skills. They are made up of 3 skills, Maths, English and ICT. Students will be unable to receive their GCSE`s without functional skills. Functional skills are transferable skills. “This means they can be transferred to different situations / contexts as well as being used in a learner’s particular subject area” Ann gravells (2008:70).
For example what makes for stimulated learning for an adolescent may not satisfy the needs of an adult learner whose frame of reference has been developed by lifetime experiences. (Gravels 2008, Page 9) ‘Learning should be fun, enjoyable and challenging to the learner.’ One key element of my role, and indeed a responsibility which will ensure a professional approach will be for me to focus on continuous professional development by way of reflective practices and maintaining a reflective journal for that purpose. I have previously and would continue to monitor my own performance and seek feedback from my peers regarding my teaching styles. To enable me to carry out the role of trainer in an effective manner it is important that I possess the relevant subject knowledge to enable me to facilitate and share that knowledge with students in an engaging way. That means I personally have to research it, plan the session and design the materials, adapting the content and level of the knowledge to the learners’ requirements and varied learning preferences.
To be able to adapt to change depends on your interpersonal communication skills, among these are self concept (self awareness) development, perception, active listening and non verbal communication. This report will identify the strengths and weaknesses I need to improve upon, and show my experience in applying effective interpersonal skills and behaviours. These will be exhibited in a videotaped interaction between two best friends – Dyadic primacy. The report will show how barriers can be formed due to the lack of information on cultural background. It will also consider, from an individual’s perspective, how this effects the personal interaction.
Discuss how reflection can develop professional practice through critically analysing two different models/theories of reflection in this module. The definition of reflection has been defined differently by various authors. Cottrell (2010) suggests that reflection is a type of thinking that is linked to gaining a better understanding of something and that it is also an important part of the learning experience and where we can make sense of the experience. This can be related to Boyd and Fales (1983) who suggest that reflection is a process which can be used to examine and explore an area of concern and which could potentially end in a changed perspective. These views can be compared to Boud et al.
In this Essay, I will be demonstrating my understanding of the communication skills that social workers need to develop and use to meet the needs of service users. I will identify strengths and weaknesses from the case study in relation to communication and will discuss how they can be improved. I will also identify knowledge and theories that was or could have been used to inform practice. This TMA will reflect mainly on the case study of Roy and how the social worker Rosie worked in assessing the needs of the service user Roy. It will also show that I reflect on my experiences of using knowledge and skills and how they have helped my own social work practice.
Abstract The Life Styles Inventory (LSI) which I took identifies the thoughts and motivations which guide me as an individual and including behaviors. The LSI referred to my personal, management and leadership style .These areas will show the core of an individual's effectiveness or in this case my style and effectiveness. The characteristic of a person’s thinking and behavior contributes greatly to the way a person or individual performs their duties. Fortunately, people have the ability to change unsuccessful reasoning and behavior in such ways that can change an person’s effectiveness. First it is important that person know whether their actions are supportive of quality performance or act as a distraction.
HSC 3029 Title Unit Accreditation Ref Level Credit value Support individuals with specific communication needs T/601/8282 3 5 Learning outcomes The learner will: 1. Understand specific communication needs and factors affecting them 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 Analyse features of the environment that may help or hinder communication Analyse reasons why an individual may use a form of communication that is not based on a formal language system Identify a range of communication methods and aids to support individuals to communicate Describe the potential effects on an individual of having unmet communication needs Work in partnership with the individual and others to identify the individual’s specific communication needs Contribute to identifying the communication methods or aids that will best suit the individual Explain how and when to access information and support about identifying and addressing specific communication needs Prepare the environment to facilitate communication Use agreed methods of communication to interact with the individual Monitor the individual’s responses during and after the interaction to check the effectiveness of communication Adapt own practice to improve communication with the individual Support the individual to develop communication methods that will help them to understand others and be understood by them Provide opportunities for the individual to communicate with other Support others to understand and interpret 1 1.3 1.4 1.5 1.6 2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them 2.1 2.2 2.3 3. Be able to interact with individuals
Critically discuss the range of factors that affect communication with children. How can practitioners become better at communicating with the children they work with? “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” (Anthony Robbins, 1986) The following essay will begin with a discussion of two major factors that affect communicating with children. I will view these from a critical perspective, arguing why these factors are important discussing issues that may affect communicating with disabled children and how the setting plays a vital role in aiding communication. The next part of the essay will look at how practitioners in schools and in the field of social work can improve their communicative relationships with the children they work with.
Stakeholders as potential assets for organisations When developing a project or a strategy, organisations have to go through a strategic management process to analyze the environmental factors that might affect them. This process contains many steps, from defining the mission and the objectives of the company, analysing the business environment, reviewing the strategic opportunities, and comparing the strategic options, to the very last step: the implementation of the strategy. In this essay, we will focus on the role of stakeholders in this complex but necessary process. The stakeholders are part of the value chain and are defined as “those individuals or groups who depend on an organisation to fulfil their own goals and on whom, in turn, the organisation depends”. Their level of implication in the success or failure of an organisation’s strategy and the way managers should deal with them have been highly debated subjects in management literature, especially since Freeman (1984), the founding father of the Stakeholder Theory, often quoted in academic papers, published its seminal book, Strategic Management: A Stakeholder Approach.