Understanding the context of supporting individuals with learning disabilities. 1.1 Disability Equality 2001a, Disability Discrimination Act 2005, Equality Act 2010, National Health Service and Community Care Act 1990. 1.2 It safeguards those with learning disabilities from potential harm. They offer legal recourse for people who face discrimination, abuse and stigma. It also informs professionals on best working practice and how to support their service users in the best possible manner.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
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.
Unit 26: Unit code: QCF Level 3: Credit value: Caring for Individuals with Additional Needs M/600/8981 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to challenge their attitudes towards individuals with additional needs by introducing models of disability and exploring barriers. Learners will be able to examine the role of health and social care services in providing care and support. Unit introduction Individuals with additional needs have a right to receive the best quality care and support. This unit explores the additional needs experienced by individuals and how these may impact on their health, wellbeing and life opportunities. Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support.
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
Next, review any data on the child from classroom-based assessments and recent state and district-wide assessments to determine where the child is functioning in relation to those standards, benchmarks, and grade-level indicators. This may be formal or informal data. Also, review the child’s most recent ETR and their progress or lack of progress on the IEP being replaced. Finally, it is important to decide how the child’s characteristics of their disability affect their progress in the general education curriculum. Step 3: Develop the Present Level of Performance (PLOP) for academic achievement and functional performance.
Unit 001 Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings Outcome 2 Be able to meet the communication and language needs, wishes and preferences of individuals Assessment Criteria The learner can: 1. Find out an individual’s communication and language needs, wishes and preferences 2. Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences 3. Show how and when to seek advice about communication. Additional Guidance Communication methods may include: • non-verbal communication, such as o eye contact o touch o physical gestures o body language o behaviour • verbal communication, such as o vocabulary o linguistic tone o pitch • technological aids.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD201) 1. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. * Human rights act 1998 * Equality Act 2010 * Disability Discrimination Act 1995 * Mental Capacity Act 2005 2. Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. * It has improved the standards of care that is given to the individuals who have a learning disability, gives them the right of life privacy and to not be subjected to degrading or bad treatment.
1.2 Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families 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. covert discrimination; overt discrimination; harassment; rights; labelling; vulnerability; stereotyping; inclusion; prejudice; empowerment; abuse; opportunity and equality 2.1 Explain what is meant by ‘learning disability’ The meaning of learning disability means i.e. ‘an incomplete or state of arrested development of the mind’. An individual with a learning disability will have significant impairment of intellectual function/social and adaptive. Stages of learning disability can range from mild, moderate, severe and profound.