A Information leaflet B Short answer questions C Case studies This is a summary of the evidence required for the unit. Task | | Evidence | | Learning outcomes covered | A | | Information leaflet | | 1.1, 1.2 | | | | | 3.1, 3.2, 3.3, 3.4 | B | | Short answer questions | | 2.1, 2.2, 2.3 | | | | | 4.1, 4.2, 4.3, 4.4 | | | | | 6.1, 6.2, 6.3 | C | | Case studies | | 5.1, 5.2, 5.3, 5.4, 5.5 | Assignment 207 Understand person centred approaches in adult social care Assignment mark sheet Candidate name Candidate number Centre name Centre number Task | Evidence | Results | A | Information leaflet | Passed Y/N | B | Short answer questions | Total marks available | 47 | Mark Achieved | | | Passed Y/N | C | Case studies | Passed Y/N | I can confirm that the evidence listed for this unit is my own work and was carried out under the conditions and context specified in the assessment specification. Candidate signature
Assignment: DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Assignment Composition Outcomes: You will: • Understand the concept of diversity and its relevance to working with individuals who have dementia • Understand that each individual’s experience of dementia is unique • Understand the importance of working in a person centred way and how this links to inclusion Tasks A – Activity 1 B – Activity 2 C – Activity 3 Summary of the evidence required for the unit: |Task |Evidence |Learning Criteria Covered. | | | | | |A |Activity 1 |DEM 310 Learning outcome 1. Assessment criteria 1.1, 1.2, 1.3, 1.4 | | | | | | | | | |B |Activity 2 |DEM 310 Learning outcome 2. Assessment criteria 2.1, 2.2, 2.3, 2.4 | | | | | |C |Activity 3 |DEM 310 Learning outcome 3. Assessment criteria 3.1, 3.2, 3.3, 3.4 | Activity 1 DEM 310 Learning outcome 1 Assessment criteria 1.1, 1.2, 1.3, 1.4 1.
They may still be in work, have young families and have mortgages to pay. it is important that younger people with dementia have access to a range of specialised services that address their particular needs and enable them to live well with dementia. This should
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.
Unit 218 Research information Level: 2 Credit value: 4 NDAQ number: Y/601/2488 Unit aim This unit is about organising suitable data that has been researched using different sources of information. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand procedures for researching information 2 Be able to research information for others Guided learning hours It is recommended that 17 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD323. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration.
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
Unit DEM 202 The person centred approach to the care and support of the individual with dementia Assessment Criteria Outcome 1 Understand approaches that enable individuals with dementia to experience well-being The learner can: 1. describe what is meant by a person centred approach 2. outline the benefits of working with an individual with dementia in a person centred manner. Outcome 2 Understand the role of carers in the care and support of individuals with dementia The learner can: 1. describe the role that carers can have in the care and support of Individuals with dementia 2. explain the value of developing a professional working relationship with carers. Outcome 3 Understand the roles of others in the
Be able to support the use of equipment to manage continence. Unit Title: Unit Level: Unit Credit Value: GLH: apt awards Unit Code: Unit Reference Number: Support Individuals to Manage Continence Two 3 19 HJ1/2/SQ/008 J/601/8058 LEARNING OUTCOMES The learner will: 4. Be able to support continence safely. ASSESSMENT CRITERIA The learner can: 4.1. Identify risks that may arise while supporting continence.
Adult learners are typically defined as learners over the age of 25, and are often referred to as nontraditional students. They tend to be self-directed, have a rich reservoir of experience that can serve as a resource for learning, and are generally motivated to learn from within (internally/intrinsically) as opposed to being obligated, or subject to, external or extrinsic forces. These factors, as well as having learning needs closely related to changing social roles and being problem-centered and interested in immediate application of knowledge come from the idea of andragogy. Andragogy is the art and science of helping adults learn (http://epltt.coe.uga.edu/) . Learning opportunities for adults exist in a variety of settings.
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: