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.
Outcome 1 question 2 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 Outcome 2 question 1 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.
UNIT 4222-378 (LD 310) Outcome 1 1. People on the autistic spectrum have share certain difficulties, their condition effect them in different ways. Some people with autism are able to live reactively independent lives but others may have accompanying learning disabilties and need a life time of specialist support. Therefore its important that we recognise each person on the spectrum will need different type of support. 2 Triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees.
The American Association on Intellectual and Developmental Disabilities and The Center for Parent Information and Resources are both good websites that explains Intellectual Disabilities. According to the American Association on Intellectual and Developmental Disabilities, an “intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18 (AAIDD - Resources for Intellectual and Developmental Disability Professionals, n.d).” Intellectual disability is one of the most common developmental disability. It is estimated that
Unit 4222-245 outcome one- The legislation and polices designed to promote human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities are as follows: Human rights act 1998/2000 Mental capacity act 2005 National health service and community care act 1990 disability discrimination act 2005 Equality act 2010 Departments of health 2001 These legislations and policies influence the day to day experiences of an individual and their families by as follows: Getting a job or entering an education system. Independence, such as going out with friends or travelling. Promoting their rights. Securing and ensuring that no harm or danger is inflicted via direct of indirect actions. It ensure they are being treated equally and given choice and free will.
Unit 4222-245 Christine Stokes LD 201 Outcome 1 (1) The following are some of the legislation and policies that are in place to promote human rights etc for individuals with learning disabilities: The Disability Discrimination Act, The Human Rights Act 1998, The Health and Social Care Act 2012, The Mental Capacity Act 2005, there would also be policies and procedures that have to be adhered to within each setting for example Diversity and Equality, Confidentiality etc. (2) 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. Outcome 2 (1) 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.
Disability impacts on the outcomes and life chances at childhood and older people as it affects their social, physical and emotional development. In both childhood and older people it causes them physical impairments, chronic medical conditions and learning difficulties that compromise their development, distract their educational experiences and create barriers in their life. This essay forces on two stages which suffer from disability as childhood and old people. Children who are mentally disable comes under the category of uneducable that becomes hard for care takers to management them. It also sets limit to perform day to day function for adult and they need to be cared in an effective so as to manage their life.
Unit 3: Equality and Diversity in Work with Children and Young People In this essay I am going to identify and describe how prejudice and discrimination impact on individuals and groups in school settings, by researching the current legislations, policies and procedures that are in place for safeguarding the welfare of children and young people. I have thought about how our own attitude and behaviour impacts on the children and young people we work with and how important it is to promote anti-discriminatory practice whilst working with children and young people. 1. Understand the importance of promoting equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity When protecting children (and staff) from discrimination there are various different legislations and codes of practice relating to equality and diversity; * Disability Discrimination Act 1995 protects the rights of people with disabilities. It also places a duty on schools to eliminate barriers to ensure that individuals can gain equal access to services.
The Equality Act 20102 encompasses and simplifies the previous Acts governing Race Relations, Sex Discrimination and Disability Discrimination, and the trainer must create an environment that complies with each of these components. For instance, ensuring that racist or sexist comments are not made in the classroom, or inappropriate images are not used in presentations. Furthermore, they may have to think of alternative techniques that a disabled person might use in a first aid situation. 4. Where children under 19 or vulnerable adults under 25 are students, the trainer must be complaint with the Protection of Children Act 19993.
Codes of Practice: The special Educational Needs Code of Practice 2001 This outlines government guidelines for policy, procedures and responsibility for children with SENs. It also states levels of support depending on children’s individual needs. Code of Practice on the duty to promote racial equality 2001 A statuary code that helps public authorities to meet their duty set out by the Race Relations Act 2000. Schools are required to have written Race Equality policy which must include how the school promotes racial equality. Removing barriers to achievement 2004 Provides framework for schools to remove barriers and raise achievement of children with SENs and disabilities.