Unit 12- Learning Aim Content

Unit 12 Learning Aim Content

 

 

Learning aim A: Examine reasons why individuals may experience additional

Needs

 

A1 Diagnosing or determining additional needs

• Definitions of mild, moderate, severe and profound learning disabilities.

• Diagnostic procedures, tools and standards used to diagnose a disability.

• Professional background, qualifications and experience of those undertaking the diagnosis

and assessment.

• Parameters used to describe the diagnosed condition. This must include the type,

causation, severity and stability over time, and prognosis of the condition.

 

A2 Cognitive and learning needs

• Learning difficulties, to include dyslexia, dyspraxia and attention deficit hyperactivity

disorder (ADHD).

• Autism-spectrum disorders, to include Asperger syndrome, pervasive developmental

disorder not otherwise specified (PDD-NOS) and childhood disintegrative disorder.

• Inherited conditions, to include Down’s syndrome, Huntington’s disease, dementia,

Alzheimer’s.

• Needs of older people, to include memory loss, slower cognitive speed, life-long learning.

 

A3 Physical and health needs

• Needs of older people, to include arthritis, diabetes and cardiovascular disease.

• Health needs, to include physical needs cystic fibrosis, sickle cell disorders, stroke and

mental illnesses.

• Sensory disabilities, to include deafness and hearing impairment, visual impairment.

• Accidents, to include paraplegia, loss of limb.

• Infectious diseases that can lead to individuals having additional needs.

• Problems during pregnancy and birth that can lead to individuals having additional needs.

 

A4 Social and emotional needs

• Needs generated from family circumstances, to include specific needs of looked-after

children, bereavement, school refuser and bullying.

• Needs generated by being elderly, to include loss of loved ones, fear of dying, family far

away, isolation, lack of money.

• Needs affected by the learning environment.

 

Learning aim B: Examine how to overcome the challenges to daily living faced

by people with additional needs

 

B1 Definitions of disability

• Models of disability, to include medical and social models.

• Understanding of disability and dependency as social constructs.

• Definitions of disability, disablement, discrimination and impairment.

 

B2 Minimising environmental and social challenges

How society’s infrastructure should support equality for people with additional needs.

To include:

• access and barriers, e.g. public buildings, public transport

• minimising barriers, e.g. ramps, information in large print

• employment, e.g. adaptations to work environment, communication aids

• inclusion, e.g. leisure activities, internet and social networking

• daily living, e.g. shopping, home and personal care services, mobility aids.

 

 

 

 

 

 

 

 

 

B3 Minimising personal challenges

How health and social care workers can support personal challenges and help to minimise some of

the daily challenges to daily living for people with additional needs.

To include:

• physical, e.g. dressing, washing, feeding, indoor/outdoor activity

• intellectual, e.g. education, media, internet

• emotional, e.g. isolation, depression, dependency

• social, e.g. friendships, personal relationships.

 

B4 Attitudes of others

How important it is that health and social care workers are aware of the attitudes of others, how

these attitudes can be detrimental to health, wellbeing and inclusion, and how to respond

appropriately to show support to people with additional needs.

To include:

• stereotyping and judgemental assumptions

• marginalisation, such as failure to include, avoidance

• discrimination, including failure to make adjustments or modifications

• disempowerment, including not allowing individuals to make decisions, removing choice

• labelling.

 

Learning aim C: Investigate current practice with respect to provision for

individuals with additional needs

 

C1 Professionals involved in supporting individuals with additional needs

• The basic job roles regarding caring for individuals with additional needs, to include

community learning disability nurses, occupational therapists, physiotherapists,

psychiatrists, psychologists, social workers, speech and language therapists,

special needs teachers.               

 

C2 Support and adaptations for individuals with additional needs

• Equipment and adaptations such as mobility aids, daily living adaptations (including those

for people with paraplegia) and communication aids, e.g. hearing aids, British Sign

Language and Makaton.

• Therapies, to include occupational therapy, art therapy, music therapy, speech therapy

and physiotherapists.

• Short- and long-term support.

 

C3 Financial support for individuals with additional needs

• Welfare rights, including State Pension, Pension Credit, Housing Benefit, Council Tax

Benefit, health benefits.

• Support for people at work, including Disability Employment Advisers based at local

Jobcentres, Work Choice programme.

• Transport support, including the Blue Badge scheme, Shopmobility, accessible buses and

taxis.

• Support for carers including Carer’s Allowance.                  

 

C4 Statutory provision for children with additional needs:

Please note that legislation must be current and applicable to England, Wales or Northern Ireland.

• Common Assessment Framework (CAF).

• The requirements on health, colleges, schools and early years providers to co-produce the

local offer from 1 September 2014.

• Education, Health and Care Plans from 1 September 2014.

• Codes of practice, legislation and policies relating to provision for children with additional

needs.

 

C5 Statutory provision for adults with additional needs

Please note that legislation must be current and applicable to England, Wales or Northern Ireland.

• Codes of practice, legislation and policies relating to provision for adults with additional

needs.

• Care and support statutory guidance issued under the Care Act 2014 (DH).

• Guidelines for caring for adults with mental illness covered in the National Service

Framework for Mental Health, including the Mental Health Act 2007 and the Mental

Capacity Act 2005.

• Personal health budget.

• Requirements for charities providing essential care and support.

 

C6 Person-centred care for all individuals with special needs

• Involving patients in their own care and showing them compassion, dignity and respect.

• Involving patients as equal partners in decision making about their care including

self-management support, access to personal health records, personal health budgets,

care planning and shared treatment decisions.

• Involving communities in decisions about the design and delivery of services. Guidelines

can be found in Equity and excellence: Liberating the NHS (DH, 2010).