Key Facts
QQI Level 5 Special Needs Adult Course Online
This Level 5 Supporting Adults with Special Needs course Online Certificate is designed with carers, and the service users they will engage with in mind. The aim of the programme is to enable learners to develop the knowledge, skills, and competence to work alongside individuals who are diagnosed with Intellectual Disabilities and/or service users who struggle with Challenging Behaviour.
This programme leads to a Certificate in Adult Special Needs at NFQ level 5 and is designed to meet the QQI professional award standards for Adult Special Needs at NFQ level 5.
The programme comprises of 2 mandatory modules, enabling the learner to develop the knowledge, skills and competencies required to work independently and as part of a team, to provide a quality service to vulnerable adults and children.
Learners who successfully complete the QQI level 5 Special Needs Adults Course will have opportunities to progress into the workplace or into further and higher education.
How does the online course work
When the course commences, you will receive an email containing your log in details to your online learning platform to start your course. Once your module has been released to you, you are required to attend the induction webinar which will explain how blended learning works and the expectations we have for our students. All course materials such as notes, assignment briefs and class information are contained within your online learning platform. All your course work will be continuous assessment however the Intellectual Disability module will require an online exam. You will need to complete 4 live scheduled webinars during each module. Each week you will be provided with course content to study in your own time and pace. Deadlines will be in place to submit your assignments.
Tutor Support
You can contact your tutor by email, request a call back and for that extra peace of mind, obtain feedback on your assignments. Your tutor is available Monday to Friday 9-5:30pm.
If students are struggling to understand weekly content, they can email their tutor at any time for further support. In each live class, Tutors provide designated time to allow you to discuss any questions you may have.
The Studies Advisor is available to support students with areas including academic writing, referencing skills and to develop a realistic study schedule for each module.
Protection for learners
In compliance with Qualifications and Quality Assurance (Education and Training) Act 2012 Part 6, where Chevron College offers training programmes of 3 months duration or more, Learner Protection cover is in place via relevant financial product, should Chevron College cease to provide QQI programmes before learners have completed awards.
Course modules
QQI Level 5 Challenging Behaviour - 5N1706
The purpose of our Challenging Behaviour course is to equip you with the relevant knowledge, skills and competence in supporting individuals with intellectual disability with challenging behaviour.
- Define the concept of “challenging behaviour”
- Identify inappropriate behaviour presented by an individual with intellectual disability
- Describe behaviour in observable, measurable terms
- List the goals of Positive Behaviour Support
- Explain how internal factors, related to a person’s health and well being, can underlie challenging behaviour
- Explain how external factors related to the environment and the reactions to behaviour, can underlie challenging behaviour
- Define the terms “positive reinforcement”, “negative reinforcement”, “antecedent” and “setting events”
- Recognise examples of positive and negative reinforcement of inappropriate or challenging behaviour in daily situations in the lives of people with intellectual disability
- Recognise examples in the daily lives of people with intellectual disability, where inappropriate or challenging behaviour is being maintained by the setting events and antecedents prior to the behaviour
- Demonstrate how the parts of the Antecedent, Behaviour Consequence (ABC) model work together
- Use an ABC chart for recording observations of inappropriate or challenging behaviour
- Gather and record information about an individual with intellectual disability that can be used in the analysis of challenging behaviour and development of a support plan
- Distinguish between inappropriate behaviour and challenging behaviour
- Describe the challenging behaviour presented by an individual with intellectual disability in terms that are observable and measurable
- Outline the typical strategies used by staff and carers for dealing with inappropriate behaviour
- Outline the values underpinning Positive Behaviour Support
- Evaluate how well the goals and values of the Positive Behaviour Support model fit in with the policies of a service provider relating to challenging behaviour
- Discuss how challenging behaviour can be reinforced both positively and negatively
- Explain why negative reinforcement and punishment are not used in the Positive Behaviour Support model
- Describe the four types of strategies that constitute Positive Behaviour Support:
– teach new skills
– teach alternative skills to replace the challenging behaviour
– change the environment
– use the ABC model to increase desirable behaviour and decrease or prevent challenging behaviour - Outline the guidelines for selecting skills to teach
- Discuss a range of characteristics that promote positive environments.
- Assignment 40%
- Project 60%
- 2 months
- 18th of December 2023
.
QQI Level 5 Intellectual Disability - 5N1652
The purpose of this award is to equip the learner with the knowledge, skill and competence in the causes, range and effects of intellectual disabilities to develop an awareness of the importance of a social model of support and the role of various professionals in responding to the needs of persons with an intellectual disability.
- Categorise the range of terms which have been used to label people with an intellectual disability as inappropriate and appropriate labels
- Define the terms intellectual disability and multiple disability
- Identify the advantages and disadvantages of both the medical and social models of support
- Recognise the effects of caring for a person with an intellectual disability on close and extended family members
- Define the term front line staff
- Promote the following in caring for a person with an intellectual disability:
– dignity
– choice
– relationships
– contributing - Promote positive attitudes toward people with an intellectual disability
- Outline the history of services to people with an intellectual disability in Ireland
- Explore past and current attitudes toward people with an intellectual disability
- Examine own attitude toward people with an intellectual disability
- Identify how the policies and practice of a given organisation reflect the attitudes of that organisation toward people with an intellectual disability
- Explain the known causes of intellectual disability
- Describe the levels of intellectual disability and how these are assessed
- Outline the potential impact of a multiple disability on a person
- Provide examples of services to persons with an intellectual disability that illustrate the medical and or social models of support
- Outline current approaches toward developing quality in the provision of services to persons with an intellectual disability and their families, to include standards and quality assurance
- Identify examples of progressive models of service delivery both from Ireland and from other countries
- Outline the range of physical, social, emotional, psychological and spiritual needs of persons with an intellectual disability
- Explain the role of the following in relation to individuals with an intellectual disability, their families and staff:
– physiotherapist
– occupational therapist
– speech and language therapist
– social worker
– psychologist - Explain the role of front line staff in providing individualised support to persons with an intellectual disability in accordance with their preferences and needs
- Illustrate the importance of working as part of a team in meeting the needs of persons with an intellectual disability.
- Assignment 60%
- Examination – Theory 40%
- 2 months
- Start date: 16th October 2023
Who should enrol?
This special needs adult course will cater for a variety of adult learners ranging from school leavers with no previous experience in the healthcare sector to more mature adults with relevant life or work experience. Some of the latter will have previously had some education and training in healthcare. More mature adults will frequently be seeking new career opportunities, be working in the home or currently working in the healthcare sector. These will tend to opt for the part-time learning route to achieving the award.
Entry requirements
- Minimum level 4 award, Leaving certificate qualification or comparable.
- English proficiency (if English is not your 1st language) any of the below English proficiently exams will suffice-IELTS score 6.0 or above-Duolingo score of 95 or higher-Cambridge score of FCE or higher-Any assessment CEFR B2+ or higher
- Sufficient IT skills
Career opportunities
Our graduates work in areas such as:
- Residential Services
- Day Services
- Respite Services
Fees
Payment in full:
€495
.
Instalment plans:
Option 1:
3 monthly instalments of €165 each month
Option 2:
€295 for each individual module or 2 instalments of €147.50 each month
How to enrol?
Enrolment and payment are completed over the phone. To secure your place, please complete Click Enrol in the following chat: