Supporting Individuals with Learning Disabilities
(600/4041/5)
Start Date

August 1st

Price

€530

Supporting Individuals with Learning Disabilities Course Online

Course Objective

The CACHE Level 2 Award in Supporting Individuals with Learning Disabilities qualification provides learners with the opportunity to develop their knowledge and skills around supporting individuals with learning disabilities. It is aimed at learners who support individuals with learning disabilities as part of their job role.

Course Units

Learners who successfully complete each of the following units will be awarded a Level 2 Award in Supporting Individuals with Learning Disabilities:

Unit Aim:

This unit explores the meaning of learning disability and considers issues closely linked with learning disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have learning disabilities.

Learning Outcomes:
  • Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities
  • Explain how this legislation and policies influence the day-to-day experiences of individuals with learning disabilities and their families.
  • Explain what is meant by ‘learning disability’
  • Give examples of causes of learning disabilities
  • Describe the medical and social models of disability
  • State the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’
  • Describe the possible impact on a family of having a member with a learning disability
  • Explain the types of services that have been provided for individuals with learning disabilities over time
  • Describe how past ways of working may affect present services
  • 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
  • Explain the meaning of the term ‘social inclusion’
  • Explain the meaning of the term ‘advocacy’
  • Describe different types of advocacy
  • Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities
  • Explain how attitudes are changing in relation to individuals with learning disabilities
  • Give examples of positive and negative aspects of being labelled as having a learning disability
  • Describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers
  • Explain the roles of external agencies and others in changing attitudes, policy and practice
  • Identify ways of adapting each of the following when communicating with individuals who have learning disabilities; verbal communication, non-verbal communication
  • Explain why it is important to use language that is both ‘age appropriate’ and ‘ability appropriate’ when communicating with individuals with learning disabilities
  • Describe ways of checking whether an individual has understood a communication, and how to address any misunderstandings
Assessment:

Learners are required to prepare a folder, which demonstrates their knowledge and understanding of the learning outcomes for this unit.

Unit Aim:

The purpose of this unit is to provide the learner with the knowledge, understanding and skills to provide active support to increase an individual’s participation in tasks and activities. It is aimed at those whose role includes providing direct support and assistance to individuals.

Learning Outcomes:
  • Explain how the key characteristics of active support differ from the hotel model
  • Define the terms; promoting independence, informed choice, valued life
  • Explain how use of active support can promote independence, informed choice and a valued life
  • Explain the three elements in positive interaction that promote an individual’s participation in activity
  • Break a routine task into manageable steps for an individual
  • Provide different levels of help to support an individual to participate in a task or activity
  • Positively reinforce an individual’s participation in an activity
  • Provide opportunities for an individual to participate in activity throughout the day avoiding lengthy periods of disengagement
  • Use a structured person-centred format to ensure that a valued range of activities for an individual is available
  • Use a structured format to plan support for an individual to participate in activities
  • Record an individual’s participation in activities
  • Describe changes in an individual’s participation over time
  • Report the extent to which an individual’s participation represents the balance of activity associated with a valued lifestyle
Assessment:

Learners are required to complete demonstrate their knowledge and understanding of this unit’s learning outcomes in assessments devised by the assessor.

Unit Aim:

This unit is aimed at those who work in a range of health and social care settings. Person-centred thinking and planning reflects what is important to individuals and supports them to live the life they choose. This unit provides knowledge about the principles and processes of person-centred thinking, planning and reviews. It also requires demonstration of the skills and attitudes required to support person-centred thinking.

Learning Outcomes:
  • Identify the beliefs and values on which person-centred thinking and planning is based
  • Define person-centred thinking, person-centred planning and person-centred reviews
  • Describe the difference that person-centred thinking can make to individuals and their families
  • Describe examples of person-centred thinking tools
  • Explain what a ‘one page profile’ is
  • Describe the person-centred review process
  • Outline current legislation, policy and guidance underpinning person-centred thinking and planning
  • Describe the relationship between person-centred planning and personalised services
  • Identify ways that person-centred thinking can be used; with individuals, in teams
  • Describe own role in person-centred thinking, planning and reviews when supporting individuals
  • Identify challenges that may be faced in implementing person-centred thinking, planning and reviews in own work
  • Describe how these challenges might be overcome
  • Demonstrate how to use a person-centred thinking tool in relation to own life to identify what is working and not working
  • Describe own relationship circle
  • Describe how helpful using a person-centred thinking tool was to identify actions in relation to own life
  • Describe how to prepare for own person-centred review
  • Use person-centred thinking to know and act on what is important to the individual
  • Establish with the individual how they want to be supported
  • Use person-centred thinking to know and respond to how the individual communicates
  • Be responsive to how an individual makes decisions to support them to have maximum choice and control in their life
  • Support the individual in their relationships and in being part of their community using person-centred thinking
  • Ensure that the individual is central to the person-centred review process
  • Explain how to ensure that actions from a review happen
Assessment:

Learners are required to complete demonstrate their knowledge and understanding of this unit’s learning outcomes in assessments devised by the assessor.

Unit Aim:

The aim of this unit is to provide learners with knowledge and understanding in relation to record keeping and audit processes for medication.

Learning Outcomes:
  • Describe the requirements for medication transactions and stock levels in relation to; the role of the pharmacist, manufacturer’s instructions, organisational policies, inspection and external audit, legal requirements
  • Explain how medication is recorded on; receipt, administration, disposal
  • Describe the key aspects of record keeping in an environment where medicine is used in relation to; documentation, correct recording, signatures
  • Outline the requirements of the regulatory authorities in relation to medication record keeping
  • Identify the information that needs to be recorded for medicines reconciliation in relation to each individual
  • Outline the requirements for the frequency and content of medication reviews
  • Explain why all records relating to medication must be kept up-to-date
  • Outline the key points of legislation relating to confidentiality in relation to; who records what, where and when, who has access to records, individual rights, maintaining confidentiality
  • Identify own role in maintaining confidentiality and keeping information secure
  • Define the terms ‘accountability’ and ‘responsibility’
  • Explain the importance of accountability in relation to medication
  • Describe the responsibilities of different people involved with storage or administration of medication
  • Outline the potential consequences of not following agreed ways of working as set out by an employer
  • Explain the importance of working within own limitations
  • Explain what is meant by a medicines-related safeguarding incident
  • Describe the reporting and recording requirements in the event of a medicines-related safeguarding incident
  • Give examples of changes in practice that would be implemented as a result of a medicines-related safeguarding incident
  • Explain the importance of reporting adverse effects of medication using the ‘Yellow Card’ system
Assessment:

Learners are required to complete four written assignments, designed by the assessor, which demonstrate their understanding of the learning outcomes for this unit.

Register Your Interest

At Chevron Training, we’re always looking for new ways to support learners in their studies and to support them with their career progression.

We are currently seeking express of interest, so please complete our pre-registration form below and we will keep you updated about this programme.

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