Unit 1 Understand the Context of Supporting Individuals with Learning Disabilities

Unit 1 Understand the context of supporting individuals with learning disabilities

Activity 1.1

Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities.

(1.1.1)

Activity 1.2

Explain how this legislation and these policies influence the day-to-day experiences of individuals with learning disabilities and their families.

(1.1.2)

Activity 1.3

Explain what is meant by ‘learning disability’.

(1.2.1)

Activity 1.4

Give examples of causes of learning disabilities.

(1.2.2)

Activity 1.5

Describe the medical and social models of disability.

(1.2.3)

Activity 1.6

State the approximate proportion of individuals with a learning disability for whom the cause is not known.

(1.2.4)

Activity 1.7

Describe the possible impact on a family of having a member with a learning disability.

(1.2.5)

Activity 1.8

Explain the types of services that have been provided for individuals with learning disabilities over time.

(1.3.1)

Activity 1.9

Describe how past ways of working may affect present services.

(1.3.2)

Activity 1.10

Identify some of the key changes in the following areas in the lives of individuals who have learning disabilities:

a) Where people live

b) Daytime activities
c) Employment

d) Sexual relationships and parenthood

e) The provision of healthcare

(1.3.3)

Activity 1.11

Explain the meaning of the term social inclusion.

(1.4.1)

Activity 1.12

Explain the meaning of the term advocacy.

(1.4.2)

Activity 1.13

Describe different types of advocacy.

(1.4.3)

Activity 1.14

Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities.

(1.4.4)

Activity 1.15

How are attitudes changing in relation to individuals with learning disabilities?

(1.5.5)

Activity 1.16

Give examples of positive and negative aspects of being labelled as having a learning disability.

Positive:

Negative:

(1.5.2)

Activity 1.17

What steps can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers?

(1.5.3)

Activity 1.18

What is the role of external agencies and others in changing attitudes, policy and practice towards those with learning disabilities?

(1.5.4)

Activity 1.19

List ways of adapting each of the following when communicating with individuals who have learning disabilities:

a) Verbal communication

b) Non-verbal communication

(1.6.1)

Activity 1.20

Why is it important to use language that is both age-appropriate and ability-appropriate when communicating with individuals with learning disabilities?

(1.6.2)

Activity 1.21

a) How can you establish whether an individual has understood a communication?

How could you address any misunderstandings that may occur whilst trying to establish communication?
a)

(1.6.3)

Now ask your tutor to check this section and provide feedback. You should both sign below, when you agree that the results of your activities meet the required standard. Now move on to Unit 2.

Tutor Signature: ______Date: ______

Student Signature: ______Date: ______

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