Qualification Specification NCFE Level 2 Certificate in Understanding Autism (601/6330/6)

Transcription

1 Health, Public Services and Care Qualification Specification NCFE Level 2 Certificate in Understanding Autism (601/6330/6)

2 2 Contents Section 1 Qualification overview Page 3 Section 2 Assessment and moderation Page 17 Section 3 Structure and content Page 20 Section 4 Links to National Skills Standards Page 50 Section 5 Links to National Occupational Standards Page 52 Section 6 General information Page 55

3 3 Section 1 1 Qualification overview

4 4 Qualification overview Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 2 Certificate in Understanding Autism. All information contained in this specification is correct at the time of publishing. To ensure that you re using the most up-to-date version of this qualification specification please check the issue date in the page headers against that of the qualification specification on our website If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 2 Certificate in Understanding Autism.

5 5 About this qualification The NCFE Level 2 Certificate in Understanding Autism has been accredited by the qualifications regulators for England, Wales and Northern Ireland, 1 and is part of the Qualifications and Credit Framework (QCF). This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider. Throughout this qualification specification, as in the Department of Health Adult Autism Strategy, we ve used the term autism as an umbrella term for all autistic spectrum conditions, including Asperger syndrome. Geographical coverage This qualification has been regulated for use in England, Wales and Northern Ireland. We re able to provide the qualification specification and assessment materials in the Welsh and/or Irish language where requested and appropriate. Things you need to know Qualification number (QN): 601/6330/6 Aim reference: Guided learning hours (GLH): 152 Credit value: 18 QCF level: 2 Assessment requirements: internally assessed and externally moderated portfolio of evidence 1 The qualifications regulators (regulators) are Ofqual in England and Northern Ireland, and the Welsh Government in Wales.

6 6 Aims and objectives of this qualification This qualification aims to: develop learners understanding of autism and the principles of supporting individuals with autism - covering the person-centred approach and influence of positive communication methods, how to support positive behaviour and how individuals with autism can be supported to live healthy and fulfilled lives. The objective of this qualification is to help learners to: progress within employment in a variety of sectors, and in a number of job roles where an understanding of autism and knowledge of how to support people with autism is required. Entry guidance This qualification is designed for learners who wish to develop an understanding of autism and how to support individuals with autism. It s useful for learners who provide direct support and those working in sectors such as: Health Care Social Care Leisure Entertainment Education And Training Nursing There are no specific recommended prior learning requirements for this qualification. However, learners may find it helpful if they ve already achieved a Level 1 qualification. This qualification is suitable for learners aged 16 and above. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the assessment criteria and comply with the relevant literacy, numeracy and health and safety aspects of this qualification. Learners registered on this qualification shouldn t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility.

7 7 Achieving this qualification To be awarded the NCFE Level 2 Certificate in Understanding Autism, learners are required to successfully complete 6 mandatory units. Mandatory units Unit 01 Unit 02 Unit 03 Unit 04 Unit 05 Unit 06 Introduction to autism (4 credits) Using a person-centred approach to support individuals with autism (2 credits) Communication and social interaction in individuals with autism (3 credits) Sensory processing, perception and cognition in individuals with autism (2 credits) Supporting positive behaviour in individuals with autism (3 credits) Supporting individuals with autism to live healthy and fulfilled lives (4 credits) The learning outcomes and assessment criteria for each unit are provided in Section 3 (page 20). The units above are available as stand-alone unit programmes. Please visit for further information. To achieve the NCFE Level 2 Certificate in Understanding Autism, learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in this qualification specification. Grades are not awarded. Learners who aren t successful can resubmit work within the registration period; however, a charge may apply. A Credit Certificate can be requested for learners who don t achieve their full qualification but who have achieved at least one whole unit.

8 8 Progression opportunities Learners who achieve this qualification could progress to: NCFE Level 3 Diploma for the Children's Workforce (Early Years Educator) NCFE Level 3 Certificate in Preparing to Work in Adult Social Care NCFE Level 3 Diploma in Health and Social Care (Adults) for England Level 3 Diploma for Residential Childcare (England) Level 3 Award in Supporting Children and Young People with Autism Level 3 Diploma in Healthcare Support Services Level 3 Diploma in Clinical Healthcare Support It may also be useful to learners studying qualifications in the following sectors: Healthcare Social care Leisure Education Early Years Voluntary Credit accumulation and transfer One of the benefits of the QCF is that learners can transfer credit from one qualification to another. Learners who ve already achieved one or more of the units included in this qualification elsewhere can transfer the credit already achieved. Simply let us know which units are being achieved by credit transfer via the Portal or on the Certificate Claim Form. All units in this qualification are available for credit transfer. Exemption Exemption allows learners to use evidence of certificated, non-qcf achievement deemed to be of equivalent value against the requirements of a qualification. However, there are no exemptions currently identified for this qualification.

9 9 Equivalent units Some units have equivalent units identified against them. If a learner has achieved these units previously, they can use them towards achievement of this qualification. However, this qualification has no equivalent units identified. For more information on these approaches to accumulating and claiming credit, please see the guidance document Credit Transfer, Equivalence and Exemption in the QCF section of our website Recognition of Prior Learning (RPL) RPL is where a learner has previously learnt something but hasn t received formal recognition for this learning through a qualification or other form of certification. Within the QCF, a learner is able to claim that they know or can do something already and that they don t need to attend a course to learn it again. The learner will need to prove this claim (through assessment of relevant evidence) and then credit can be awarded for that achievement. For more information on the process to follow to claim RPL, contact our Quality Assurance team. Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor. Qualification dates Qualifications on the QCF have review dates, operational end dates and certification end dates. The qualification review date is the date by which we ll have carried out a review of the qualification. This date is shown on the qualifications page on our website We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we ll set an operational end date.

10 10 If we extend the review date then this will be shown on the qualifications page on our website and approved centres will be kept updated. The operational end date will only show on the Register if we ve made the decision to withdraw a qualification. After this date we can no longer accept candidate registrations. The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims. Staffing requirements Centres delivering any of NCFE s qualifications must: have a sufficient number of appropriately qualified/experienced Assessors to assess the volume of learners they intend to register have a sufficient number of appropriately qualified/experienced Internal Quality Assurers to internally quality assure the anticipated number of Assessors and learners ensure that all staff involved in assessment and internal quality assurance are provided with appropriate training and undertake meaningful and relevant continuing professional development implement effective internal quality assurance systems and processes to ensure all assessment decisions are reliable, valid, authentic, sufficient and current. This should include standardisation to ensure consistency of assessment provide all staff involved in the assessment process with sufficient time and resources to carry out their roles effectively. Assessors All Assessors of NCFE qualifications should be appropriately qualified to make assessment decisions. Although it isn t a specific requirement of this qualification, NCFE consider it to be good practice for Assessors to hold, or be working towards, a recognised qualification in assessment. Where a recognised qualification isn t held, Assessors should be able to demonstrate relevant and current experience of assessment.

11 11 In order to assess knowledge-based units, the Assessor should be occupationally knowledgeable, ie hold relevant knowledge to assess units designed to test the knowledge and understanding of learners. This knowledge should be demonstrable through relevant qualifications/experience, and at an equivalent or higher level than the units under assessment. In order to assess competence-based units, the Assessor should be occupationally competent, ie able to carry out the requirements of the units they re assessing. This competence should be demonstrable through relevant qualifications/experience, and at an equivalent or higher level than the units under assessment. Internal Quality Assurance All staff involved in the internal quality assurance of NCFE qualifications should be appropriately qualified to make quality assurance decisions. Although it isn t a specific requirement of this qualification, NCFE consider it to be good practice for internal quality assurance staff to hold, or be working towards, a recognised qualification in internal quality assurance. Where a recognised qualification isn t held, Internal Quality Assurers should be able to demonstrate relevant and current experience of internal quality assurance. In order to carry out quality assurance of assessment decisions, internal quality assurance staff should be occupationally knowledgeable, ie hold relevant knowledge across units they ll be quality assuring. This knowledge should be demonstrable through relevant qualifications/experience, and at an equivalent or higher level than the units under assessment. Examples of relevant qualifications/experience This section provides examples of relevant qualifications/experience to demonstrate occupational knowledge/competence for Assessors and Internal Quality Assurers. The guidance in this section isn t intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for assessment/internal quality assurance roles.

12 12 Examples of relevant qualifications Level 3 Diploma in Health and Social Care Level 3 NVQ in Health and Social Care Level 3 Diploma for the Children's Workforce (Early Years Educator) Level 3 Certificate in Supporting Individuals with Learning Disabilities Level 3 Diploma in Mental Health Care Level 3 Certificate in Working in Community Mental Health Care Level 3 Award in Supporting Children and Young People with Autism Level 3 Award in Communication Support for Verbal Children with Autism Spectrum Disorder Social work Nursing Examples of relevant work experience/sectors Social care Social work Nursing Health Early years Education eg learning support services Therapies (art, music, drama, play) Voluntary Occupational therapy Speech and language therapy Psychology Psychiatry The types of qualification and work experience could vary widely, as experience from different sectors could be relevant. Extensive personal experience (such as long-term support of a family member) along with relevant qualifications could also be appropriate.

13 13 NCFE is not responsible for any complications that arise in the delivery, assessment or internal quality assurance process as a result of internal recruitment and training decisions. Decisions regarding staff recruitment and training should be made at the discretion of centres. Centres should be aware of their obligations under their Agreement with NCFE to ensure that all staff involved in the delivery, assessment and internal quality assurance of NCFE qualifications are suitably qualified/experienced. Resource requirements There are no specific resource requirements for this qualification. Support for learners Learner s Evidence Tracking Log (LETL) This document can help learners keep track of their work. We provide a blank LETL template which can be downloaded free of charge from the qualification page on our website You don t have to use the LETL template you can devise your own evidence-tracking document instead. Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment criterion and include: information on the content, availability and location of NCFE s procedures and policies advice on support mechanisms for learners who are experiencing difficulties with their studies a mechanism for Assessors and Internal Moderators to authenticate evidence and achievement for each unit.

14 14 Support for centres There are a number of documents available on our website that centres might find useful. These are linked below: Centre Support Guide This explains everything you need to know, from how to apply to become an NCFE-approved centre to registering your learners and claiming their certificates, and everything in between. Centres must seek approval to offer a qualification. Only learners from approved centres can be certificated. Reasonable Adjustments and Special Considerations Policy This policy is aimed at customers - including learners - who use our products and services and who submit requests for reasonable adjustments and special considerations. The policy can be found on our website here: Adjustments-Special-Considerations-Policy.pdf. Directory of Products and Services This provides summary information about all NCFE qualifications and awards including mandatory and optional units, learner registration and certification fees, and assessment information. Fees and Pricing This document is published in the spring for the forthcoming academic year.

15 15 Useful websites Centres may find the following websites helpful for materials and resources to assist with the delivery of qualifications: The National Autistic Society - NHS Choices - National Institute for Health and Care Excellence (NICE) - Social Care Institute for Excellence (SCIE) - whatautism.asp Training and support We can provide training sessions for Assessors and Internal Moderators. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on Learning resources Materials to support the delivery of this qualification can be purchased from the following Partners: Learning Curve Group

16 16 Links to National Skills Standards For this qualification we ve highlighted where learning opportunities for the Functional Skills qualifications may be found. This qualification can be used to develop learners : English skills Maths skills Information and Communication Technology skills Section 4 (page 50) shows how the units of this qualification relate to the skills above. If a learner wishes to gain a Functional Skills qualification, they must successfully pass the relevant Functional Skills assessment. Mapping to National Occupational Standards National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard-Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence. This qualification has been mapped against the relevant Skills for Care and Development and Skills for Health Level 2 Standards for Health and Social Care. More detailed mapping is provided in Section 5 (page 52).

17 17 Section 2 Assessment and moderation

18 18 Assessment and moderation How the qualification is assessed Assessment is the process of measuring a candidate s skill, knowledge and understanding against the standards set in a qualification. Internal assessment Each candidate must create a portfolio of evidence which demonstrates achievement of all the learning outcomes and assessment criteria associated with each unit. On completion of each unit candidates must declare that the work produced is their own. The Assessor must countersign this. Examples of suitable evidence for the portfolio for each unit are provided in Section 3 (page 20). The main pieces of evidence for the portfolio could include (in no particular order): Assessor observation completed observational checklists and related action plans witness testimony candidate s proof of work worksheets assignments/projects/reports record of professional discussion record of oral and written questioning candidate and peer reports Recognition of Prior Learning (RPL). You ll also find a variety of assessment and moderation pro-formas here: Assessment guidance is provided for each unit. Assessors can use other methods of assessment as long as they re valid and reliable and maintain the integrity of the assessment and of the standards required of this qualification. Acceptable methods of assessment could be drawn from the list above. Assessors must be satisfied that candidates have achieved all learning outcomes and assessment criteria related to the unit being assessed, prior to deciding if candidates have been successful.

19 19 Assessors are also responsible for supporting candidates through the assessment process. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team on Moderation Moderation is the process by which we confirm that assessment decisions in centres are: made by competent and qualified Assessors the product of sound and fair assessment practice recorded accurately and appropriately. We do this through: internal moderation which you carry out external moderation which we carry out through our External Moderators who, by supporting you, will make sure that assessments meet nationally agreed standards and that your quality assurance systems continue to meet our centre approval criteria. The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre s quality assurance agent. If you d like to know more about the responsibilities of Assessors and Internal and External Moderators please refer to our Centre Support Guide.

20 20 Section 3 Structure and content

21 21 Structure and content This section provides details of the structure and content of this qualification. The unit summary provides an overview of each unit including: unit title unit overview guided learning hours credit value level an indication of whether a unit is mandatory or optional. Following the unit summary there s detailed information for each unit containing: unit title and number learning outcomes (the learner will) and assessment criteria (the learner can) guidance for developing assessment (an explanation of technical terms and the depth and breadth of coverage of the unit) assessment guidance (types of evidence for internal assessment) grading descriptors. The regulators accredited unit number is indicated in brackets for each unit (eg M/100/7116). However, to make cross-referencing assessment and moderation easier, we ve used a sequential numbering system in this document for each unit. For further information or guidance about this qualification please contact our Research and Product Development team on

22 22 Unit summaries Unit 01 Introduction to autism (H/507/2764) This unit provides learners with an introduction to autism, covering what is meant by autism, theories and diagnosis. Learners will also look at common misconceptions associated with autism and conditions that can co-occur with autism. Guided learning hours: 36 Credit value: 4 Level: 2 This unit is mandatory Unit 02 Using a person-centred approach to support individuals with autism (K/507/2765) This unit covers using a person-centred approach to support individuals with autism, incorporating the preferences and needs of the individual. Learners will also look at legislation and guidance, and the support networks available to individuals and their families. Guided learning hours: 20 Credit value: 2 Level: 2 This unit is mandatory Unit 03 Communication and social interaction in individuals with autism (M/507/2766) This unit covers the potential delays and difficulties in speech, language, and social development sometimes faced by individuals with autism. It also covers methods and strategies that could be used when communicating with an individual with autism. Guided learning hours: 22 Credit value: 3 Level: 2 This unit is mandatory

23 23 Unit summaries (cont d) Unit 04 Sensory processing, perception and cognition in individuals with autism (T/507/2767) In this unit learners will gain an understanding of sensory processing, perception, and cognition in individuals with autism - including looking at hypersensitivity and hyposensitivity. Learners will also consider how to the support the sensory needs of individuals with autism. Guided learning hours: 20 Credit value: 2 Level: 2 This unit is mandatory Unit 05 Supporting positive behaviour in individuals with autism (A/507/2768) Through this unit learners will understand individuals behaviours in the context of autism. They ll also look at how to support positive behaviour and help individuals to develop coping strategies. Guided learning hours: 24 Credit value: 3 Level: 2 This unit is mandatory Unit 06 Supporting individuals with autism to live healthy and fulfilled lives (F/507/2769) This unit covers how to support individuals through transitions and life events, how to maintain their personal safety, and how to access services, facilities and employment opportunities. Learners will also gain an understanding of what it s like for an individual to live with autism. Guided learning hours: 30 Credit value: 4 Level: 2 This unit is mandatory

24 24 Unit 01 Introduction to autism (H/507/2764) The learner will: 1 Understand what is meant by autism The learner can: 1.1 Describe the following social and communication disorders: autistic spectrum condition Asperger syndrome high-functioning autism (HFA) 1.2 Explain how autism can be considered as a spectrum condition 1.3 Explain why it is important to recognise that autism is a lifelong condition The learner will: 2 Know theories that relate to autism The learner can: 2.1 Outline the following theoretical models in relation to identifying autism: Kanner Asperger Wing and Gould 2.2 Explain how the terms neurodiverse and neurotypical are used in relation to autism

25 25 Unit 01 Introduction to autism (H/507/2764) (cont d) The learner will: 3 Know how autism is diagnosed The learner can: 3.1 Outline the current guidelines for the diagnosis of autism in the UK 3.2 Describe the difficulties surrounding the diagnosis of autism in relation to: formal diagnosis the range of different diagnoses on the spectrum 3.3 Give reasons why people may be reluctant to seek a diagnosis 3.4 Explain why it is important for individuals to have a formal diagnosis 3.5 State the prevalence of autism in the UK The learner will: 4 Understand the characteristics that may be present in individuals with autism The learner can: 4.1 Describe the main characteristics found in individuals with autism 4.2 Describe how these characteristics can vary from individual to individual 4.3 Outline what is meant by the triad of impairments 4.4 Identify positive and negative points of the triad of impairments

26 26 Unit 01 Introduction to autism (H/507/2764) (cont d) The learner will: 5 Know about conditions that commonly co-occur with autism The learner can: 5.1 Explain the following conditions that may co-occur with autism: mental ill-health learning disability 5.2 Describe other conditions that may co-occur with autism 5.3 Describe the concerns that can arise from these cooccurring conditions The learner will: 6 Understand common misconceptions surrounding autism The learner can: 6.1 Describe how attitudes and lack of understanding can compound the difficulties of individuals with autism 6.2 Give examples of how autism can be misrepresented in the media 6.3 Describe how discrimination against individuals with autism can occur inadvertently in society 3.2 difficulties include gender differences (characteristics in girls differ and are less noticeable) and age (adults and older people may have remained undiagnosed as autism was not widely recognised or understood during their childhood). 3.5 prevalence is the total number of cases of a condition in a given population at a specific time. This should reflect current figures and include how these are broken down in terms of gender and age.

27 27 Unit 01 Introduction to autism (H/507/2764) (cont d) 4.1 characteristics are features that are common in people with autism, are used to help to recognise the condition, and are used in diagnosis. There s a range of characteristics and not all people with autism will have all characteristics. 4.3 triad of impairments there s increasing reference to the dyad of impairments, in which social interaction and communication are merged under social communication 5.2 other conditions could include epilepsy, dyspraxia and attention deficit hyperactivity disorder (ADHD) 6.1 attitudes and lack of understanding the importance of recognising that autism is not a mental health condition, and that individuals may not have a learning disability. As autism is an invisible disability, judgements are often made about behaviour.

28 28 Unit 01 Introduction to autism (H/507/2764) (cont d) Assessment guidance Type of evidence: assignment Assessment criteria: Additional information: candidates could carry out research into a range of social and communication conditions on the autistic spectrum, including diagnosis, theoretical models and prevalence. Tutors could set a series of assessment tasks based on the research activity, with a list of headings for candidates to follow for guidance to ensure the assessment criteria are addressed. Type of evidence: case study Assessment criteria: Additional information: Tutors could design a series of case studies illustrating the range of characteristics of autism and how they can vary between individuals. Candidates could answer pre-set questions relating to the assessment criteria. Type of evidence: questioning Assessment criteria: Additional information: candidates could respond to a set of preprepared questions covering the assessment criteria. Questions and answers should be clearly recorded and authenticated. Type of evidence: discussion Assessment criteria: Additional information: candidates could explore examples of how autism is portrayed in the media, for example in documentaries, in fiction and in films. Tutors could facilitate a structured group discussion about different attitudes and misrepresentations, and how people with autism can be discriminated against inadvertently. Candidates could produce notes and a report to accompany the resources used.

29 29 Unit 01 Introduction to autism (H/507/2764) (cont d) Assessment guidance (cont d) The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

30 30 Unit 02 Using a person-centred approach to support individuals with autism (K/507/2765) The learner will: 1 Know how legislation and guidance underpins support for individuals with autism The learner can: 1.1 Outline the key points of current legislation and guidance in relation to: autism equality and disability rights special educational needs mental capacity and best interests advocacy 1.2 Outline how legislation and guidance can be used to support individuals with autism The learner will: 2 Understand how to support individuals with autism using a person-centred approach The learner can: 2.1 Describe what is meant by person-centred support 2.2 Explain why it is important to treat the person with autism as an individual 2.3 Give examples of how support can be provided in a way that is: compassionate non-judgemental 2.4 Give examples of how the rights of individuals with autism can be promoted 2.5 Describe how to incorporate the preferences and needs of individuals when providing support 2.6 Explain why it is important to work with each individual s strengths and abilities to enable them to achieve their potential 2.7 Give examples of the contribution that informal networks can make to supporting individuals with autism and their families

31 31 Unit 02 Using a person-centred approach to support individuals with autism (K/507/2765) (cont d) 2.8 Explain the importance of working in partnership with the individual and others 2.9 Outline the principles of confidentiality in relation to supporting individuals with autism 1.1 legislation and guidance includes current law, statutory guidance, codes of practice, and good practice guidelines that support the rights and best interests of people with autism 2.1 person-centred support - learners should be encouraged to relate to personalisation and co-production in relation to support for individuals with autism 2.4 rights include: independence individuality making own choices fair and equal treatment respect dignity 2.7 informal networks could include: family and friends autism support, representative and rights organisations, such as Ambitious about Autism and National Autistic Society parent support groups 2.8 others include: family carers friends healthcare professionals care workers advocates social worker other people appropriate to the individual

32 32 Unit 02 Using a person-centred approach to support individuals with autism (K/507/2765) (cont d) Assessment guidance Type(s) of evidence: assignment Assessment criteria: 1.1, 1.2, 2.9 Additional information: candidates could investigate current legislation and guidance and use their findings to produce a factsheet. Tutors could produce a list of headings for candidates to follow for guidance to ensure the assessment criteria are addressed. Type(s) of evidence: case study Assessment criteria: 2.1, 2.2 Additional information: Tutors could design a case study to illustrate the importance of person-centred support. Candidates could answer questions relating to the assessment criteria. Type(s) of evidence: simulation Assessment criteria: Additional information: candidates could complete a support plan or individual timetable based on a fictional individual. Tutors could provide details of the individual s preferences, needs, strengths, abilities and informal networks, devising a template to be used that would provide opportunity for assessment criteria to be met. Candidates should include a commentary to demonstrate the importance of focusing on strengths and working in partnership with individuals and others. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

33 33 Unit 03 Communication and social interaction in individuals with autism (M/507/2766) The learner will: 1 Understand speech, language and communication in individuals with autism The learner can: 1.1 Outline the processes required to communicate using: speech language 1.2 Describe how speech and language development may be delayed or affected for individuals with autism 1.3 Describe different forms of communication used by individuals with autism 1.4 Describe the difficulties an individual with autism may have in communicating verbally when: processing verbal information interpreting verbal information The learner will: 2 Understand how social interaction may differ in individuals with autism The learner can: 2.1 Describe how social development may be delayed or affected for individuals with autism 2.2 Describe the difficulties individuals with autism may experience with social interaction 2.3 Explain the links between social development and speech and language development

34 34 Unit 03 Communication and social interaction in individuals with autism (M/507/2766) (cont d) The learner will: 3 Know strategies that are used to support communication and social interaction for individuals with autism The learner can: 3.1 Identify a range of methods that could be used when communicating with an individual with autism 3.2 Outline a range of strategies that could be used to support communication and social interaction 3.3 Describe how communication can be adapted to meet the needs and preferences of each individual 3.4 Explain how a constructive environment can be created to aid communication and social interaction 3.5 Describe the role of specialists in supporting communication and social interaction 1.1 processes include cognitive (interpretation and processing of language), social and physical (the mechanics or articulation of speech) 1.3 forms of communication should include verbal and nonverbal communication, the repetition of set words and phrases (echolalia) 2.2 social interaction includes using skills such as: reading facial expression and body language social imagination social inhibition appropriate use of eye contact 3.2 strategies enable methods and equipment to be used in a way that actively encourages social interaction, eg: Picture Exchange Communication System (PECS) Makaton social stories music cues comic strip conversations visual/graphics technology

35 35 Unit 03 Communication and social interaction in individuals with autism (M/507/2766) (cont d) 3.4 constructive environment - for example, free from distractions, low arousal 3.5 specialists - such as speech and language therapists

36 36 Unit 03 Communication and social interaction in individuals with autism (M/507/2766) (cont d) Assessment guidance Type of evidence: assignment Assessment criteria: Additional information: candidates could investigate common differences in communication and social interaction that may be present in individuals with autism, and could complete a series of assessment tasks based on their findings. Tutors could produce a list of headings for candidates to follow for guidance to ensure the assessment criteria are addressed. Type of evidence: resource pack Assessment criteria: Additional information: candidates could design a resource pack that could be used to inform parents or support workers of different communication methods to promote social interaction with an individual or individuals with autism. Candidates could produce examples of resources that could be used with an individual, such as social stories, and details of specialist support available could be included. Tutors could produce a list of headings for learners to follow for guidance to ensure that the assessment criteria are addressed. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

37 37 Unit 04 Sensory processing, perception and cognition in individuals with autism (T/507/2767) The learner will: 1 Understand how individuals with autism process sensory information The learner can: 1.1 Outline how differences in processing sensory information may affect each of the senses 1.2 Define what is meant by: hypersensitivity hyposensitivity 1.3 Outline why individuals with autism may experience balance difficulties (vestibular sense) 1.4 Explain how individuals with autism may experience difficulties with body awareness (proprioception) 1.5 Give examples of behaviours that may suggest an individual is hyposensitive or hypersensitive The learner will: 2 Know how to recognise and support sensory needs The learner can: 2.1 Identify examples of the type of environments and situations that might contribute to an individual experiencing sensory overload 2.2 Give examples of how individuals with autism may respond when experiencing sensory overload 2.3 Outline strategies that can be used to support individuals experiencing sensory overload 2.4 Describe how to create a low arousal sensory environment 2.5 Give examples of ways to increase sensory stimulation 2.6 Describe the benefits of sensory activities for individuals with autism 2.7 Outline how sensory differences may have an influence on an individual s dietary preferences 2.8 Explain how to support the dietary preferences of individuals with autism

38 38 Unit 04 Sensory processing, perception and cognition in individuals with autism (T/507/2767) (cont d) The learner will: 3 Understand the cognitive differences individuals with autism may have in processing information The learner can: 3.1 Outline the difficulties an individual with autism may have with: processing information predicting the consequences of an action organising, prioritising and sequencing understanding the concept of time 3.2 Describe strategies that could be used to support an individual with autism to complete activities/tasks 1.1 senses includes the 5 senses: vision hearing touch taste smell and body awareness (proprioception) and balance (vestibular sense) are also described as senses and are addressed in 1.3 and sensory overload can occur when an individual with sensory sensitivity experiences overstimulation of the senses, causing distress, discomfort and sometimes pain 3.2 strategies include: timetables calendars and instructions in visual format written lists colour coding to indicate order of tasks placing clothes in order of dressing

39 39 Unit 04 Sensory processing, perception and cognition in individuals with autism (T/507/2767) (cont d) Assessment guidance Type of evidence: resource pack Assessment criteria: Additional information: candidates could design a resource pack about the sensory experiences of individuals with autism - this should include examples of hypersensitivity and hyposensitivity for each of the senses. Tutors could produce a list of headings for learners to follow for guidance to ensure that the assessment criteria are addressed. Type of evidence: candidate report Assessment criteria: Additional information: candidates could view video clips that show simulations of the sensory experience of an individual with autism. This could be facilitated by a Tutor-led discussion outlining strategies to support individuals with hypersensitivity and during sensory overload. Candidates could produce a report summarising the video clip and discussion, with guidance in the form of headings provided by the Tutor. Type of evidence: case studies Assessment criteria: Additional information: Tutors could provide a series of case studies to illustrate individuals with hyposensitivity, hypersensitivity and extreme food fads. Candidates could investigate a range of sensory equipment and activities and how these can benefit individuals with autism - they can then answer questions based on their findings.

40 40 Unit 04 Sensory processing, perception and cognition in individuals with autism (T/507/2767) (cont d) Assessment guidance (cont d) Type of evidence: assignment Assessment criteria: 3.1, 3.2 Additional information: candidates could complete a series of assessment tasks demonstrating their understanding of the difficulties individuals may have in processing information, and how to apply this to provide support to individuals completing activities. Tutors could produce a list of headings for candidates to follow for guidance to ensure the assessment criteria are addressed. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

41 41 Unit 05 Supporting positive behaviour in individuals with autism (A/507/2768) The learner will: 1 Understand behaviour within the context of autism The learner can: 1.1 Explain why an individual s behaviours may need to be considered within the context of autism 1.2 Explain how these behaviours may influence the way individuals with autism interact with others 1.3 Explain how the behaviour of others may impact on an individual with autism 1.4 Explain why individuals with autism may find changes to their routine distressing 1.5 Outline strategies that can be used to support individuals to cope with changes to routine and structure 1.6 Outline the approaches that can be used to reduce prompt dependency in individuals with autism 1.7 Outline strategies to support an individual s obsessions and special interests The learner will: 2 Know how to support positive behaviour The learner can: 2.1 Outline how behaviour can be interpreted as a form of expression 2.2 Identify a range of factors that may be associated with behaviour that challenges 2.3 Outline the advantages and disadvantages of using proactive strategies and reactive strategies to support positive behaviour in individuals with autism 2.4 Explain the importance of positive reinforcement 2.5 Outline approaches that could be used to support positive behaviour

42 42 Unit 05 Supporting positive behaviour in individuals with autism (A/507/2768) (cont d) The learner will: 3 Understand how to support individuals to develop coping strategies The learner can: 3.1 Explain how an individual with autism s behaviour can have an impact on them and others 3.2 Give examples of the following strategies that can be used in relation to behaviour that challenges: prevention de-escalation techniques coping strategies 3.3 Describe ways to support an individual who is anxious and struggling to contain their own behaviour 3.4 Describe how to support individuals to understand their behaviour in terms of: events and feelings leading up to it their actions the consequences of their behaviour 3.5 Describe how family members can be supported to cope with behaviour that challenges 3.6 Identify sources of support in relation to behaviours that challenge for the individual with autism and their family 1.5 strategies include preparation and pre-planning, social stories and photographs 1.6 prompt dependency - over-reliance on prompting should be avoided 3.1 others include family members, carers, those affected by the behaviour, and onlookers

43 43 Unit 05 Supporting positive behaviour in individuals with autism (A/507/2768) (cont d) Assessment guidance Type of evidence: assignment Assessment criteria: , 2.1 Additional information: candidates could investigate a range of characteristic behaviours within the context of autism and strategies for support. They could then complete a series of assessment tasks. Tutors could produce a list of headings for candidates to follow for guidance to ensure the assessment criteria are addressed. Type of evidence: work product Assessment criteria: , 3.3 Additional information: candidates could produce a leaflet or guidance document outlining strategies for supporting positive behaviour. Tutors could produce a list of headings for candidates to follow for guidance to ensure the assessment criteria are addressed. Type of evidence: case study Assessment criteria: 2.2, Additional information: Tutors could design a case study to illustrate a scenario where an individual behaves in a way that challenges others. Candidates can discuss how individuals and their families can be supported to understand this behaviour and could answer questions relating to the assessment criteria. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

44 44 Unit 06 Supporting individuals with autism to live healthy and fulfilled lives (F/507/2769) The learner will: 1 Understand the experience of living with autism The learner can: 1.1 Outline the potential effects of living with autism on an individual s: development and puberty education, employment and life chances access to services and facilities 1.2 Describe the impact on family members of supporting: a child or young person with autism an adult with autism 1.3 Identify positive aspects of living with autism The learner will: 2 Know how to support individuals to maintain their personal safety The learner can: 2.1 Identify factors that may compromise the personal safety of an individual with autism 2.2 Give reasons why people with autism may be vulnerable to: bullying exploitation 2.3 Outline ways to safeguard against the bullying and exploitation of individuals with autism 2.4 Outline strategies that individuals can use to protect themselves from harm and abuse 2.5 Describe ways to support individuals to use the internet and social media safely

45 45 Unit 06 Supporting individuals with autism to live healthy and fulfilled lives (F/507/2769) (cont d) The learner will: 3 Understand the purpose of positive risk taking The learner can: 3.1 Identify aspects of everyday life in which risk plays a part 3.2 Outline the benefits individuals can gain from positive risk taking 3.3 Explain how risk assessment can be used with individuals and others The learner will: 4 Know how to support individuals with transitions and life events The learner can: 4.1 Identify a range of life events and transitions that individuals may experience 4.2 Give reasons why individuals with autism may find these transitions difficult 4.3 Identify ways that individuals can be supported through transitions 4.4 Describe how to involve others in the transition process

46 46 Unit 06 Supporting individuals with autism to live healthy and fulfilled lives (F/507/2769) (cont d) The learner will: 5 Know how to support individuals to access services and facilities The learner can: 5.1 Identify the support an individual may need to access: healthcare education and training leisure services 5.2 Outline the rights of individuals with autism in relation to accessing services and facilities 5.3 Give examples of reasonable adjustments that could be made for individuals with autism 5.4 Outline the support available for individuals and families from rights groups and community support organisations The learner will: 6 Know how to support individuals with employment The learner can: 6.1 Identify barriers that people with autism may face in gaining employment 6.2 Describe how individuals can be supported with: gaining employment starting employment continuing employment 6.3 Identify organisations and agencies that support individuals with autism into employment 1.3 positive aspects - candidates should be encouraged to think about different, not less and identify the positive characteristics, strengths and abilities associated with autism 3.2 positive risk taking is where the potential benefits outweigh the level of risk