Unit title: Support children and young people with autistic spectrum conditions

Transcription

1 Unit title: Support children and young people with autistic spectrum conditions Unit number: CCLD FP OP 3.4 Unit reference: J/602/1882 Unit level: 4 Unit credit value: 6 Unit aim: The purpose of this unit is to assess the knowledge, understanding and skills of learners who work with children or young people with autistic Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date Learning outcomes 4, 5 and 6 must be assessed in real-work environments by a qualified vocationally competent Assessor. 1. Understand the impact of autistic spectrum conditions on children and young people s learning and development Explain what is meant by the autistic spectrum Explain the importance of early diagnosis and intervention Describe the behavioural characteristics associated with autistic 1.4 Explain why children and young people with autistic spectrum conditions may display challenging behaviour Outline the links between autistic spectrum conditions and other conditions. CACHE 2011 Version

2 1.6. Analyse the impact of autistic spectrum conditions on: social development language and communication development sensory sensitivity Explain how attitudes to autistic spectrum conditions and behaviours may impact on the lives of children, young people and their carers 2. Understand how legislative and policy frameworks impact on provision for children and young people with autistic spectrum conditions Outline current legislation and policy frameworks that are designed to promote equality and inclusion for children and young people with autistic 2.2. Analyse the impact of current legislation and Codes of Practice in own work setting Explain the benefits of inclusion of children and young people with autistic spectrum conditions in mainstream settings. 2.4 Explain the challenges of inclusion of children and young people with autistic spectrum conditions in mainstream settings. 3. Understand how statutory roles and responsibilities contribute to provision for children and young people with autistic spectrum conditions Outline the statutory roles and responsibilities of those involved in provision for children and young people with autistic 3.2. Explain the processes involved in statutory assessments Explain how statutory assessments contribute to provision. CACHE 2011 Version

3 4. Be able to communicate effectively with children and young people with autistic 4.1. Describe how the environment facilitates effective communication for children and young people with autistic 4.2. Prepare the environment to facilitate effective communication Establish the method of communication preferred by the child or young person Use agreed methods of communication with a child or young person Describe how to demonstrate empathy, sensitivity and respect when communicating with children or young people Interact with children or young people in a way that demonstrates an understanding of their feelings and preferences Check with the child or young person throughout the interaction that the communication has been understood. 5. Be able to support the learning and development of children and young people with autistic 5.1. Explain the importance for children and young people with autistic spectrum conditions of: a differentiated curriculum an individualised/ personalised approach to learning and development Structure the environment to support children or young people s inclusion. CACHE 2011 Version

4 5.3. Encourage children or young people to participate in decisions affecting their lives according to their age, needs and abilities Contribute to the development of individual plans for a child or young person with autistic 5.5. Identify when children or young people may need additional support. 6. Be able to work in partnership with others to support children and young people with autistic 6.1. Explain why a partnership approach is most effective in supporting children and young people with autistic spectrum conditions Support other children or young people to understand the needs of their peers with autistic 6.3. Provide information to carers that supports their understanding of the emerging abilities and needs of the child or young person Provide information on sources of support for carers. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: CCLD FP OP 3.4 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. CACHE 2011 Version

5 Additional information about the unit: Relationship to occupational standards provided with the QCF unit HSC 316 Support the needs of children and young people with additional requirements. CCLD 321 Plan and implement positive environments for babies and children under 3 years. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Additional unit assessment requirements - provided with the QCF unit Statutory assessments could include: special educational needs social needs safeguarding and risk Assessment of this unit must comply with Skills for Care and Development QCF assessment principles. Learning outcomes 4, 5 and 6 must be assessed in a real work environment. Unit assessment guidance - provided by CACHE Learning outcomes 4, 5 and 6 must assessed in the real work environment by a vocationally competent Assessor. Unit guided learning hours 44 CACHE 2011 Version

6 Assessment task CCLD FP OP 3.3 Support children and young people with learning disabilities Introduction The new intake for your work environment includes children and or young people with autistic You have been asked to prepare resource pack for use in a workshop. This resource pack must include: the impact of the autistic spectrum conditions legislations statutory roles and responsibility Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7. an explanation of what is meant by the autistic spectrum an explanation of the importance of early diagnosis and intervention a description of the behavioural characteristics associated with autistic spectrum conditions an explanation of why children and young people with autistic spectrum conditions may display challenging behaviour an outline of the links between autistic spectrum conditions and other conditions an analyses of the impact of autistic spectrum conditions on: - social development - language and communication development - sensory sensitivity an explanation of how attitudes to autistic spectrum conditions and behaviours may impact on the lives of children, young people and their carers Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4. an outline of current legislation and policy frameworks that are designed to promote equality and inclusion for children and young people with autistic spectrum conditions an analysis of the impact of current legislation and Codes of Practice in own work setting an explanation of the benefits of inclusion of children and young people with autistic spectrum conditions in mainstream settings an explanation of the challenges of inclusion of children and young people with autistic spectrum conditions in mainstream settings CACHE 2011 Version

7 Task 3 links to learning outcome 3 assessment criteria 3.1, 3.2 and 3.3. an outline of the statutory roles and responsibilities of those involved in provision for children and young people with autistic spectrum conditions an explanation of the processes involved in statutory assessments an explanation of how statutory assessments contribute to provision. CACHE 2011 Version