Sensory Loss. Unit reference number: M/616/7368 Level: 3. Credit value: 3 Guided learning hours: 21. Unit summary

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1 Unit 18: Understanding Sensry Lss Unit reference number: M/616/7368 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 21 Unit summary Sensry lss can affect individuals in different ways. Hw it affects individuals can depend n the cause f the sensry lss, which senses are affected and what kind f supprt has been put in place. Having a gd understanding f sensry lss in all its frms is essential in supprting these individuals effectively. This unit will give yu an understanding f the range and causes f sensry lss, the ptential negative impact and hw effective cmmunicatin can supprt an individual t maintain their independence Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

2 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the causes and range f sensry lss which may ccur fr an individual 2 Understand the factrs that impact n an individual with sensry lss 3 Understand the imprtance f effective cmmunicatin fr individuals with sensry lss Assessment criteria 1.1 Define cngenital sensry lss, and acquired sensry lss 1.2 Explain sensry lss in terms f the five main senses 1.3 Explain the demgraphic factrs which influence the incidence f sensry lss in the ppulatin 2.1 Analyse hw different factrs can impact n individuals with sensry lss 2.2 Analyse hw scietal attitudes and beliefs impact n individuals with sensry lss 2.3 Explre hw scietal attitudes and beliefs can impact n service delivery 3.1 Explain the methds f cmmunicatin used by individuals with: sight lss hearing lss deaf-blindness 3.2 Describe hw the envirnment facilitates effective cmmunicatin fr peple with sensry lss 3.3 Explain hw effective cmmunicatin may have a psitive impact n the lives f individuals with sensry lss Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

3 Learning utcmes 4 Understand hw t recgnise when an individual may be experiencing sensry lss and actins that may be taken Assessment criteria 4.1 Identify the indicatrs and signs f: sight lss hearing lss deaf-blindness smatsensry lss ansmia and ageusia 4.2 Explain actins that shuld be taken if there are cncerns abut the nset f sensry lss r changes in sensry status 4.3 Explain surces f supprt fr thse wh may be experiencing the nset f sensry lss Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

4 Cntent What needs t be learned Learning utcme 1: Understand the causes and range f sensry lss which may ccur fr an individual Causes f sensry lss Cngenital. Acquired. Sensry lss Sight lss. Hearing lss. Deaf-blindness. Lss f lfactry sense (smell). Lss f taste. Lss f tactile sense. Demgraphic factrs which make sensry lss mre r less likely Having wrked in a nisy envirnment. Prlnged use f visual display units (VDUs) Ageing and life expectancy. Smking and ther lifestyle factrs. Learning utcme 2: Understand the factrs that impact n an individual with sensry lss Factrs that can impact n an individual with sensry lss Hme life and living situatin. Existing infrmal/frmal care prvisin. Lifestyle factrs. Emplyment/study. Other/existing disabilities: mbility cmmunicatin cgnitive emtinal. Cmmunicatin. Infrmatin. Familiar layuts and rutines. Mbility. Hw sensry impairment may make an individual mre vulnerable t health and/r safety risks Identifying visitrs/safe situatins. Using husehld appliances. Perfrming persnal care duties. Chsing and preparing fd/drink Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

5 What needs t be learned The scial, emtinal, and intellectual impacts f sensry lss Difficulties in scialising, making/meeting friends, islatin. Cnfusin, disrientatin, anger, lneliness. Impaired learning, pprtunities, dealing with adapted learning methds. Hw scietal attitudes and beliefs can impact service delivery Barriers t emplying peple with sensry impairment. The scial mdel f disability. Learning utcme 3: Understand the imprtance f effective cmmunicatin fr individuals with sensry lss Methds f cmmunicatin Methds used by peple with full r partial sight lss: Braille Mn large print use f high cntrast apprpriate fnts magnifiers. Methds used by peple with hearing lss: British Sign Language lip-reading/lip-speaking text messaging hearing lp systems/hearing aids. Methds used by peple with deaf-blindness: deaf-blind sign language. Adapt the envirnment t facilitate effective cmmunicatin Staff training. Use f clur/cntrast. Reduced backgrund nise. Lighting. Specialist equipment, e.g. tactile phne buttns, Braille keybard/signage. Tactile flring. Hw effective cmmunicatin may have a psitive impact n lives f individuals with sensry lss Imprved health and emtinal wellbeing. Imprved quality f life. Making a psitive cntributin. Chice f cntrl. Freedm frm discriminatin. Ecnmic wellbeing. Persnal dignity Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

6 What needs t be learned Learning utcme 4: Understand hw t recgnise when an individual may be experiencing sensry lss and actins that may be taken Identify the indicatrs and signs f sensry lss Sight lss: mving abut cautiusly hlding bks r reading material clse t the face r at arm s length vercautius driving habits finding lighting either t dim r t bright frequent eye glass prescriptin changes squinting r tilting the head t see difficulty in recgnising peple changes in leisure activities changes in persnal appearance bumping int bjects appearing disriented r cnfused. Hearing lss: nt respnding when yu speak t them frm behind ften asking peple t repeat what they have said nt hearing when smene kncks at the dr r rings the bell cmplaining that peple mumble r speak t quickly having difficulty hearing when several peple are present needing the TV/radi/stere t be luder than is usual fr thers having difficulty fllwing speech with unfamiliar peple r accents having prblems using the telephne. Deaf-blindness: any cmbinatin f the abve lists fr sight and hearing lss. Smatsensry lss: reprting f unusual physical sensatins/pins and needles drpping r crushing bjects difficulty picking up bjects balance issues failure t ntice injuries itching failure t ntice r respnd t temperature changes. Ansmia and ageusia: cnsuming fd/drink which has gne ff, e.g. spiled milk etc. burning/vercking fd persnal hygiene issues. Actins that shuld be taken if there are cncerns abut nset f sensry lss r changes in sensry status Recrd cncerns and the reasns fr these. Identify what srt f apprach needs t be taken with the individual. Identify what frms f cnsent might need t be btained. Obtain an assessment fr the individual and make a referral. Identify thers wh shuld be invlved in an assessment. Agree additinal supprt with the individual if needed Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

7 What needs t be learned Surces f supprt fr thse wh may be experiencing nset f sensry lss Lcal authrity. Charity rganisatins, e.g. Sense, RNIB, Fifth Sense. General practitiners, hspitals Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

8 Infrmatin fr tutrs Suggested resurces Bks Eggermnt J Hearing Lss: Causes, Preventin, and Treatment, 1st editin (Academic Press, 2017) ISBN Evans M and Whittaker A Sensry Awareness and Scial Wrk, 1st editin (Sage Publicatins Ltd, 2010) ISBN Websites Ryal Natinal Institute fr Deaf Peple prvides infrmatin, advice and guidance fr peple and rganisatins affected by hearing lss. Charity representing thse with cmbined sight and hearing lss. Fifth Sense the charity fr peple affected by smell and taste disrders. NHS guidance n lss f smell and related lss f taste. Ryal Natinal Institute f Blind Peple a leading surce f infrmatin n sight lss and the issues affecting blind- and partially- sighted peple. Charity supprting thse with ther cmbined sensry impairments Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

9 Assessment This guidance shuld be read in cnjunctin with the assciated qualificatin specificatin fr this unit. This unit is internally assessed. T pass this unit, the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria, and the requirements f the assessment strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the guidance given in Sectin 8 Assessment f the assciated qualificatin specificatin and meet the requirements frm the assessment strategy given belw. Wherever pssible, centres shuld adpt an hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in accrdance with the assessment strategy (principles) in Annexe A f the assciated qualificatin specificatin. Assessment f all learning utcmes may take place in r utside f a real wrk envirnment Pearsn BTEC Level 4 Diplma in Adult Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

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