Unit Credit Value: 5 Unit Level: Four Unit Guided Learning Hours: 33 Ofqual Unit Reference Number: J/506/6018 Unit Review Date: 31/07/2019 Unit Sector: 1.3 Health and Social Care Unit Summary The purpose of this unit is to develop learners knowledge understanding and skills in supporting individuals on the. Unit Information It is expected that before the unit is delivered, the tutor will have read the Qualification Specification to ensure all conditions regarding Rules of Combination, delivery, assessment and internal quality assurance are fulfilled. Additional guidance is available below as Assessment Guidance for Learning Outcomes and Assessment Criteria in bold. This unit has 6 learning outcomes 1. Understand person centred es to working with individuals on the 1.1. Explain what is meant by a person centred 1.2. Explain the features of using a person centred with individuals on the 1 of 5
2. Understand current legal and policy frameworks that relate to individuals on the 3. Understand the characteristics of the 2.1. Explain current legislative frameworks that relate to an individual on the 2.2. Explain current policy drivers that relate to individuals on the 2.3. Analyse how current policy and legislative frameworks affect the development of services for individuals on the 2.4. Analyse the effect that policies and procedures of own organisation may have on individuals on the autistic spectrum, including: (a) benefits (b) barriers 3.1. Explain historical and current perspectives on the causes and characteristics of: (a) autism (b) medical changes 3.2. Explain how emerging theories can contribute to an understanding of autism 3.3. Analyse how areas of current research and good practice can support own practice 3.4. Analyse how impairments may effect an individual on the, including: (a) social and emotional (b) language and communication (c) social imagination (d) sensory processing 3.5. Describe co-existing conditions that may be experienced by individuals on the 3.6. Analyse other conditions and behaviours that can be mistaken for autism and result in misdiagnosis 2 of 5
4. Be able to support an individual on the using a person centred 4.1. Work with an individual on the autistic spectrum to explore their view of the world, including: (a) life experience (b) sensory (c) physical (d) emotional (e) language and communication (f) social (g) relationships (h) personal interests 4.2. Support an individual and others to understand how their individual characteristics of autism impact on their: (a) physical and emotional wellbeing (b) patterns of behaviour (c) interactions (d) relationships 4.3. Support an individual and others to develop strategies to manage the impact of their individual characteristics of autism on their: (a) physical and emotional wellbeing (b) patterns of behaviour (c) interactions (d) relationships 3 of 5
5. Understand the impact of change for an individual on the using a person centred 6. Be able to support an individual on the to manage the impact of change using a person centred 5.1. Describe the impact of change for different individuals on the autistic spectrum 5.2. Analyse the impact of structure and routine for different individuals on the using a person centred 5.3. Compare how changes in the environment may affect different individuals on the 5.4. Explain the consequences of not responding to the impact of changes in the lives of an individual on the autistic spectrum 6.1. Use a person centred to support the individual and others to identify what changes may affect them, including: (a) environment (b) people (c) over time 6.2. Use a person centred to support the individual and others to assess the impact of changes in their lives 6.3. Work in partnership with an individual and others to support them in making informed choices to develop strategies to manage change in the following circumstances: (a) planned (b) unplanned (c) emergency 6.4. Work in partnership with an individual and others to review the effectiveness of a change strategy 4 of 5
Assessment Guidance This unit must be assessed in accordance with Skills for Care and development QCF Assessment Principles. Learning Outcome 1 Individual: is someone accessing care or support. Learning Outcome 4 4.2 Others may include: families and carers colleges work colleagues of individuals own colleagues advocates colleagues other professionals wider networks. Learning Outcome 5 Change means any change for the individual in the and may include: staff weather sensory journeys daily routines health and well-being transitions environmental world events. 5.1, 5.2 and 5.3 Different individuals: impact of change/structure on a minimum of three different individuals. 5.3 Environment may include: sensory external and internal rooms colours equipment resources personal effects of anyone who comes into contact. Evidence Requirements Evidence of practical ability must be demonstrated. 5 of 5