Centre Assessment Guidance for CMI Level 3 Diploma in ...

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Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand the context of supporting individuals with learningdisabilitiesLevel: 2 Unit Number: LD 201 QCA UnitNumber:K/601/5315Credit value: 4 Guided LearningHours35Learning outcomesAssessment criteriaThe learner will:1. Understand the legislation and policiesthat support the human rights and inclusionof individuals with learning disabilitiesThe learner can:1.1 Identify legislation and policies that aredesigned to promote the human rights,inclusion, equal life chances and citizenship ofindividuals with learning disabilities1.2 Explain how this legislation and policiesinfluence the day to day experiences ofindividuals with learning disabilities and theirfamilies2. Understand the nature andcharacteristics of learning disability2.1 Explain what is meant by ‘learningdisability’2.2 Give examples of causes of learningdisabilities2.3 Describe the medical and social models ofdisability2.4 State the approximate proportion ofindividuals with a learning disability for whomthe cause is ‘not known’2.5 Describe the possible impact on a family ofhaving a member with a learning disability3. Understand the historical context oflearning disability3.1 Explain the types of services that havebeen provided for individuals with learningdisabilities over time3.2 Describe how past ways of working mayaffect present services3.3 Identify some of the key changes in thefollowing areas of the lives of individuals whohave learning disabilities:• where people live• daytime activities• employment• sexual relationships and parenthood• the provision of healthcare4. Understand the basic principles andpractice of advocacy, empowerment and4.1 Explain the meaning of the term ‘socialinclusion’Version 1 – Feb 11 Page 46 of 73
Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceactive participation in relation to supportingindividuals with learning disabilities andtheir families4.2 Explain the meaning of the term advocacy4.3 Describe different types of advocacy4.4 Describe ways to build empowermentand active participation into everyday supportwith individuals with learning disabilities5. Understand how views and attitudesimpact on the lives of individuals withlearning disabilities and their family carers5.1 Explain how attitudes are changing inrelation to individuals with learning disabilities5.2 Give examples of positive and negativeaspects of being labelled as having a learningdisability5.3 Describe steps that can be taken topromote positive attitudes towards individualswith learning disabilities and their family carers5.4 Explain the roles of external agencies andothers in changing attitudes, policy andpractice6. Know how to promote communicationwith individuals with learning disabilitiesAdditional Information about this unitUnit aim(s)Additional information6.1 Identify ways of adapting each of thefollowing when communicating with individualswho have learning disabilities• verbal communication• non-verbal communication6.2 Explain why it is important to use languagethat is both ‘age appropriate’ and ‘abilityappropriate’ when communicating withindividuals with learning disabilities6.3 Describe ways of checking whether anindividual has understood a communication,and how to address any misunderstandingsThe unit explores the meaning of learningdisability and considers issues closely linkedwith learning disability support. These includean awareness of how the attitudes and beliefsof others affect individuals who have learningdisabilities. The unit introduces themes ofinclusion, human rights, advocacy,empowerment and active participation and alsoconsiders the central place of communication inworking with individuals who have learningdisabilitiesSee ‘Guidance for developing assessmentarrangements for the unit’Version 1 – Feb 11 Page 47 of 73
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Centre Assessment Guidance for CMI Level 3 Diploma in ...

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