View Unit : Support the assessment of individuals with sensory loss

Unit

Unit Reference Number

R/601/3543

Qualification Framework

QCF

Title

Support the assessment of individuals with sensory loss

Unit Level

Level 3

Unit Sub Level

None

Guided Learning Hours

Unit Credit Value

Date of Withdrawal

SSAs

1.3 Health and Social Care, 1.5 Child Development and Well-Being

Unit Grading Structure

Pass

Assessment Guidance

Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles

Learning Outcomes 3 and 4 must be assessed in real work environment

View Unit's Qualifications

Learning Outcomes and Assessment Criteria

Learning Outcome - The learner will:		Assessment Criterion - The learner can:
1	Understand the range and purpose of assessment available to individuals with sensory loss	1.1	Identify the different types of assessment available to individuals with sensory loss
		1.2	Outline the purpose of the different types of assessment available to individuals with sensory loss
		1.3	Discuss the importance of holistic assessment for individuals with sensory loss
		1.4	Explain the term ‘eligibility criteria’ in relation to the assessment of individuals with sensory loss
2	Understand own role and role of others in relation to the assessment of individuals with sensory loss	2.1	Describe the scope of own role and responsibilities in supporting the assessment of individuals with sensory loss
		2.2	Identify the range and roles of others involved in the assessment of individuals with sensory loss
		2.3	Explain the responsibility of self and others in involving individuals with sensory loss with their assessment
3	Be able to support the assessment of individuals with sensory loss	3.1	Support the active participation of the individual in shaping the assessment process
		3.2	Explain the importance of using both formal and informal methods to gather information for assessments
		3.3	Agree areas of assessment that will require own input with others
		3.4	Contribute to the assessment within boundaries of own role
		3.5	Observe and record agreed areas for assessment in line with work setting procedures or agreed ways of working
		3.6	Provide records to others to support an assessment of an individual with sensory loss adhering to confidentiality agreements and data protection
4	Be able to recognise the impact of assessment on the service delivery and an individual’s well being and quality of life	4.1	Discuss with an individual how the outcomes of an assessment have impacted on their well being and quality of life
		4.2	Evaluate how an assessment has had an impact on own practice and service delivery
		4.3	Reflect how own practice has been adapted following assessment of an individual with sensory loss

Equivalent Units

There are no equivalences to display.