View Unit : Support disabled children and young people and those with specific requirements.

Unit

Unit Reference Number

T/601/0134

Qualification Framework

QCF

Title

Support disabled children and young people and those with specific requirements.

Unit Level

Level 4

Unit Sub Level

None

Guided Learning Hours

Unit Credit Value

Date of Withdrawal

SSAs

1.5 Child Development and Well-Being

Unit Grading Structure

Pass

Assessment Guidance

Learning Outcomes 2, 3 and 4 must be assessed in a 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 principles of working inclusively with disabled children and young people and those with specific requirements	1.1	. Outline the legal entitlements of disabled children and young people for equality of treatment and the principles of working inclusively placing the child/young person in the centre.
		1.2	. Compare service led and child and young person led models of provision for disabled children and young people
		1.3	. Critically analyse the difference between the social model and medical model of disability and how each model affects provision.
		1.4	. Explain the importance of • advocacy • facilitated advocacy for children and young people who require it • the personal assistant role
		1.5	. Explain the importance of encouraging the participation of disabled children and young people
2	Be able to work in partnership with families with disabled children or young people and those with specific requirements	2.1	. Explain the concepts and principles of partnerships with carers of disabled children and young people and those with specific requirements
		2.2	. Explain the types of support and information carers may require
		2.3	. Demonstrate in own practice partnership working with families
3	Be able to support age and developmentally appropriate learning, play or leisure opportunities for disabled children or young people and those with specific requirements	3.1	. Demonstrate in own practice engagement with disabled children or young people
		3.2	. Encourage children or young people to express their preferences and aspirations in their chosen way of communication
		3.3	. Demonstrate in own practice how to work with children or young people and their families to assess a child or young person’s learning, play or leisure needs identifying solutions to any barriers according to the principles of inclusion
		3.4	. Develop a plan with an individual child or young person to support learning, play or leisure needs.
		3.5	. Implement the learning, play or leisure plan according to own role and responsibility explaining and evaluating its effectiveness and suggesting changes for the future.
4	Be able to evaluate, support and develop existing practice with disabled children and young people and those with specific requirements	4.1	. Demonstrate in own practice how barriers which restrict children and young people’s access are overcome
		4.2	. Explain the importance of evaluating and challenging existing practice and becoming an agent of change
		4.3	. Explain how and when to use policies and procedures to challenge discriminatory, abusive or oppressive behaviour
		4.4	. Describe the impact of disability within different cultures and the importance of culturally sensitive practice
		4.5	. Explain the importance of systems of monitoring, reviewing and evaluating services for disabled children and young people
5	Understand how to work in partnership with other agencies and professionals to support provision for disabled children and young people and those with specific requirements	5.1	. Explain the roles and responsibilities of partners that are typically involved with disabled children and young people and those with specific requirements
5		5.2	. Analyse examples of multi agency and partnership working from own practice

Equivalent Units

There are no equivalences to display.