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Details about  QCF Health & Social Care Optional Unit LD 201 ANSWERS

QCF Health & Social Care Optional Unit LD 201 ANSWERS See original listing
QCF-Health-Social-Care-Optional-Unit-LD-201-ANSWERS
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Item condition:
--not specified
Ended:
12 Jul, 2011 22:29:56 BST
Price:
£4.00
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Free Economy Delivery | See details
Item location:
wolverhampton, Staffordshire, United Kingdom

Description

eBay item number:
290576479707
Seller assumes all responsibility for this listing.
Last updated on  23 Jun, 2011 20:02:14 BST  View all revisions

Are you doing your QCF Diploma level 3 in Health & Social Care?

Do you need help with your optional units?

If you answered YES to the above, you need to purchase this item!!!!

I am a qualified Health & Social care Assessor, with over 20 years experience, helping learners to gain their qualifications.

I compiled these detailed guidance Answers for students to help them understand what their answers need to include for unit number:

LD 201

'Understand the context of supporting individuals with learning disabilities'

Please note, my guidance answers are for the New Diploma level 3 Qualification, not like other's listed on e-bay, which are answers to the :

Old NVQ level 3 Qualification! All of my guidance answers are based on the new framework, and new outcomes, clearly written, so easy to understand!!!!!

(THIS GUIDANCE MATERIAL COULD STILL BE USED FOR REFERENCE PURPOSES FOR NVQ LEVEL 3 )

The guidance consists of over 4,000 words, and is 11 A4 pages long!!!

The guidance answers cover the following:

Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities

a. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities

b. Explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families.

Outcome 2 Understand the nature and characteristics of learning disability

a. Explain what is meant by ‘learning disability’

b. Give examples of causes of learning disabilities

c. Describe the medical and social models of disability

d. State the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’

e. Describe the possible impact on a family of having a member with a learning disability.

Outcome 3 Understand the historical context of learning disability

a. Explain the types of services that have been provided for individuals with learning disabilities over time

b. Describe how past ways of working may affect present services

c. Identify some of the key changes in the following areas of the lives of individuals who have learning disabilities:

Where people live

Daytime activities

Employment

Sexual relationships and parenthood

The provision of healthcare.

Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active participation in relation to supporting individuals with learning disabilities and their families

a. Explain the meaning of the term ‘social inclusion’

b. Explain the meaning of the term advocacy

c. Describe different types of advocacy

d. Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities.

 

Outcome 5 Understand how views and attitudes impact on the lives of individuals with learning disabilities and their family carers

a. Explain how attitudes are changing in relation to individuals with learning disabilities

b. Give examples of positive and negative aspects of being labelled as having a learning disability

c. Describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers

d. Explain the roles of external agencies and others in changing attitudes, policy and practice.

Outcome 6 Know how to promote communication with individuals with learning disabilities

a. Identify ways of adapting each of the following when communicating with individuals who have learning disabilities

Verbal communication

Non-verbal communication

b. Explain why it is important to use language that is both ‘age appropriate’ and ‘ability appropriate’ when communicating with individuals with learning disabilities

c. Describe ways of checking whether an individual has understood a communication, and how to address any misunderstandings.

 

All of my work is typed, so easy to read, and will be sent to you within 24 hrs of recieved payment via paypal.

This item will be sent on CD FORMAT, via Royal Mail (2nd class)

PLEASE NOTE :THESE GUIDANCE ANSWERS MUST NOT BE COPIED, THEY ARE FOR REFERENCE ONLY. I HAVE PRODUCED THE CONTENTS, AND THEREFORE THIS MATERIAL MUST NOT BE RE-SOLD, OR REPRODUCED!

THIS ITEM IS A GUIDANCE STUDY AID ONLY AND UNDER NO CIRCUMSTANCES IS TO BE SUBMITTED AS EVIDENCE FOR A DIPLOMA AWARD.

THIS COULD RESULT IN IMMEDIATE DISQUALIFICATION FROM THE AWARD.

*****NOW AVAILABLE AND READY TO SEND******

PLEASE NOTE THIS MATERIAL IS NOT A BOOK

CHECK OUT MY FEEDBACK FROM SATISFIED BUYERS OF MY GUIDANCE MATERIALS

PLEASE TAKE A LOOK AT OTHER NVQ/QCF GUIDANCE MATERIALS I HAVE LISTED

(CLICK ON 'other items for sale')

I HAVE ESSAYS,PERSONAL STATEMENTS, COVERING: EQUALITY & DIVERSITY, GSCC CODES OF PRACTICE, PERSONAL DEVELOPMENT etc............ ALSO OTHER OPTIONAL UNITS FOR LEVEL 2 & 3 QCF DIPLOMA

Any questions please contact me at:

dmlearningresources@hotmail.co.uk

 

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