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Assignment Briefs
10-18-2024
1.1. Identify conditions, impairments and difficulties commonly subsumed under the term disability.
RCC 5.20: Support others to understand models of disability and their effects on working practice with children and young people
Unit reference
R/506/8158
Unit level
4
Credit value
2
Guided Learning (hours)
17
Unit aim
This unit provides the knowledge and skills required to support others to understand models of disability and their effects on working practice with children and young people, including in settings where disability is not the primary focus.
Learner name:
Centre no:
PIN:
ULN:
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
1. Understand models of disability.
1.1. Identify conditions, impairments and difficulties commonly subsumed under the term disability.
1.2. Compare theoretical models of disability.
1.3. Explain how the application of different models of disability can be experienced in the lives of children and young people.
1.4. Explain how different models of disability shape organisational structures and outcomes.
2. Be able to review how models of disability underpin organisational practice with children and young people.
2.1. Explain how policies, procedures and working practices are underpinned by a model of disability.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
2.2. Review the effectiveness of current policies, procedures and working practices in actively promoting empowerment and participation.
2.3. Use the review to propose improvements to policies, procedures and working practices.
3 Develop others’ awareness of models of disability.
3.1. Plan activities that increase others’ understanding of:
models of disability
how they are experienced by individuals
how they shape organisational structure and ways of working.
3.2. Implement planned activities.
3.3. Review the outcomes of planned activities.
For e-portfolio a signature is not required, providing the learner has a personalised and secure login.
Additional information about the unit:
Relationship to occupational standards
SCDHSC0043
Additional unit assessment requirements
Units need to be assessed in line with the Skills for Care & Development Assessment Principles.
Guidance for developing assessment arrangements for the unit:
Guidance for developing unit assessment arrangements – provided with the unit
Learning outcomes 2 and 3 must be assessed in a real work environment.
Unit assessment guidance – provided by the sector
Others could include:
children and young people
team members
other professionals
carers / family members
advocates.
Example Answer - Plagiarised Content
Introduction
This assignment aims to explore the various models of disability and their implications for working with children and young people. By understanding these models, we can enhance our practices and promote better outcomes for individuals with disabilities. The assignment will address the assessment criteria set out in the unit, focusing on the identification of disabilities, the comparison of theoretical models, and the development of activities to enhance awareness.
Learning Outcome 1: Understand Models of Disability
1.1 Identify Conditions, Impairments, and Difficulties Commonly Subsumed Under the Term Disability
Disability encompasses a wide range of conditions, impairments, and difficulties. Common examples include:
Physical disabilities such as cerebral palsy, muscular dystrophy, and spinal cord injuries.
Sensory impairments including blindness and deafness.
Cognitive disabilities such as Down syndrome and autism spectrum disorders.
Mental health issues that can affect children and young people, including anxiety disorders and depression.
1.2 Compare Theoretical Models of Disability
There are several theoretical models of disability, including:
The Medical Model: This model views disability as a defect or impairment that needs to be treated or cured. It focuses on the individual’s limitations rather than societal barriers.
The Social Model: In contrast, this model argues that disability is a result of societal barriers and attitudes. It emphasises the need for societal change to accommodate individuals with disabilities.
The Biopsychosocial Model: This model integrates both the medical and social perspectives, recognising the interaction between biological, psychological, and social factors.
1.3 Explain How the Application of Different Models of Disability Can Be Experienced in the Lives of Children and Young People
The application of these models significantly affects the experiences of children and young people with disabilities. For instance, those viewed through the medical model may feel stigmatized and powerless, as the focus is on their limitations. Conversely, the social model can empower individuals by promoting inclusivity and advocating for changes in society that facilitate participation.
1.4 Explain How Different Models of Disability Shape Organisational Structures and Outcomes
Organisational structures and outcomes are influenced by the model of disability adopted. For example, organisations embracing the social model are likely to develop inclusive policies, promote diversity, and create environments that empower individuals with disabilities. Conversely, those following the medical model may have more restrictive practices, focusing on treatment rather than inclusion.
Learning Outcome 2: Review How Models of Disability Underpin Organisational Practice with Children and Young People
2.1 Explain How Policies, Procedures and Working Practices Are Underpinned by a Model of Disability
Policies and procedures within organisations often reflect the underlying model of disability. For example, a school adopting a social model may implement policies that ensure access to facilities for all students, provide training for staff on inclusive practices, and actively involve children and young people in decision-making processes.
2.2 Review the Effectiveness of Current Policies, Procedures, and Working Practices in Actively Promoting Empowerment and Participation
To evaluate the effectiveness of current practices, feedback from children and young people, staff, and parents should be gathered. Surveys, focus groups, or informal discussions can provide insights into whether individuals feel empowered and included within the organisational framework.
2.3 Use the Review to Propose Improvements to Policies, Procedures, and Working Practices
Based on the review, improvements may include:
Increasing training opportunities for staff on inclusive practices.
Enhancing communication channels to ensure that children and young people can express their views.
Developing partnerships with external organisations that advocate for disability rights.
Continued...
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