Course Profile

Course Profile: Down’s Syndrome & Fulfilling Lives (1 Day)
The course will help learners understand Down’s Syndrome and associated Learning Disabilities, explore the history of support services and link to current agendas that affect the people they support. The course will help learners understand the meaning of a fulfilling life and discover a range of possibilities to promote and maintain this quality of life for people with Down’s Syndrome.
The course is informed by the FPLD, BILD, Mencap, Down’s Syndrome Association and the DoH. It is set in the context of the Care Act (2014), supports the Social Care Commitment and will help organisations meet the CQC Fundamental Standards. It links with the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England (Skills for Care and Skills for Health, 2013)
The course provides some knowledge for
NHS KSF:  HWB1.2, 4.2
Care certificate: 5, 6, 7, 9
QCF: LD201, 205, 307, 314K, 202, 311C
The course is designed for staff working at all levels in a variety of roles and in diverse settings.


Learning outcomes

By the end of the course learners should understand:

  • The definition of a fulfilling life, what we place value on
  • What people with Down's Syndrome have to say. Reference to Direct payments, In Control, Personalisation and reforms
  • Links to the Valuing People Now priorities set in 2007; Rights, Independence, Choice and Inclusion and the DOH Independence, Choice & Risk Guidance, May 2007
  • Links to The Supporting People Strategy; Independence and Opportunity
  • Down's Syndrome - Definitions, diagnosis, current understanding of causation and statistics
    • Associated Learning Disabilities and developmental issues
  • A brief history of Learning Disabilities and Down's Syndrome in the UK including the developments in services and support for people and their parents & carers and the change in attitudes and stereotypes
  • John O Brien's five competencies
  • What we mean by a 'Person Centred' approach and a fulfilling life, including sex and relationships, work and employment, community presence and value and independent living
  • The need for drawing on the best resources. The different professional and support roles
  • How to apply this knowledge through a person centred support plan
  • Bringing the team and others 'on board'
Training methods utilised include: Tutor presentations, Small and large group work, Problem solving, Practical exercises, Handouts, OHP/PowerPoint, Chalk & Talk