|Institutional attitudes of “can’t” have significantly shifted to “could” (with appropriate assistance). Thus the limits placed on people with Learning Disabilities have, at least to some extent lifted, leading to more opportunities for development and reaching of potential. This course aims to help learners develop their own skills in supporting people with Learning Disabilities in everyday and longer term tasks and pursuits.
The course is informed by ‘Community based day activities’ (SCIE guide 16, 2007), Person Centred Practice and the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England.. The course supports the Social Care Commitment and is set in the context of The Care Act 2014 (promoting health and wellbeing).
|The course provides some knowledge for
NHS KSF: Core 1.1, 3.1, HWB2.1
Care cert: 5, 6,
QCF: LD202, 203, LD205, HSC2007
The course is designed for workers in the field of Learning Disabilities in a variety of roles and in diverse settings. The course will help organisations meet the CQC fundamental standards.
By the end of the course learners
- Why the chains of “can’t” need to be cut
- How to establish potential
- How to help people, through skills teaching to reach their potential
- A seven-phase sequence for balancing natural support and individual needs
- Links between participants’ experiences as learners and those of service users
- The importance of teaching skills in ordinary settings. The links with O’Briens 5 Accomplishments
- Deciding on the task – Promoting Person Centred values
- Taking care not to set up ‘failure’
- Are we the best people to be teaching? Who else could do this?
- How to “break” the task into a series of manageable components
- How we can promote self-esteem as we go through the development process
- Assessing risks to people and hazards of equipment
- Establishing a Risk Management plan based on Positive Risk taking
- How to vary the type and level of assistance the teacher can offer
- The appropriate communication levels whilst teaching individuals with limited communication skills
- Deciding the setting in which the person should be able to carry out the activity
- Ideas as to how the person can use the acquired skills
- How good teaching enhances the quality of people’s lives
- The importance of “keeping track” of the acquired skills so they become a part of the persons “everyday” lives
|Training methods utilised include: Warm up exercises, PowerPoint, Tutor Presentations, Role play, Practical exercises, Discussion, Pairs & group work, Handouts