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Intellectual Disability Studies
Units
Unit 1 Context of Intellectual Disability
Unit 2 Models of Service Provision
Unit 3 Holistic Care
Unit 4 Caring for Those with Specific Needs

Specific Learning Outcomes

Unit 1 Context of Intellectual Disability

• Summarise the evolution of services for people with intellectual disability, nationally and internationally, including: Development of specialist services. Involvement of the religious orders and voluntary organisations Involvement of parents and friends. Principles of normalisation, de-institutionalisation and social role valorisation ,person-centred care. Advocacy. National and international public and social policies. • Discuss past and current attitudes towards people with intellectual disability • Promote positive attitudes towards people with intellectual disability • Analyse the concept of intellectual disability in terms of its definition, classification and manifestations.

Unit 2 Models of Service Provision

• Outline models of living that exist for people with an intellectual disability and their families throughout their lifespan, to include:

Home Centre-based residential Community-based homes Independent and semi-independent living L’arche/Camphill Communities Respite/ Breakaway

• Identify a range of specific services that are available to people with intellectual disability in the following:

Education Training The Workplace Retirement

• Outline current approaches towards developing quality in the provision of services for people with intellectual disability and their family, to include standards and quality assurance.

Unit 3 Holistic Care

• Outline the range of physical, social, emotional, psychological and spiritual needs of people with intellectual disability • Recognise the effects of caring for a person with intellectual disability on close and extended family members • Promote the following in caring for the person with intellectual disability

Dignity Choice Relationship Sharing ordinary places Contributing

• Facilitate a diversity of play, leisure and social activities for people with intellectual disability in a variety of settings across the lifespan • Evaluate the role of individual programme planning in the provision of holistic care to people with intellectual disability and their family • Assist in the implementation of an individual programme plan • Communicate effectively with people with intellectual disability, his/her family/carers and the multidisciplinary team • Demonstrate the use of the following techniques in assisting the person with intellectual disability to develop their full potential:

Task analysis Reinforcement Shaping Backward and forward chaining

Unit 4 Caring for those with Intellectual Disability

• Plan a number of positive proactive approaches to meeting the needs of the person with intellectual disability and challenging behaviour • Respond appropriately to the needs of the person with intellectual disability who may also have other disabilities (eg. mental illness, multiple disabilities, Down’s Syndrome, Alzheimer’s dementia) • Respond to the special care needs of the person with intellectual disability and multiple medical needs • Respond appropriately to the specific needs of the person with intellectual disability and sensory impairment

Assessments • Skills Demonstration 60% • Project 40%
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