Disability Support – Lesson Structure

There are 10 lessons:

1.  Nature and Scope of Disability Support

• Introduction
• Models of disability
• Medical model
• Social model
• Definitions of disability
• Key terminology
• Human rights
• Underpinning human rights values – fairness, respect, equality, dignity, autonomy
• Diversity in the social context
• What equality means for those with disabilities
• Inclusivity and disabilities
• What influences inclusion
• Socio economic influences
• Life skills development

2.  Nature of Physical Disabilities

• Introduction
• Sensory disabilities
• Sight
• Deaf/blindness
• Physical Mobility Disabilities
• Cerebral Palsy
• Muscular Dystrophy
• Motor Neurone Disease
• Amputees, Paraplegia, Hemiplegia and Quadriplegia
• Chronic pain and Arthritis
• Osteo-conditions
• Neurological disorders – Parkinson’s disease, Multiple sclerosis
• Speech disorders
• Speech and Language Therapy
• Providing individualised support

3. Nature of Learning Differences

• What is a learning difference
• Dyslexia
• Dysgraphia
• Dyscalculia
• Dyspraxia
• Dysphasia
• Developmental language disorder
• Auditory processing disorder
• Visual perceptual motor disorder
• Non verbal learning disorder
• Attention deficit/hyperactivity disorder
• Autism spectrum disorder
• Intellectual disability
• How learning differences are identified and diagnosed
• Importance of early diagnosis/screening
• Who diagnoses
• When do diagnoses occur
• Who authorises in school and/or assessment judgements
• Provide individualised support
• Common whole school procedural/policy adjustments
• Common class adjustments
• Aspects to include
• Common assessment adjustments
• Role of home schooling and distance education

4.  Inclusive Learning Experiences and Environments

• Role of teachers and trainers
• Special Education Needs Coordinators
• The physical environment
• Alternative technologies

5.  Inclusivity in the Workplace

• Diversity and inclusion
• Inclusivity models for the workplace
• Respect
• Sense of belonging
• Empowerment
• Fair chance for career progression
• Physical factors to ensure inclusivity
• Catering for visual disabilities
• Wheelchair access
• Catering to intellectual disabilities
• Catering for poor balance, coordination or fine motor control
• Catering for hearing difficulties
• Support with manual tasks
• Adaptations in tools and equipment
• Physical support
• Understanding ergonomics
• Protective gear
• Hand protection
• Eye protection
• Machine guards
• Floors and walkways
• Recruitment
• Equity and fair pay

6.  Independent Living and In Home Support

• Introduction
• Safety factors
• Nutrition
• Important factors in nutrition – ingredients, variety. compatibility, cooking methods, additional requirements.
• Eating
  Meal preparation
• Cleaning and home care
• People who help – communication, daily activities
• Overnight care sleeping difficulties
• Domestic services
• Transport
• Pet care or assistance pets
• Financial management

7.  Health Care and Inclusivity

• What is a need
• Person centred service responses
• Occupational Therapists
  Physiotherapists
• Complimentary Health Services
• Doctors, nurses and allied health professionals
• Psychologists and counsellors
  Supporting diabled people through grief and loss
• Support through health changes and deterioration
• Aging
• Physical changes
• Support through debilitating or terminal illness diagnosis
• Depression
• Safeguarding vulnerable adults
• Physical aids for wellbeing

8.  Sport, Leisure and Travel

• Introduction
• Barriers – physical, informational, logistical, psychological
• Effects of inactivity
• Exercise and age
• What happens during and after exercise
• Breathing
• Hydration
• Participation
• Models of Inclusivity in Sport and Activities – TREE model
• Sports and leisure clubs
• Being active in the home
• Health

9.  Relationships and Community Participation

• Prejudice
• Autism and relationships
• Friendships
• Maintaining existing friendships
• Family
• Colleagues
• Romantic Participation and social inclusion in the wider community
• Getting about – transport
• Romantic relationships
• Online community – grooming, social media assistance

10.  Working in Disability Care and Support

• Social care funding
• Employment
• Managing risk and compliance
• Ethics
• Supply, installation and maintenance of aids/equipment

Please Note: Lessons require the completion of an assignment which you submit to your tutor for marking, and returned with the relevant feedback,  suggestions, comments, and extra reading, if required.

Aims/Learning Goals – Disability Support  BPS226

• Investigate diversity and describe different ways that inclusivity serves for equality of opportunity.
• Examine physical support needs and strategies for empowerment.
• Examine learning support needs for people with learning differences and strategies for empowerment.
• Create Inclusive Learning Experiences and Environments
• Explain how to create inclusivity in workplaces.
• Determine strategies for independence for disabled people in their homes.
• Describe how health care services respond to the needs of disabled people
• Describe how leisure and sporting venues and facilities or transportation cater for the needs of disabled people.
• Examine social including and community participation for the overall wellbeing of disabled people.
• Analyse workplace requirements for safe, ethical, and professional practice in care and support roles.

THE MODELS  OF DISABILITY

Although historical, professionals should be aware that prior to the 1970s, the prevailing view of disability was the medical model. This model emerged from scientific findings and is still one of the two main models used today. The other main model is the social model.

Medical Model – Pre-1970’s

The medical model view of disability is focussed on finding causes of disability (e.g., trauma, disease, faulty genes) and treatments, cures, rehabilitation, or ways of modifying different kinds of disability such as through behaviour change.

Rehabilitative devices which fall under the umbrella of assistive technologies (AT), include a range of devices to help people overcome different disabilities so they can perform activities of daily living (ADLs). Such devices include computer hardware, computer software programs (e.g., speech recognition software), braille, wheelchairs, walking sticks, prosthetics, and many other things.

Social Model – Post-1970’s

Since the 1970s, the pervading medical model view of disability has been challenged by a social model of disability. This view sees disability as a problem which has been created by the social environment.

It suggests that it is the responsibility of society to manage this problem by creating a world that reduces limitations and barriers for people with disabilities. Disabilities are regarded as differences from what is viewed as normal by society rather than impairments that need to be fixed (as advocated by the medical model).

A difficulty with this view is that people with disabilities may not get access to services that could help them.

Besides these two models there are many others, though they are not as influential.

Definitions of disability

It has been argued that neither the medical model nor the social model views of disability alone can satisfactorily describe disability. Some suggest that elements of both models can be combined to provide a more satisfactory view.

The International Classification of Functioning, Disability and Health (ICF) produced by the World Health Organisation (WHO) describes disability as:

“The umbrella term for impairments, activity limitations and participation restrictions, referring to the negative aspects of the interaction between an individual (with a health condition) and that individual’s contextual factors (environmental and personal factors).”

This definition of disability integrates the medical and social models. It suggests that people can be disabled by their bodies or by environmental factors. It therefore doesn’t see disability purely through the medical model as being an impairment but recognises that it is an interaction of person and environment.

Disabilities can be physical, sensory, developmental, cognitive, intellectual, or mental. They may also be a combination of any of these types.

The experience of disability varies with the individual. For example, the concept of intersectionality suggests that different elements of an individual’s identity intersect to give them a unique experience which may be more, or less, oppressive.

For example, being a woman with paraplegia will be different to being a man with paraplegia. It will also be different for a white woman, a black woman, an Asian woman, etc. It will also vary with social class, sexuality, religion, and a range of other factors.

Disabilities may also be visible (e.g., a missing limb) or invisible (e.g., intellectual disability).

FREQUENTLY ASKED QUESTIONS

Here is a list of the most often asked FAQ’s.

General

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.

Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.

Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.

Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.

Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.

Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.

Enrolment

Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.

Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.

Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.

Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.

Assessment

Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.

Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –

Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.

Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.

Qualifications

Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.

Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.

Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.

Tutors

Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.

Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.

Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.