Hsc Level 5 Unit 534

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Candidate Performance Evidence Record| |

NVQ Title and Level: Health and Social Care level 5 Unit 534 ………………..……………………………………………….…………......

Candidate Name: Rafal Gac
………………………………………………………………….....................

Use this form to record details of activities (tick as appropriate)

Observed by your assessor| | Professional discussion| | Evidence ref:Unit numbers:| Seen by an expert witness| | Product evidence observed| | | Seen by a witness| | Assignment/ ProjectOther__________________| | | Personal Statement| | | | |

ASSESSMENT REPORT|
1.1 Explain the importance of recognising the centrality of the individual rather than the disability.Words are critical in shaping ideas, perceptions and attitudes. They can be used to reinforce existing prejudices or to liberate people from stereotypes, prejudices and misconceptions. If anyone doubts the value of this or the potential for relatively rapid change, consider the distaste with which we all now view the word “nigger”. None of us would dream of using it. Yet only a generation or two ago it was an internationally acceptable and widely used term for the individual people of an entire ethnic group in the USA; not just in use orally, it also appeared in book titles. In more recent times the Australian word “abo” to describe an aboriginal or indigenous person is considered offensive by most people and is dropping out of use. The moral Language changes, and we are capable of giving it a nudge in the right direction - even if we run the risk of being considered “politically correct” by some people or sometimes require a few extra words to make our communication acceptable. In the context of disability, negative and patronising language produces, predictably, negative and patronising images and attitudes. Words in popular use mirror attitudes in society and by changing the words we can begin to change those attitudes. Those attitudes are often the most difficult barriers that people with disabilities face. Positive attitudes can be shaped through careful, thoughtful presentation of information about people with disabilities. It is very important for us all to choose and use the right words, whether we are individuals talking privately or whether it is people like journalists or sub-editors in a position to influence attitudes in society. By making a conscious effort to use words that do not have negative undertones or bias, we can help to break down barriers.General guidelines can be applied. People with disabilities prefer you to describe the person, not the disability (“someone with dyslexia” rather than “a dyslexic”); it is polite to refer to an individual’s disability only if it is relevant; avoid images that, unwittingly or consciously, evoke pity or guilt (“wheelchair-bound” is one such popular yet misleading term, since a wheelchair is generally seen as liberating or enabling by its user or rider). It is not only our words that impact the lives of people with disabilities. There is a growing awareness of the subtleties of acceptable social etiquette and interaction between disabled and non-disabled people. For example, if you wish to assist a blind person, first make the offer then allow him or her to hold your elbow as you lead the way. As a courtesy when meeting a blind person, mention where you are and who is with you. Note also that service animals, of which guide dogs are the best-known examples, are not pets and should not be touched, fed or spoken to without the user’s permission.When speaking with someone who is hard of hearing or deaf, speak clearly without raising your voice and allow them to see your lip movements to enable them to lip-read (but remember that not all people who are hard of hearing or deaf are able to lip-read). If a disabled person is accompanied bya caregiver, do not be tempted to communicate with the disabled person through the caregiver (unless it is clearly indicated that this is appropriate);...
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