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BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care

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1. COMMUNICATION AND HANDLING INFORMATION
The activities in this sequence assess your knowledge and competence in communication, including working with those with sensory loss. If you are not taking the unit on sensory loss, your assessor may guide you to omit some of the activities that focus on this area.

KNOWLEDGE AND UNDERSTANDING
These activities assess your knowledge of communication and how to handle information. Identify different reasons why people communicate

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Original text and illustrations © Pearson Education Limited, 2011

BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care

Task 1
BTEC: Unit 1: 1.1, 2.2 Diploma: Unit 1: 1.1

Task 1a
Complete the spider diagram showing why people communicate. Under each entry, list a method of communication you could use. An example has been completed for you.

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Verbal communication.

The ability to speak, e.g. speech.

Expressions. This mean showing our feeling and emotions.

Share information Written communication, e.g. report

Why and how we communicate

Through sign language, e.g. non verbal communication.

Passing on of short communication is know as texting, e.g. technological aid.

Original text and illustrations © Pearson Education Limited, 2011

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BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care

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BTEC: Unit 1: 1.2, 2.1, 3.1, 3.2, 3.3 Diploma: Unit 1: 1.2, 3.1 PLTS: EP4, CT4, RL5, RL6, IE1, IE3, IE4, IE5, CT1

Task 1b
Write a leaflet for new starters about communication in your workplace. Follow the structure provided below. COMMUNICATION In our workplace effective communication affects all aspects of our work. The different people we communicate with are . . . • Deaf. • Blind. • People with dementia. • Physically disabled. We need to communicate effectively with them to . . . • To help them with their every day life. • • To know their needs and wants. • To overcome communication barriers. It is important to find out an individual’s communication preferences, needs and wishes because . . . • It identifies the methods of communication to use. • It makes communicating simpler. • It help to provide the right support for them. You will often find barriers to communication. Below are some suggestions for reducing these barriers and making communication better. Barrier to communication Sensory impairment (e.g. deafness) Reducing the barrier Hearing aid/using sign language/ reduce background noise

Visual impairment

large print book/braille/using words and touch where appropriate. knowing the appropriate words to use at all times. Also use listening skills.

Cultural differences
Language differences
physical diability

using interpreters .
using the appropriate approach in communication.

Ways you can check that comunication has been understood include: • Response • Action • Feedback

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Original text and illustrations © Pearson Education Limited, 2011

BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care

Diploma: Unit 34: 1.1, 1.2, 1.3, 1.4, 2.2, 4.1

Task 1c
i) Sensory loss can be a barrier to communication. Complete the table below to show the signs and indicators of sensory loss. Type of sensory loss Sight loss Signs and indicators Blurriness, pain in one o both eye, unable to see faces and objects, sparks of lights appearing in your vision. Difficulty hearing what people are saying, listening to television at high volume, pus or fluid leaking from the ear and ear pain.

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Hearing loss

Deafblindness

The loss of both your hearing and vision.

ii) There are many different factors which can have a positive and negative impact on individuals with sensory loss, including the attitudes and beliefs of others. Complete the table below. Factor Methods of communication Layout of environment Positive impact Negative impact To overcome negative factors...
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