I worked as a teacher of children aged 5-12 with learning difficulties ADHD and Autistic spectrum children. My work included attending to the pupil’s personal needs and implementing personal programmes‚ including social physical and welfare matters. I encouraged pupils to interact with others and engage in group activities for example peer group activities‚ games‚ chanting slogas and music class. I also encouraged pupils to act independently as appropriate for example by arranging their bags‚ shoes
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Support Individuals to Eat and Drink 1.3 Describe ways to resolve any difficulties or dilemmas about the choice of food and drink A resident at our care home is diabetic‚ so some foods are different to others as it has small sugar content. When bringing out puddings after dinner staff usually do diabetics first then everyone elses. However‚ the individual expressed her feelings and shared that she was fed up of having the diabetic pudding as she felt different to everyone else. Staff explained
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Journal 1 - Perception Description Context: This is a conversation is a conversation between myself and a soldier of mine. I have been her NCO for about 5 months now. Interaction: There was an occurrence at PT (Physical Training) in which one soldier was feeling sick during our PT session and stopped exercising and sat down because he wasn’t feeling well. At this point‚ our 1SG (the person in charge of the company) stopped what he was doing‚ walked to the soldier and asked him what was going
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Support Individuals to Eat and Drink 1 : Be able to support individuals to make choices about food and drink 1.1. Establish with an individual the food and drink they wish to consume Service users should always have the freedom to make choices about food and drink‚ thus the carer has to support them to make these choices‚ also taking into consideration dietary issues (possible allergies‚ diabetes‚ food intolerance) and prohibited foods due to medication (e.g. cranberry when on Warfarin)
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UNIT 315 – PREPARE TO SUPPORT INDIVIDUALS WITHIN A SHARED LIVES ARRANGEMENT. Being supported through a shared lives arrangement means that an individual is not isolated and left to manage alone‚ improving mental health and well-being. All carers meet minimum standards of care‚ accessing additional training where required‚ therefore‚ there is always someone around who is able to give advice when necessary and people can learn from each other‚ promoting independent living skills and realising ambitions
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For this activity our group was Sarah‚ Eliza‚ Nikki and myself and we had to create a literacy pack for the Disability unit. Our pack consisted of four compulsory items and eleven activities of our choice. We all assigned everyone with roughly 4 to 5 tasks but some of them were shared to get them done quicker. We were roughly finishing two to three pieces a week and there was on week that we finished about five items. I feel that our group worked really hard and really well together. Throughout this
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WORK BOOK –CU2650 Learner Name:.. ……………………….. CU2650 Support Individuals with Specific Communication NeedsUnit aim:This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication. Credit value-5Level 3GLH 35 This workbook covers the following elements:Learning outcomes:There are
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people and to reflect on your own practice. Tasks There are three tasks to this assignment. A Short answer questions B Leaflet C Reflective account This is a summary of the evidence required for the unit. Task Evidence Learning outcomes covered A Short answer questions 1.1‚ 1.2‚ 3.1 B Leaflet 1.3 2.1‚ 2.2 3.2‚ 3.3 C Reflective account 2.3‚ 2.4‚ 2.5 Question Booklet Task A Short answer questions Ai Using the table below‚ explain
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Memorandum Subject: Re: Individual Reflective Artifact Memo Reflection During the last three months of taking Fundamental Interpersonal Communication Course‚ I have gained a substantial amount of knowledge and the importance of being an effective communicator. With the knowledge that I have gained within this time frame‚ I feel that I am now looking forward to applying my skills and knowledge in a combined effort where I can continue to grow in my field of expertise. One of my primary
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Unit 103: Support Individuals with Self-Directed Support 1. Understand self-directed support:- 1.1 Explain the principles underpinning self-directed support and how this differs from traditional support:- The principles underpinning self-directed support and how it differs to traditional support is as follows:- Right to independent living - If someone has an impairment they should be able to get the support they need to live an independent life. Right to a personal budget - If someone
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