Intellectual Disability Studies

Course details

During this course learner will be able to define the terms intellectual disability and multiple disability. Gain a better understanding of and be able to identify the advantages and disadvantages of both the medical and social models of support. Learners will also be able to recognise the effects of caring for a person with an intellectual disability on close and extended family members.

Course Description

Overview

The purpose of this award is to equip the learner with the knowledge, skill and competence in the causes, range and effects of intellectual disabilities to develop an awareness of the importance of a social model of support and the role of various professionals in responding to the needs of persons with an intellectual disability.

The Benefits to Learners of this Valuable Qualification

• To assist the learner to develop a comprehensive knowledge of intellectual disabilities and their impacts on society,
• To facilitate the learner to explore medical and social models of support,
• To assist the learner to discover the role of various staff in providing support to persons with an intellectual disability,
• To facilitate the learner to promote responsible attitudes when caring for a person with an intellectual disability,
• To assist the learner to identify current approaches and progressive models of service to persons with an intellectual disability
• To assist the learner to develop the academic and vocational language, literacy and numeracy skills related to Intellectual Disability Studies through the medium of the indicative content,
• To enable the learner to take responsibility for his/her own learning.

Requirements

The requirements for entry to the Intellectual Disability Studies Level 6 Minor Award are, Leaving Certificate standard or equivalent qualifications or FETAC/QQI Level 4 Certificate and/or relevant life and work experiences.

Garda Vetting
Forus Training is registered with the Garda vetting Unit and is now in a position to offer students a Garda vetting service. There may be a delay in processing applications with the Garda Vetting Unit “ we advise you to complete the form on registration.

Course

Categorise the range of terms which have been used to label people with an intellectual disability as inappropriate and appropriate labels

Define the terms intellectual disability and multiple disability

Identify the advantages and disadvantages of both the medical and social models of support

Recognise the effects of caring for a person with an intellectual disability on close and extended family members

Define the term front line staff

Promote the following in caring for a person with an intellectual disability:

• dignity
• choice
• relationships
• contributing

Promote positive attitudes toward people with an intellectual disability

Outline the history of services to people with an intellectual disability in Ireland

Explore past and current attitudes toward people with an intellectual disability

Examine own attitude toward people with an intellectual disability

Identify how the policies and practice of a given organisation reflect the attitudes of that organisation toward people with an intellectual disability

Explain the known causes of intellectual disability

Describe the levels of intellectual disability and how these are assessed

Outline the potential impact of a multiple disability on a person

Provide examples of services to persons with an intellectual disability that illustrate the medical and or social models of support

Outline current approaches toward developing quality in the provision of services to persons with an intellectual disability and their families, to include standards and quality assurance

Identify examples of progressive models of service delivery both from Ireland and from other countries

Outline the range of physical, social, emotional, psychological and spiritual needs of persons with an intellectual disability

Explain the role of the following in relation to individuals with an intellectual disability, their families and staff:

• occupational therapist
• speech and language therapist
• social worker
• physiotherapist
• psychologist

Explain the role of front line staff in providing individualised support to persons with an intellectual disability in accordance with their preferences and needs

Illustrate the importance of working as part of a team in meeting the needs of persons with an intellectual disability.

Assessment

The assessment process includes a combination of module appropriate assessment procedures which will facilitate the assessment of learning outcomes of this course. These methods will include continuous assessment processes such as:

Assessment Format: Assignment 60% / Exam 40%

Assignment – An assignment is usually carried out over an extended period of time and the assignment brief will require candidates to show:

• An understanding and application of concepts.
• A selection of relevant research techniques and sources of information.
• An ability to analyse, evaluate, draw conclusions and make recommendations

Examination – A supervised exam will take place at a time to be confirmed by the tutor. This will be a supervised exam after the completion of the module. This which will assess the learners ability to recall, apply theory and show an understanding of the different concepts drawn from the module.

Grading: Pass 50% – 64% / Merit 65% – 79%/ Distinction 80% – 100%

Accreditation

FETAC/QQI “ Intellectual Disability Studies Level 5 Minor award
Awarded by – (QQI) Quality & Qualifications Ireland

Progression

On successful completion of this Intellectual Disability Studies course, the participant will have achieved one of eight modules which lead to a Major Award in Healthcare Support Level 5