Intellectual Disability Studies

Course details

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.

• 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.

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