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CCS3060 Supporting Persons With Disabilities 1

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students examine the roles and responsibilities of an individual providing services to persons with disabilities, and gain an appreciation of the transforming perception of societal values and beliefs related to disabilities. Students demonstrate understanding of commonly recognized disabilities, and examine strategies and safety considerations for providing services to persons with disabilities.
Prerequisite
None
Parameters
Access to a mentor who provides services to persons with disabilities is recommended. It is also recommended that the course be taught in tandem with one or more Health, Recreation & Human Services (HRH) courses.
Supporting courses
CCS1080: Community Volunteerism 1 CCS3020: Health Care 3 CCS3050: Supporting Positive Behaviour HCS1100: Infection & Immunity 1 HCS2020: First Aid/CPR with AED HCS2130: Chronic Conditions HSS1020: Nutrition & Wellness HSS1100: Nature & Wellness HSS2030: Perspectives on Interpersonal Relationships HSS3010: Professional Standards & Ethics HSS3020: Mental Health & Wellness

Outcomes The student will:

  • 1 demonstrate an awareness of the practice of disability support in the community

    • 1.1 summarize and outline the origins and characteristics of person-centred planning and family-centred care

    • 1.2 explain the origins of the term handicap and describe people first language

    • 1.3 summarize a variety of community living supports available for persons with disabilities, including support homes, independent living supports, respite supports, employment supports and specialized community supports

    • 1.4 describe various careers that provide direct and indirect opportunities to work with individuals with disabilities

    • 1.5 summarize a case study where an assistive technology, adapted sport and/or a progressive community helped an individual with a disability to excel

    • 1.6 examine personal values, attitudes and beliefs about persons in supported populations, including:

      • 1.6.1 the term disability to categorize individuals needing support

      • 1.6.2 the origins and meanings of labels

      • 1.6.3 personal experiences and relationships that influence various perspectives on serving persons with disabilities

      • 1.6.4 unique challenges of individuals with invisible disabilities

    • 1.7 explain strategies to enhance the inclusion of individuals with physical, mental or emotional challenges, including educating communities and building social awareness and social consciousness

  • 2 demonstrate understanding of commonly recognized disabilities and the reasons for classifying conditions

    • 2.1 define and describe characteristics of several common disabilities, including:

      • 2.1.1 physical disabilities

      • 2.1.2 sensory disabilities

      • 2.1.3 intellectual disabilities

      • 2.1.4 developmental disabilities; e.g., Autism, Asperger Syndrome, Fetal Alcohol Spectrum Disorder

  • 3 describe the roles and responsibilities of individuals working with persons with disabilities

    • 3.1 explain safety considerations when working with persons with disabilities, including:

      • 3.1.1 describing personal safety precautions to maintain client safety

      • 3.1.2 describing personal safety precautions to maintain personal safety

      • 3.1.3 describing roles and responsibilities of individuals serving persons with disabilities with respect to safety processes and procedures, ergonomics, adaptive equipment and hygiene practices

      • 3.1.4 demonstrating an understanding of crisis response plans, and describing roles and responsibilities related to a plan

    • 3.2 describe strategies for developing a supportive and respectful relationship with an individual receiving support in the community

    • 3.3 describe examples of written communication and the importance of written communication specific to various workers/professionals providing services

  • 4 describe strategies to support persons with disabilities in acquiring a skill to enhance their personal wellness

    • 4.1 examine considerations to enhance skill acquisition, including:

      • 4.1.1 motivational factors that affect acquisition of a skill

      • 4.1.2 factors that affect acquisition of a skill; e.g., identifying reasonable goals

      • 4.1.3 formal and informal approaches to acquiring a skill, including “modelling” and “teachable moments”

      • 4.1.4 the importance of defining goals and next steps

    • 4.2 identify skills that enhance the well-being of a person with a disability, and describe a series of strategies to assist skill acquisition, including:

      • 4.2.1 enhancing health and wellness; e.g., following a nutrition and/or exercise routine, such as identifying healthy menu selection, examining healthy food choices, preparing a nutritional meal or snack, establishing sound balance and/or walking techniques, learning a new sport

      • 4.2.2 enhancing personal safety; e.g., promoting use of adaptive equipment, such as clothing, footwear, eating and cooking utensils, canes, walkers, crutches, wheelchairs, dentures, hearing instruments and eyeglasses

      • 4.2.3 developing independence; e.g., shopping for groceries, using local transit

      • 4.2.4 developing personal and social skills; e.g., practising a technique in social etiquette, supporting a positive meal experience, supporting a clean-up activity, participating in an adaptive sport

      • 4.2.5 developing healthy relationships; e.g., practising an effective communication skill, learning a new social game or sport

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 create a transitional strategy to accommodate personal changes and build personal values

    • 6.1 identify short-term and long-term goals

    • 6.2 identify steps to achieve goals

Program of Studies 2011. Source document, © Alberta Education.