CTSPlanner
Sign-in not configured
← Community Care Services

CCS3070 Supporting Persons With Disabilities 2

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

Description
Students gain an appreciation of the uniqueness and capacities of persons with disabilities, and develop strategies for providing services to persons with disabilities.
Prerequisite
CCS3060: Supporting Persons with Disabilities 1
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
CCS2080: Community Volunteerism 2 CCS3050: Supporting Positive Behaviour CCS3080: Community Enhancement HCS3150: Advances in Medical Technology HSS1050: Introduction to Mentorship HSS1080: Leadership Fundamentals 1 HSS2050: Becoming a Mentor HSS2080: Leadership Fundamentals 2 LGS1030: Relationship Law REC2060: Leadership in Recreation & Sport REC3010: Human Movement

Outcomes The student will:

  • 1 examine the evolving field of disability studies

    • 1.1 identify evolution of values, attitudes and beliefs, including cultural perspectives about persons with disabilities and their role in the community, and examine experiences and relationships that have influenced these core values

    • 1.2 describe universal access design and accessibility and give examples of how universal access design and accessibility improve the lives of persons with disabilities

    • 1.3 identify the role of assistive technologies in the past, present and future

  • 2 examine the practice of inclusion in the community

    • 2.1 define the term inclusion and give examples of how inclusion has altered the landscape of the workplace, the classroom, the arts, the media, recreation and sport, and similar communities, by:

      • 2.1.1 describing a community or program that embraces inclusion

      • 2.1.2 identifying places in the community where persons with disabilities are welcomed and can become involved in activities

      • 2.1.3 identifying places in the community where persons with disabilities should be welcomed and should be involved in activities

    • 2.2 describe how stereotypes, cultural misunderstandings and labelling interfere with advances in inclusion

    • 2.3 examine various organizations that continue to seek greater inclusiveness, and examine the challenges they face

    • 2.4 describe experiences and relationships that influence various perspectives on inclusion

    • 2.5 summarize examples of how dignity and respect are promoted by an inclusive value system

  • 3 explore programs that promote inclusivity

    • 3.1 identify the importance of individuals and organizations working together to promote active participation of persons with disabilities, by:

      • 3.1.1 identifying professionals, volunteers, coaches and community care workers who promote the health and wellness of persons with disabilities

      • 3.1.2 identifying alliances, associations, centres, councils, forums, foundations, help lines, institutes, organizations, placement services, research centres, resource units and societies that promote the health and wellness of persons with disabilities

      • 3.1.3 identifying recreational and sport programs that promote the health and wellness of persons with disabilities

    • 3.2 compare and contrast a number of scenarios, or case studies of persons with disabilities receiving support via networks, and evaluate the factors that contribute to successful outcomes

  • 4 develop strategies for providing supports to persons with disabilities

    • 4.1 describe the personal satisfaction of working with persons with disabilities

    • 4.2 identify the need for persons with disabilities to engage in activities that promote personal growth and self-determination

    • 4.3 identify the need for persons with disabilities to engage in meaningful activities

    • 4.4 explain the terms functional skills and age-appropriate activities

    • 4.5 design an activity to assist persons with disabilities; e.g., physical, recreational or sport activity, sleep-enhancing ritual, bedtime routine, stress management technique, dental hygiene practice

    • 4.6 evaluate the activity and describe how the activity could be altered, enriched or changed in order to meet the needs of a unique person with a disability

  • 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.