Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Section menu Transition For Children With Intellectual Disabilities This article aims to provide an overview of transition for people with intellectual disabilities as they move from children's to adult services and concludes with a brief account of how transition services may need to develop in the future.
Topics covered include common issues faced by young people as they grow up with intellectual disabilities, the legislative background of transition services in the UK, and models of transition services.
In addition to this the article familiarizes the reader with the main body of UK literature in this area. The article concludes with a brief account of how transition services may need to develop in the future.
Transitions occur throughout life and are faced by all young people as they progress, from childhood through puberty and adolescence to adulthood; from immaturity to maturity and from dependence to independence.
In addition, some young people experience extra transitions as a result of other life events for example, bereavement, separation of parents, and being placed in care. Times of transition bring with them various other opportunities including the opportunity to reflect on and be proud of achievements, to be hopeful for the future and possibly to 'jettison attributes we no longer want' National Children's Bureau Transition can be seen to affect an individual's status, family life and other aspects of their lives as illustrated in figure 1.
Transition services and guidelines for good practice exist for various chronic conditions affecting children such as Cystic fibrosis Cystic Fibrosis Trust Diabetes Department of Health a and physical disabilities Department of Health All of these emphasise the need for specifically designed programmes of care for facilitating the smooth transition from paediatric to adult care.
Transition specific to young people with intellectual disabilities The nature of disability Individuals with intellectual disabilities represent a heterogeneous group of people with a large array of abilities and diagnoses. This diversity arises as a marker of the severity of the intellectual disabilities which can be divided into mild, moderate, severe and profound.
It is likely that an individual with more severe intellectual disabilities will encounter more barriers to accessing the same opportunities that are available to their peers without severe intellectual disabilities.
In addition to this, individuals with intellectual disabilities are also more likely to have coexistent medical conditions than individuals' without intellectual disabilities. There is an increased likelihood that individuals will have received a diagnosis of chronic illness such as epilepsy or mental health diagnoses.
Comorbidity with intellectual disabilities could be a coincidental, b one condition leading to the other or c impairment leading to both the intellectual disability and the comorbid disorder. Conditions may also be overlapping with no links to their cause.
However, these additional difficulties are often not recognized until they get severe or not at all. It is highly important that there is accurate and complete diagnosis of comorbid psychiatric disorders as these can cause significant clinical impairment and the additional burden of illness on both the individual and their families.
Furthermore, the placement of the child or the adult in educational or community settings respectively can be jeopardized by these difficulties particularly during transition to adult services. For young people with intellectual disabilities their experience of transition can be qualitatively quite different from that experienced by other people.
People with intellectual disabilities are more likely to experience additional transitions in their lifetime such as the diagnosis of co-existent medical conditions.
For example, epilepsy is eight times more common in individuals with mild intellectual disabilities than it is in the general population. This rises to times more common in severe intellectual disabilities.
People with intellectual disabilities are also more likely to be subject to adverse life experiences. The project consisted of: Focus group interviews with 27 young people, 19 of their parents and 19 of their supporters in 4 different areas of England and Wales, A systematic review of the literature on transition, A review of the information resources already available for young people, parents and professionals, including an evaluation of materials by young people and parents.
The literature review took an in-depth look at transition experiences of young people with intellectual disabilities and their families and identified many aspects of transition that may be different for this group of people. Alternatively it may occur much earlier, with an increased likelihood of children with intellectual disabilities going into care or specialist units.
Managing money Young people with intellectual disabilities may not have had any experience of managing their own money. Legal independence Some individuals with intellectual disabilities may not gain legal independence, despite reaching the age of majority, if they do not have mental capacity.
Independent social life People with intellectual disabilities face some barriers to establishing independent social lives, such as lack of access to transport or communication technology, adult surveillance, and lack of access to a peer group.
Finding employment Young people with intellectual disabilities are less likely to gain paid employment. Gender Specific Transition usually coincides with the development of sexual maturity.
For women this includes the onset of menstruation, the ability to bear children and the participation in the nationwide public health screening programmes such as that for cervical screening.WHO Guidelines on Hand Hygiene in Health Care First Global Patient Safety Challenge Clean Care is Safer Care.
WHO Library Cataloguing-in-Publication Data WHO guidelines on hand hygiene in health care. torosgazete.com wash - standards.
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Hannah Woolmington Unit Promote person centred approaches in health and social care (HSC ) Outcome 1 Understand the application centred approaches in health and social care 1.
Person-centred care is a philosophy of providing care that is centred around the person. Coverage of more than 90 per cent was achieved, with a dramatic effect on all three; clusters of cases were often importations.
Immunisation against a common cause of meningitis, Haemophilus influenza type b (Hib), was introduced into the routine programme in and by a national coverage of 95 per cent had been achieved. In all of the tables in this document, both the pre NQF Level and the NQF Level is shown.
In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre levels unless specifically stated otherwise. Many of the facts in this research reveal associations between education and variables like earnings.
These relationships may be caused in part (or in whole) by factors that are related to education but not necessarily caused by education. Economics (/ ɛ k ə ˈ n ɒ m ɪ k s, iː k ə-/) is the social science that studies the production, distribution, and consumption of goods and services..
Economics focuses on the behaviour and interactions of economic agents and how economies work. Microeconomics analyzes basic elements in the economy, including individual agents .