Provide Care and Support To People With Special Needs

COMPETENCY-BASED LEARNING MATERIAL
SECTOR
CAREGIVING
(Home Economics)
QUALIFICATION
CAREGIVING NC II
UNIT OF COMPETENCY
PROVIDE CARE AND SUPPORT TO PEOPLE WITH SPECIAL NEEDS
MODULE TITLE
PROVIDING CARE AND SUPPORT TO PEOPLE WITH SPECIAL
NEEDS
HOW TO USE THIS LEARNER’s GUIDE
Welcome to the module: PROVIDING CARE AND SUPPORT TO PEOPLE WITH SPECIAL NEEDS.
This module contains training materials and activities for you to complete.
The unit of competency PROVIDE CARE AND SUPPORT TO PEOPLE WOTH SPECIAL NEEDS
contains the knowledge, skills and attitudes required for a hotel and restaurant
host/hostess. It is one of the CORE Modules at National Certificate Level (NCII).
You are required to go through a series of learning activities in order to complete each
learning outcomes of the module. In each learning outcome there are Information
Sheets, Resource Sheets and Reference Materials for further reading to help you better
understand the required activities. Follow these activities on your own and answer self-
check at the end of each learning outcome. Get the answer key from your instructor
and check your work honestly. If you have questions please don’t hesitate to ask your
facilitator for assistance.
Recognition for Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
learner’s guide because you have:
Been working for some time.

Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular knowledge
or skills, talk to him/her about having them formally recognize so you won’t have to do
the same training again. If you have qualification or Certificate of Competency from
previous training, show them to your trainer. If the skills you acquired are still relevant to
the module, they may become the part of the evidence you can present for RPL.
At the end of this learning material is a learner’s Diary. Use this diary to record important
dates, jobs undertaken and to other workplace events that will assist you in further details
to your trainer or assessors. A Record of Achievement is also provided for your trainer to
complete once you complete this module.
CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

DECEMBER 11, 2022 FBS—NCII-—0014--001
PROVIDE CARE AND DEVELOPED BY: Checked by:

CARLA MARIE P. BLANCO MA.ISABEL CARPIO -
SUPPORT TO PEOPLE WITH JOSHUA S. CEÑIDOZA CHICO
SPECIAL NEEDS RANNALLYN CLARE B. ESPINO
WIL ANNE A. JAVIER REVISION NO.
JOSHUA LOMOTAN
ARVIE MARIE M. PEREZ
This learning material was prepared to help you achieve the required competency, in
Providing Care and Support to People with Special Needs. This will be the source of
information for you to acquire knowledge and skills in this particular trade, with minimum
supervision or help from your instructor.
In doing the activities to complete the requirements of this module, please be guided by
the following:
1. Talk to you trainer and agree on how you will both organize the training of this unit.
Read through the learning guide carefully. It is divided into sections which cover
all the skill and knowledge you need to successfully complete in this module.
2. Work through all the information and complete the activities in each section.
Read information sheets and complete the self- check. Suggested references are
included to supplement the materials provided in this module.
3. Most probably your trainer will also be your supervisor or manager. He/she is there
to support you and show you the correct way to do things. Ask for help.
4. Your trainer will tell you about the important things you need to consider when you
are completing activities and it is important that you listen and take notes.
5. You will be given plenty of opportunity to ask questions and practice on the job.
Make sure you practice your new skills during regular work shifts. This way you will
improve both your speed and memory and also your confidence. Talk to more
experience workmates and ask for their guidance.
6. Use the self-check questions at the end of each section to test your own progress.
7. When you are ready, ask your trainer to watch you perform the activities outline in
this module.
8. As you work through the activities, ask for written feedback on your progress. Your
trainer keeps feedback/pre-assessment reports for this reason. When you have
this learning material and feel confident that you have sufficient knowledge and
skills your trainer will arrange and appointment with a registered assessor to assess
you. The results of the assessment will be recorded in you competency
Achievement Record


JOSHUA LOMOTAN
COMPETENCY-BASED LEARNING MATERIALS
No. Unit of Competency Module Title Code

1. Provide care and support Providing care and
HCS323301
to infants/toddlers support to infants/toddlers
HCS323302
to children support to children
3. Foster social, intellectual, Fostering social,
creative and emotional intellectual, creative and HCS323303
development of children emotional development of
children
4. Foster the physical Fostering the physical
development of children development of children HCS323304
HCS323305
to elderly support to elderly
to people with special support to people with HCS323306
needs special needs
7. Maintain healthy and safe Maintaining healthy and
HCS323307
environment safe environment
8. Respond to emergency Responding to emergency HCS323308
9. Clean living room, dining Cleaning living room,
room, bedrooms, toilet dining room, bedrooms, HCS323309
and bathroom toilet and bathroom
10. Wash and iron clothes, Washing and ironing
HCS323310
linen and fabric clothes, linen and fabric
11. Prepare hot and cold Preparing hot and cold HCS323311
meals meals


JOSHUA LOMOTAN
MODULES OF INSTRUCTION
Qualification CAREGIVING NC II
Unit of Competency Provide care and support to people with special needs
Competency #6
Module Title Providing care and support to people with special needs
Module Descriptor This unit covers the knowledge, skills and attitudes required
in providing support and assistance to maintain quality
care for people with special needs to be able to enhance
their abilities to communicate and be independent;
responding to the physical, medical, health and safety,
personal care and home maintenance requirements of
people with disabilities.
Nominal Duration 786 Hours
Learning Outcomes:
6.1. Establish and maintain appropriate relationship with people with special
needs
6.2. Provide appropriate support to people with special needs
6.3. Assist in maintaining well being of people with special needs.
6.4. Assist people with special needs to identify and meet their needs
6.5. Assist people with special needs in maintaining an environment that
enables maximum independent living
LEARNING OUTCOME SUMMARY
Learning Outcome No. 2 Provide appropriate support to people

with special needs
Contents:
Providing appropriate support to people with special needs
Assessment Criteria
2.1 All support to people with special needs are provided in accordance with
their needs, rights and self determination.
2.2 Assistance is provided to people with disabilities according to the
employment organization guidelines.
2.3 Information required by people with special needs are identified and
provided.
2.4 Reactions and limitations regarding differences are recognized and
appropriate assistance is sought to ensure that the rights of people with special
needs are upheld.


JOSHUA LOMOTAN
Condition:
The student/trainee must be provided with the following:
 Patience
 Understanding
 Respectful
 Empathy
 Adaptability
 Proper Knowledge
Methodology:
 Discussion
 Reporting
 Demonstration
 Self-paced
Assessment Methods:
 Written Activity
 Oral Recitation
 Group Activity
 Performance Test
LEARNING EXPERIENCES
Learning Outcome No.

Learning Activity/Guide Special Instruction
 Answer the pre-test 6.1.0  Read and comprehend the
 Read the information sheet 6.1.1 information presented here.
 Understand and analyze the  Complete all the tasks outlined in
propers ways of supporting the the lesson.
people with special needs.  You need to get 80% on a scale of
 Answer the post-test 6.1.2 100% in every activity. (If you
 Answer key 6.1.3 receive less than 80%, you must
 Demonstrate the given task in 6.1.4 repeat the activity before moving
to evaluate your knowledge about on to the following activities.)
the lesson
PRE-TEST


JOSHUA LOMOTAN
INFORMATION SHEET 6.1.1
PROVIDING APPROPRIATE SUPPORT TO PEOPLE WITH SPECIAL NEEDS
Learning Objectives:
At the end of this module, the student will be able to:
a. Specify the different disabilities and characteristics of people with special needs.
b. Identify the Rights of people with special needs.
c. Perform the proper way of executing first aid.
d. Comprehend the different duties and responsibilities of a caregiver.
Introduction
Children with special needs may have been born with a syndrome, terminal illness,
profound cognitive impairments, or psychiatric problems. Despite the fact that they have
a significant and permanent disability, they nonetheless encounter unique situations and
problems in life. It is a work of a caregiver that they should treat them equally and as a
normal being because all children need and deserve a secure nurturing and stimulating
environment. Being a caregiver is essential to give a support and proper care to people
with special need.
Lesson Proper
Kids with Special Needs

Any kid who might need extra help
because of a medical, emotional, or learning
problem. These kids have special needs
because they might need medicine, therapy, or
extra help in school — stuff other kids don't
typically need or only need once in a while.
People with special needs are children and
adults with certain disabilities that prevent or
restrict them to function effectively in their daily
living. Disability here means a physical or mental
impairment that substantially limits the psychological, physiological, or anatomical
function of an individual or the activities of such an individual. People with special needs


JOSHUA LOMOTAN
are also referred to as a person with disabilities. These are persons suffering from
restrictions of different abilities as a result of mental, physical, or sensory impairment to
perform an activity in the manner or within the range considered normal for a human
being. (RA 7277- Magna Carta for disabled persons.)
According to Federal law by the Individual with Disabilities Education Act (IDEA), the term
child with a disability refers to a child with mental retardations, hearing impairment,
speech or language impairment, visual impairments (the deaf, mute, and blind), serious
emotional disturbance, and orthopedic impairment (amputated legs/arms, spinal
disorder, paralysis).
Here are some specific disabilities and their characteristics:
1. Autism – is a developmental disability affecting verbal and non-verbal

communication and social interaction, generally evident before age 3 that
adversely affects a child’s educational performance.
2. Deaf-blindness – means concomitant hearing and visual impairments, the

combination of which causes severe communication and other developmental
and educational needs that they cannot be accommodated in special
education programs solely for children who are both blind and deaf.
3. Deafness – means a hearing impairment so severe that the child is impaired in

processing linguistic information through hearing with or without amplification that
adversely affects a child’s educational performance.
4. Emotional disturbance – is a condition showing the following characteristics over

a long period and which markedly adversely affect a child’s educational
performance.
5. Hearing impairment – means an impairment in hearing whether permanent or

fluctuating that adversely affects a child’s educational performance.
6. Mental retardation - means significantly sub-average, general intellectual

functioning, existing concurrently with deficits in adaptive behavior and
manifested during the developmental period that adversely affects a child’s
educational performance.


JOSHUA LOMOTAN
7. Multiple disabilities – are concomitant impairments (such as mental retardation
blindness or mental retardation-orthopedic impairment), the combination of
which causes such severe educational needs that they cannot be
accommodated in special education program solely for one impairment.
8. Orthopedic impairment – means a severe orthopedic impairment that adversely

affects a child’s educational performance. This is caused by a congenital
anomaly, impairments caused by disease (e.g. cerebral palsy, amputations,
fractures, and burns that cause contractures.
9. Other health impairments – means having limited strength, vitality, or alertness

including a heightened alertness to environmental stimuli that results in limited
alertness concerning the educational environment.
10. Speech or language impairment – is a disorder in communication including

stuttering, impaired articulation, language/voice impairment, affecting adversely
the child’s educational performance.
11. Traumatic brain injury – is an acquired injury to the brain caused by an external
physical force such as open or closed head injuries resulting in the impairments in
one or more areas of the brain such as cognition, language, memory, attention,
reasoning, abstract, problem solving, sensory, perceptual/motor abilities, speech,
psychosocial behavior, and physical functions.
12. Visual impairment including blindness – means an impairment of vision including

partial sight and blindness adversely affecting a child’s educational performance.
RIGHTS OF PEOPLE WITH SPECIAL NEEDS
1. The right to choose for oneself. – A person with special needs can choose for
himself/herself on what to pursue as a career, a livelihood, or an activity following
his/her ability, interest, and other capabilities.
2. The right to have meaningful work. – It is important that what he/she does is an
exercise to the fullest of his/her ability and interest.
3. The right to pursue advocacy. – Advocacy is seeking support for something which
can be an idea, a need, or a right.
4. The right to privacy. – Every person with special needs has the right to do his/her
individual personal needs away from the public eye.


JOSHUA LOMOTAN
5. The right to dignity. – A person with special needs should and must enjoy the same
rights and privileges accorded to any normal person, be a citizen of a country, a
member of his/her family.
6. The right to confidentiality. – Any information that may put his/her health, hi/her
reputation and his/her good name shall be protected and kept in confidence.
7. The right to enter into a relationship. – As a social being, persons with special needs
can develop his/her social skills and eventually learn how to get along with others.
8. The right to be treated as a valued individual. – A valued individual is one who

believes in himself/herself and therefore has self-confidence.
9. The right to fair treatment. – Treat him fairly and /her equally at home and in the
community as a member of his/her family and the community.
10. The right to self-determination. – A person with special needs whose cognitive
abilities are functioning very well should be given the opportunities to decide
what, when, and how to carry out his/her daily activities for which he/she is
capable and responsible.
11. The right to skills development. – Every person with special needs differs from other
persons with special needs in terms of what type and level of skills can be
developed by him/her.
12. The right to express sexuality. – Every disabled person has the right to express
his/her sexuality.
13. The right to appropriate support. – It is the responsibility of the government and
family, community, and non-government organizations with advocacy in
rehabilitating persons with disabilities to provide appropriate support for them.
14. Economic rights. – These are rights avail of goods and services for his/her daily
living.
PROVIDING APPROPRIATE SUPPORT TO PEOPLE WITH SPECIAL NEEDS
The activity of daily living (ADL) – Is a term used in health care to refer to daily self-care
activities within an individual’s place of residence, outside the home, or both. The ability
of a disabled person to carry out his/her routine or daily activities is a measure of his/her
functioning as a person and as an individual.


JOSHUA LOMOTAN
The activity of daily living (ADLs) are the things we normally do which consist of self-care
activities such as the following:
1. Maintaining Personal Safety

2. Communicating with family members and others
3. Eating and drinking
4. Eliminating or toilet hygiene
5. Breathing
6. Mobilizing and transferring
7. Attending to personal hygiene
8. Dressing and Undressing
9. Grooming and Expressing sexuality
10. Attending to their own spiritual needs
FIRST AID
It is the immediate, temporary care given to a person in case of an accident or
sudden illness. It is also applied when such emergencies arise, fast action may prevent
serious injuries and even death.
FIRST AID PRIORITIES

1. Check the scene of the accident for signs of immediate danger both to yourself
and to the victim.
2. Assess the condition of the victim.
3. Start first-aid procedures that are needed immediately, such as:
 Artificial respiration
 Cardiopulmonary resuscitation
 Control of bleeding.
4. Contact help, for example:
 Call 911 or the Operator
 Ambulance and medical assistance.
 Fire department
 Police
 Poison Control Center
 Suicide Prevention hotline.


JOSHUA LOMOTAN
5. Resume First-aid procedures.
 If the injured person is conscious, talk to him or her as calmly as possible.
 If you need the victim’s cooperation for a first-aid procedure, direct him or her
with your voice.
 Try to keep the victim as comfortable as possible.
 If you must move the victim, immobilize the areas of the body that appear to
be broke.
Duties of Caregiver
Caregiver duties and responsibilities can include:
 Assisting with personal care: bathing and grooming, dressing, toileting, and
exercise
 Basic food preparation: preparing meals, shopping, housekeeping, laundry, and
other errands.
 General health care: overseeing medication and prescriptions usage,
appointment reminders, and administering medicine
 Mobility assistance: help with getting in and out of a wheelchair, car, or shower
 Personal supervision: providing constant companionship and general supervision
 Transportation: driving to and from activities, running errands, and help to get in
and out of the wheelchair-accessible vehicle
 Emotional support: being a stable companion and supporter in all matters
personal, health-related and emotional
 Care for the elderly: orienting or grounding someone with Alzheimer’s disease or
dementia, relaying information from a doctor to family members
 Back-up care (or respite) services: providing other caregivers a break
 Home organization: help with organizing, packing or cleaning for a trip, or general
house care and cleaning
 Health monitoring: following a care plan and noticing any changes in the
individual’s health, recording and reporting important traits that every caregiver
should have:
 Patience. Those who provide home care to others need to be patient.
Being patient means that the person understands that there may be
changes in plans, things may not go as quickly as planned, and there may
be a little hesitation at times on the part of the person receiving care.
 Compassion. When someone has compassion for another, they have an
understanding of what the person is going through.


JOSHUA LOMOTAN
 Attentiveness. It is important when providing home care that the caregiver
is attentive to the needs and changes that are taking place. By being
attentive, the caregiver will notice when there are emotional or physical
changes in the person he or she is caring for.
 Dependability. Those who need home care don’t usually just need it
sporadically. Rather it is regularly, so a caregiver must be dependable and
show up to provide the care that the person needs and is counting on.
 Trustworthiness. Caregivers are often in a position that will allow them to
have access to the belongings of the person they are caring for. The
caregiver must be someone who is trustworthy and will not breach that trust
by taking advantage of the person her or she is caring for.
BIBLIOGRAPHY
A. BOOKS
TR Caregiving NC II, testda.com
EXP 204 | Home Economics Literacy, Chairman: Violeta L. Reyes LPT., Ed.D.; Members:
Rea DV, Dela Cruz LPT., MAT.- Bustos Campus; Marvin M. Magbintang- Hagonoy
Campus.
B. ONLINE RESOURCES
https://tesda.gov.ph/Downloadables/TR%20Caregiving%20NC%20II.pdf


JOSHUA LOMOTAN

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COMPETENCY-BASED LEARNING MATERIAL

Recognition for Prior Learning (RPL)

Been working for some time.

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

No. Unit of Competency Module Title Code

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

LEARNING OUTCOME SUMMARY

Learning Outcome No. 2 Provide appropriate support to people

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

Learning Outcome No.

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

PROVIDING APPROPRIATE SUPPORT TO PEOPLE WITH SPECIAL NEEDS

At the end of this module, the student will be able to:

Kids with Special Needs

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

Here are some specific disabilities and their characteristics:

1. Autism – is a developmental disability affecting verbal and non-verbal

2. Deaf-blindness – means concomitant hearing and visual impairments, the

3. Deafness – means a hearing impairment so severe that the child is impaired in

4. Emotional disturbance – is a condition showing the following characteristics over

5. Hearing impairment – means an impairment in hearing whether permanent or

6. Mental retardation - means significantly sub-average, general intellectual

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

8. Orthopedic impairment – means a severe orthopedic impairment that adversely

9. Other health impairments – means having limited strength, vitality, or alertness

10. Speech or language impairment – is a disorder in communication including

12. Visual impairment including blindness – means an impairment of vision including

RIGHTS OF PEOPLE WITH SPECIAL NEEDS

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

8. The right to be treated as a valued individual. – A valued individual is one who

PROVIDING APPROPRIATE SUPPORT TO PEOPLE WITH SPECIAL NEEDS

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

1. Maintaining Personal Safety

FIRST AID PRIORITIES

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

TR Caregiving NC II, testda.com

CAREGIVING NC II DATE DEVELOPED: DOCUMENT NUMBER:

PROVIDE CARE AND DEVELOPED BY: Checked by:

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