Unit 12 Supporting Individual Needs Textbook

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Supporting
Individuals with
Additional Needs
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UNIT 12
Getting to know your unit
While working in health and social care, you may care for a full range of
Assessm ent individuals who have additional needs. Individuals with these additional
You will be assesse d by a needs have a right to receive the best quality care and support. This unit
series of assignm ents set aims to give you specialist knowledge that can be crucial to ensuring
by your tutor. that those with additional needs meet their full potential.
How you will be assessed

You will be assessed by a set of assignments set by your tutor to ensure you fully
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understand the topic of how individuals with additional needs are supported. There
will also be role plays given to you by your tutor to help you with this unit and to
assess your learning. Assignments will be set for each learning aim, with a pass, merit
AF or distinction grade given. To obtain a distinction you must evaluate the support given
to two individuals, one being a child the other an adult, and the effectiveness of their
support and the effect the support has on their lives.
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2 Supporting Individuals with Additional Needs

Getting to know your unit UNIT 12
Supporting Individuals with Additional Needs

Assessment criteria
This table shows what you must do in order to achieve a Pass, Merit or Distinction grade, and where
you can find activities to help you.
Pass Merit Distinction
Learning aim A Examine reasons why individuals may experience additional

needs
A.P1 A.M1 A.D1
Explain diagnostic procedures to determine Assess the requirements of one Evaluate the significance to the
additional needs for one child and one adult child and one adult with different individuals, their families and society
with different additional needs. additional needs. of a diagnosis of additional needs.
Assessment practice 12.1 Assessment practice 12.1 Assessment practice 12.1
Learning aim B
Examine how to overcome the challenges to daily living faced by
people with additional needs
B.P2 B.M2
Explain how disability can be viewed as a social Assess the impact of challenges to
construct. daily living that may be experienced
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Assessment practice 12.2 by one child and one adult with
different additional needs, and how
B.P3 effectively these challenges are
Describe how health or social care workers overcome.
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can help one child and one adult with different Assessment practice 12.2
additional needs overcome challenges to daily
living.
Assessment practice 12.2
Learning aim C Investigate current practice with respect to provision for
individuals with additional needs
C.P4 C.M3 BC.D2
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Explain the benefits of adaptations and support Analyse how the provision and Justify the support and adaptations
provided to one child and one adult with support provided for one child and provided for two individuals with
different additional needs. one adult with different additional different additional needs to help
Assessment practice 12.3 needs have benefited them. them overcome challenges to daily
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Assessment practice 12.3 living, with reference to statutory

provision.
C.P5 C.M4
Explain the impact of statutory provision on Analyse how statutory provision has
the support provided for one child and one impacted on current practice in caring BC.D3
adult with different additional needs. for one child and one adult with Evaluate the impact of providing
Assessment practice 12.3 different additional needs. support for two individuals diagnosed
Assessment practice 12.3 with different additional needs in
improving their wellbeing and life
chances.
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Getting started
Work in groups and list of what you think the term ‘additional needs’ means to
a wheelchair user, a blind person, a person with a terminal illness, or to a deaf
person. Each group could choose a different individual with additional needs and
think about their needs when travelling, working, and in other daily situations.
When studying this unit, see whether you were right or whether you need to
make any amendments to your lists.
Examine reasons why individuals may experience

A additional needs
Diagnosing or determining additional needs
Definitions of mild, moderate, severe and profound learning
disabilities
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Learning disabilities can be described as mild, moderate, severe or profound. However,
these are terms to help understand the level of support an individual may need. They
do not tell you anything about who the person really is, so be careful about using
AF generic terms when describing an individual.
▸▸ Mild learning disabilities are considered to be when an individual is able to talk but
maybe not understand or be able to explain new information easily. They may, for
example, need more time to fully understand complex ideas.
▸▸ Moderate learning disabilities are considered to be when an individual finds daily
living activities, such as dressing themselves, more complicated and they may have
only basic language skills to explain how they are feeling or what they want.
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▸▸ A person with additional needs ▸▸ Severe and profound learning disabilities are considered to be when an individual
playing cricket may have only very basic language skills and will perhaps communicate through
gestures rather than words. These individuals will need a high level of support and
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will usually have more than one disability that requires support.
Definitions of the range of learning disabilities can change, so it is always best to check
them using a trustworthy source.
Key terms Research
Diagnose – identify the
There are a number of sources where you can find out more about learning
nature of an illness or
disabilities. You could access websites such as the British Institute of Learning
other medical condition
Disabilities (BILD) and NHS Choices. Health centres, hospitals and social services
by examination of the
departments provide leaflets and further information can be found in various
symptoms.
government white papers, such as Valuing People: A New Strategy for Learning
Symptoms – physical or Disability for the 21st Century (2001).
mental features of a medical
condition, which can be
seen or felt by the patient, Diagnostic procedures, tools and standards used to diagnose a
for example a headache or disability
redness of the skin. They are
Now that you have a basic understanding of the different range of learning disabilities,
often subjective and may not
you need to look at how individuals are diagnosed, the procedures taken by
be visible to other people.
professionals, the tools they use and the standards they follow.

Learning aim A UNIT 12
Diagnostic procedures used to diagnose a disability

Key term
Diagnostic procedures to determine what type of disability an individual has will be
different for each condition, so it is important to research various websites linked to a Diagnostic procedures –
specific disability. techniques used to identify
a specific illness or medical
In the following case studies a young person and an adult explain what it has meant to condition.
them to live with dyslexia, which can be mild, moderate or severe.
Case study
Justyna, a young the time I understood what was being said but couldn’t
person with dyslexia write it down or understand the words I was expected
to read. I’m up there with the best now! And I don’t
Justyna was assessed as having
forget stuff for school as it is all colour coded for each
dyslexia when she was eight years
day, like everything with a purple stripe is for Tuesday.
old. She is now 14 years old and
My advice to people is that if you feel like you’re not
has received support since her
coping with reading or don’t understand stuff, then tell
diagnosis. Justyna describes her experience.
someone and find out what is wrong and get the right
‘When I was assessed and found out I had dyslexia it felt support. Try to be confident; there is nothing to be
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like something made up, because no one had told me ashamed of.’
about it before.
It makes me sad sometimes and I cry when I think how Check your knowledge
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I couldn’t learn. I thought I was stupid or something,
because my friends understood what was being taught
1 How would you feel if you were Justyna before
getting support?
in school and I didn’t. I couldn’t read, and I’d forget
2 How did getting support help Justyna with her
things, which made people laugh and tease me. It was
emotions and day-to-day living?
just so frustrating because I knew I could do it. Most of
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Case study
Joe, a van driver living my brother and uncle had helped me. Soon after, I got a
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and working with dyslexia job driving a delivery van.

Recently a work initiative, run by a proper trained
Joe was recently diagnosed with
person, diagnosed me with dyslexia. She couldn’t
dyslexia through a work initiative.
believe I could do my job, but luckily for me my
He describes his experience.
company kept me on as I’d been with them for nearly 40
‘I’ve been a delivery driver for years. The company supported me in being mentored
most of my life. People are startled by a specialist. I sometimes have embarrassing situations
to think I couldn’t read or write when I’m not driving and asking for info, say, if I am on
and say, “how’d you get about?”, but once I’d learned my own at a station, but in a way I’ve gotten used to it.
as a young kid to ask for directions to places, I I sometimes think, what I could’ve done if I’d the right
remembered how to get there. Most deliveries were support at school. But then I tell myself, “Joe, there’s no
to the same places, so it was all right. I had new use thinking back!”’
places to deliver to, but I got there by asking people
for directions. I left school with no qualifications and Check your knowledge
teachers used to call me thick, I couldn’t wait to leave. I 1 How do you think Joe has coped in his life?
was 17 when I passed my driving test. I liked driving my 2 How would you describe Joe’s disability – mild,
uncle’s car, and back then the driving test only needed moderate or severe and profound? Explain your
me to identify pictures of road signs, which was easy as answer.
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As you have seen, dyslexia affects an individual’s reading, writing, ability to organise
and time management. It does not affect their overall intelligence in social situations,
or their ability to understand real-life situations. They are able, for example, to go to
the cinema or cook a meal.
P a us e p o int What are the different types of learning disabilities?
Hint There are three levels.

Extend Write an explanation about each one.
Diagnostic assessment is used in health and social care settings to provide detailed
information about an individual’s need for support. Assessment may include:
▸▸ finding out about the individual’s concerns
▸▸ establishing their experiences of home life, their education and whether they
receive any social care
▸▸ looking at their medical history
▸▸ finding out whether they have had any specific assessment by a medical
professional or team
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▸▸ a physical examination.
Once an individual’s profile has been created, the professionals can determine specific
support needs.
AF Diagnostic tools used to diagnose a disability
▸▸ Dyslexia. Diagnostic assessments for individuals with dyslexia are completed in
different ways. If a child or young person needs an assessment in school, college
or university, this is usually carried out by a qualified specialist teacher who has an
Assessment Practising Certificate. If the individual has left education or is working,
the assessment is usually carried out by a chartered psychologist, registered with the
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Health and Care Professions Council, who specialises in specific learning difficulties.
The assessment for dyslexia normally covers literacy and numeracy, as well as memory
and processing skills. Another sign of dyslexia is poor organisational skills, such as
forgetting school work or not knowing what to take to school or college. Further
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tests may be needed, as dyslexia has a wide range of effects on a person and it can
be difficult to determine the level of support that an individual may need. Using
information from the specialists’ assessments, strategies can be put into place to help
people such as Justyna and Joe to live with dyslexia.
▸▸ ADHD. This is usually first noticed by parents or teachers. A Child Behaviour
Checklist (CBCL/6-18) is used to confirm diagnosis. For diagnosing children between
6 and 18 years of age, parents and/or teachers are asked to use a marking scheme,
with a rating scale for questions about the child’s behaviour. The information from
the allotted scores contributes to further assessment and diagnosis by specialist
doctors and psychologists.
▸▸ Dyspraxia. This is a condition in which the individual has issues with coordination.
This may first be observed by parents and/or teachers. Diagnosis is usually made
by a multidisciplinary team consisting of a paediatrician, a paediatric neurologist,
a physiotherapist, an occupational therapist and a speech and language therapist.
In the UK, the assessment method most likely to be used is ‘Motor ABC’. This
tests a child’s gross and fine motor skills. The child will be asked to perform
simple movements to test gross motor skills such as moving around, jumping and
balancing; and drawing and placing small pegs in holes to test fine motor skills. The

child’s ability to perform these skills is rated and compared with the normal range

for children in their age group. There will also be an assessment of their mental
ability and a full medical history, to exclude other possible causes.
Standards used to diagnose a disability
Standards of practice are given in the Children and Families Act (2014) as well as in
the new SEND Code of Practice, which came into effect on 1 September 2014.
Key term
Standards of practice – conditions set by central government, local government
and local health authorities that care providers must follow.
Several organisations supply important information about specific disabilities,

including case studies, diagnostic tools to assess specific needs, the qualifications
needed by the assessor, and the standards by which they have to abide.
For example, the following organisations support people with specific learning
disabilities, as well as generally providing support and guidance to people with a
learning disability, their families and carers.
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▸▸ The Foundation for People with Learning Disabilities
▸▸ The National Autistic Society
▸▸ The Stroke Association
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▸▸ The Royal Mencap Society
▸▸ The Epilepsy Society
▸▸ The British Dyslexia Association
Professional background, qualifications and experience of those

undertaking the diagnosis and assessment
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Specialists who work in social services, medicine or nursing, or teaching have to be
qualified at degree level. To diagnose and assess people with a learning disability in a
specific area, they then have to undertake further study and specialise in that area of
care. For example, dyslexia assessments can be carried out by an appropriately qualified
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specialist teacher who has both a postgraduate Diploma in Specific Learning Difficulties
and an Assessment Practising Certificate. The Professional Association of Teachers
of Students with Specific Learning Difficulties (Patoss) provides a list of qualifications
that teaching professionals need before they can diagnose and assess students. An
educational psychologist needs a degree in psychology, accredited by the British
Psychological Society (BPS), before completing a BPS accredited doctorate programme.
Parameters used to describe the diagnosed condition
Key terms
Specialists – people trained to a very high standard in a specialist subject, who
have studied a curriculum set and recognised by a university or other accredited
institution, and passed the relevant exams so that they can work in that specialism.
Prognosis – a practitioner’s opinion or judgement about how an individual will
recover from an illness or injury.
Impairment – mental or physical weakness. For example, a visual impairment
means that an individual is unable to see clearly.
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▸▸ Table 12.1 Examples of conditions, their causes and prognosis
Type of Cause Severity Stability over time Prognosis

condition
Stroke A blood clot or a bleed that Life threatening when In the short term, there may There may be long-term
interrupts the blood supply it happens, with muscle be: disability, including mobility
to the brain. Can result from paralysis and speech •• paralysis of one side of and speech problems.
lifestyle choices such as smoking, impediment. the body, depending Some individuals may never
high blood pressure, obesity, which side of the brain is recover former abilities,
high cholesterol levels, diabetes affected affecting their ability to work
and excessive alcohol intake. •• loss of mobility or participate in daily living
Increasing age and a family •• loss of speech activities.
history of strokes increase a •• memory loss They may have anxiety,
person’s risk of having a stroke. •• depression, anxiety, panic attacks, inability
frustration and anger. to express emotions and
Depending on severity of apathy.
stroke and extent of damage, Communication
recovery and rehabilitation impairments may cause
may be prolonged over social isolation.
several months or even Some individuals may
years. develop seizures.
Some individuals may
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develop dementia.
Coronary Usually caused by a build-up of May cause angina (pain Can be managed with Early detection greatly
artery fatty deposits in the coronary in the chest), especially medication to relieve increases the individual’s
disease
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arteries, making the arteries
narrower and reducing the blood
during physical
exertion.
angina, and lifestyle changes
to prevent further damage
chances of surviving and
living with coronary heart
flow to the heart muscle. Life threatening if to the coronary arteries. disease.
Increased risk of coronary artery the arteries become For more serious cases, Changing lifestyle to
disease is caused by: completely blocked, interventions may include: improve diet, maintaining
•• smoking causing a heart attack. •• angioplasty and insertion a healthy weight for height,
•• high blood pressure of stents stopping smoking and taking
•• high blood cholesterol •• insertion of a pacemaker regular exercise will also
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•• lack of regular exercise •• coronary artery bypass improve the individual’s
•• diabetes surgery. chances of survival.
•• obesity, or being overweight
•• family history of coronary
artery disease.
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Alzheimer’s Caused by parts of the brain Increasing loss of There is currently no cure for Individuals with AD have
disease shrinking, with structure and memory, confusion and this progressive condition. a life expectancy of about
(AD) function of brain areas affected. change of personality. Treatments are available to eight to ten years after their
Abnormal deposits of protein Ultimately life slow progression but there symptoms begin. This varies
(amyloid plaques) and tangles of threatening. is no evidence that dietary depending on their age at
nerve fibres containing tau, along supplements can reverse the diagnosis and many other
with imbalances of acetylcholine condition. factors.
have been found in the brains of However, research shows
people with AD. that risks of developing the
Risks of developing AD are condition can be reduced
increased by: by eating a healthy diet,
•• age – doubles every five years taking regular exercise
after age 65, although about and avoiding high blood
5% will be under 65 pressure and blood
•• family history – in a few cholesterol.
families, may be caused by the Treatment does not prevent
inheritance of a single gene progression but may
•• Down’s syndrome improve quality of life.
•• head injuries.

▸▸ Table 12.1 – continued

Hearing Types and causes may vary: Hearing loss may be Depending on the cause, Continually improving with
impairment •• congenital, genetic or caused total or partial and may hearing impairment may be new technological advances.
by maternal infection with be in one or both ears. temporary or permanent.
rubella The loss may be Temporary losses usually
•• following an illness or ear progressive, as with completely resolve once
infection illness or infection, or the underlying cause has
•• tumour on acoustic nerve sudden, as in an injury. been removed, for example
•• age-related (presbycusis) – If the individual removing earwax or treating
starts at about 40 years of age previously had full an infection.
and increases until by the age hearing, they may Depending on the cause
of 80, most people have some become shocked, and severity of hearing
hearing impairment angry, frustrated and loss, permanent loss can be
•• occupational damage – depressed about their improved with:
repeated exposure to loud hearing loss. •• hearing aids
noises over time damages •• cochlear implants
They may have
the sensitive hair cells inside •• lip reading.
difficulty in adapting to
the cochlea, risk is increased
changed or changing
when working with noisy
hearing status.
equipment, working in
environments with loud They may feel isolated,
music and regularly listening especially in social
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to music at a high volume situations.
through headphones
•• following sudden accidental
exposure to very loud noise,
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such as an explosion that
damages the acoustic nerve
•• temporary – due to build-up
of earwax or an infection.
Visual There are many causes, including: Vision may be missing Depending on cause, Continually improving with
impairment •• inherited conditions – such as or lost in one or both visual impairment may be new technological advances.
retinitis pigmentosa eyes. temporary or permanent. For example, cortical
•• infections – including maternal implants are small devices
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An individual may Loss may be temporary, for
infection with rubella be born with visual example, following a head that can be implanted to
•• injury – particularly injuries to impairment. injury or eye injury, or when partially restore vision by
the cornea The loss may be an individual has cataracts direct stimulation of the
•• amblyopia – impaired vision progressive, as with removed and a replacement visual cortex.
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in one eye due to lack of use illness or infection, or lens implanted.

in early childhood sudden, as in an injury. Depending on cause and
•• cataracts – the leading cause severity, treatment can be
If previously sighted,
of blindness in the world with:
they may become
•• diabetic retinopathy •• corrective lenses
shocked, angry,
•• glaucoma – raised pressure (spectacles or contact
frustrated and
within the eyes, which lenses)
depressed about their
damages the optic nerve •• corrective surgery such as
sight loss.
•• ageing process – people laser treatment
lose ability to focus on close They may have
difficulty in adapting to •• removal of cataracts
objects or to see small print and replacement with
clearly changed or changing
visual status. implanted lenses or
spectacles.
They may feel isolated.
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▸▸ Table 12.1 Examples of conditions, their causes and prognosis – continued
Type of Cause Severity Stability over time Prognosis

condition
•• age-related macular For conditions that are
degeneration causing progressive or cannot be
progressive loss of the visual treated, support may be in
sharpness and inability to the form of communication
focus aids such as:
•• cancer, such as •• providing large print text
retinoblastoma. for individuals with some
vision
•• use of Braille to read by
touch
•• software to convert
computer text to audio
•• using a guide dog to
aid mobility and alert
user to dangers in their
surroundings.
Type 1 Pancreas stops producing or Life threatening if not Lifelong – chronic disease, Maintaining strict control
diabetes does not produce insulin, which properly controlled. currently no cure. and balance of blood
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is most likely an autoimmune Complications may Can be stabilised by sugar levels provides a
disorder. include serious health injection of insulin good quality of health
May be a family history of problems, such as: combined with controlled and prevents or delays
diabetes. •• visual impairment dietary intake of complications.
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blindness
carbohydrate and sugars. Advances include the use
of an insulin pump to avoid
•• skin infections, repeated injections. The
particularly feet pump is a battery-operated
•• persistent ulcerating device that provides your
sores, combined body with regular insulin
with poor blood throughout the day.
supply to lower Insulin pens may make
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limbs, which may injection easier and
require foot or leg equipment more portable,
amputation especially for adolescents.
•• difficulty controlling Research is investigating
blood pressure and using stem cells to create
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cholesterol levels, insulin-producing cells.

which may lead to
heart attack or stroke
•• nerve damage,
causing pain,
itching, tingling, and
numbness
•• erectile dysfunction
•• kidney damage and
eventually kidney
failure.
Type 2 Pancreas does not produce Life threatening, if not Can be stabilised with Reducing weight, taking
diabetes sufficient insulin for the body’s properly controlled. proper dietary control. May more exercise and
needs. Complications are require medication, such maintaining strict control
Associated with obesity and similar to those for type as metformin, to reduce and balance of blood sugar
tends to be diagnosed in older 1 diabetes. However, the amount of glucose levels provides a good
people. loss of sight is a the liver releases into the quality of health.
More common than type 1 particularly common bloodstream and to make Regular eye tests and
diabetes. Of the 3.9 million problem. cells more responsive to taking care of feet are also
people living with diabetes in the insulin. If medication is not important to avoid long-
UK, 90% have type 2 diabetes. effective, insulin injections term complications.
may be required.


Research
Your tutor will give you a range of diagnosed conditions to research for: a baby, a
small child, a person with dementia and a person with a brain injury. (You could
extend Table 12.1 to include the conditions that you have researched.)
In small groups, discuss your findings and what you feel about them. Remember
all points are valid, and all views are to be respected and remain confidential in
the classroom.
What are the different types of diagnostic investigations carried out on babies both
P a us e p o int
before and after they are born?
Hint Concentrate on investigations for brain or spinal cord damage.
Extend List the reasons why these investigations may be carried out.
Cognitive and learning needs
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Learning difficulties
Dyspraxia
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According to the Dyspraxia Foundation, dyspraxia is a ‘form of developmental
coordination disorder’ (DCD), which affects the individual throughout their life. It is a
motor skills disorder that affects an individual’s ability to do practical things such as
riding a bike, playing games and, later on in life, will affect their ability to drive a car
and to perform certain skills at work. Dyspraxia can also affect an individual’s memory
and processing, so it is sometimes referred to as DCD. It is unclear what causes
dyspraxia but it is known that the condition interrupts signals from the brain to the
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body.
The first signs that a child has dyspraxia are often seen by their GP, or the special
educational needs coordinator (SENCO) at school. The child will be referred to a
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specialist paediatrician for assessment and/or a paediatric occupational therapist for

further checks and a diagnosis. If needed, other specialists may become involved; for
example, a neurodevelopmental paediatrician, who specialises in the central nervous
system.
Key terms
Cognitive – mental processes of the brain, that help you understand and
comprehend; your memory and your reasoning.
Signs – observable physical features of a medical condition, which can be seen or
felt by a medical practitioner or healthcare worker, for example a lump or a bruise;
as opposed to symptoms, such as a headache, which are subjective and reported by
an individual, and may or may not be observable.
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Parents of children with dyspraxia can contact the Dyspraxia Foundation and the
special educational needs (SEN) department at their child’s school for support. The
child needs to visit the school and become familiar with their surroundings. For
example, like any child, they need to know where to find their classroom and the
toilets. They will have two timetables, one to keep in their school bag and one for their
bedroom wall, so that they can organise themselves for the day ahead at school. The
parents need to communicate closely with the educational support team at school,
college or university, so that everyone is communicating about the individual’s needs.
As the child grows older, they will want to be involved in decisions about their care
and education, so they should attend any meetings where this is discussed.
Each child is unique and should never be compared to another child. The aim is for the
child to learn strategies to cope with daily life and work so that these strategies become
routine. For example, stickers can be used to help organise items and timetables,
clothing needs to be easy to put on and cups should not be overfilled to help avoid
spills. Teachers need to use different methods of presenting material as children with
dyspraxia usually find it difficult, for example, to learn from material displayed on the
classroom board. Children with dyspraxia should be taught in an environment with
very few distractions and with carefully planned lessons. Care is needed when planning
physical education schedules to ensure that children do not become confused and
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upset, as children with dyspraxia will find it difficult to catch a ball, for example.
Dyslexia
As the case studies about Justyna and Joe (see Diagnostic procedures used to diagnose
AF a disability) show, dyslexia is a specific learning difficulty that causes problems with
reading, writing, spelling and organisation. Individuals with dyslexia are unable to
process graphic images correctly. The individual is no less intelligent – they can still
understand complex information delivered in other formats, such as orally. However,
a person with dyslexia may find it difficult to cope, as in many cases they struggle to
organise their lives. The individual may find it very difficult to cope with written work,
either in their education or at work. This can lead to frustration as the world is full
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of written information, and the ability to organise oneself is vital to daily living. This
can lead to low self-esteem, so it is important that there is early diagnosis and the
individual is taught coping strategies.
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Attention deficit hyperactivity disorder (ADHD)

ADHD symptoms are usually diagnosed between the ages of three and six years old.
Children with ADHD tend to have disorganised and chaotic behaviour, they are more
temperamental and have high energy levels.
There is no simple diagnostic test for ADHD and a number of specialists, such as
a psychiatrist, a paediatrician and a learning disability specialist may be involved.
Assessment may include:
▸▸ physical examination, to exclude other causes for the symptoms
▸▸ a series of interviews with parents and/or the child
▸▸ interviews or reports from other significant people, such as teachers.
There are strict criteria for formally diagnosing ADHD and a child must have six or
more symptoms of inattentiveness or hyperactivity and impulsiveness. They must also
have these symptoms before they are 12 years old, the symptoms must have lasted
for more than six months and must have been noticed in more than one setting, for
example at home and at school. This is to make sure that the symptoms are not just a
reaction to a particular individual in a setting. Symptoms should also make the child’s
life difficult on a social or academic level and not be part of a developmental disorder,
a difficult phase or any another condition.

There is still no real understanding of the causes of ADHD, although many scientific

studies indicate that a combination of circumstances such as poor nutrition from
a very early age, brain injury or a hectic social environment may have significant
implications. Genetics may also play a part. ADHD continues throughout a child’s
development into teenage life, which is often a hectic and disorganised phase and
having ADHD may intensify the experience.
ADHD is treated by trying to reduce the symptoms. This may be with medication,
psychological treatment or a combination of both; each child is unique and so each
case needs to be treated differently to ensure the child receives appropriate support.
For example, a specialist community paediatrician may prescribe medication to
support the child’s anxiety, alongside other interventions, such as treatment for
psychological and behavioural needs and educational support.
Children and young people with ADHD can find life in school or college difficult.
However, if the school or college has support systems in place, their condition should
not lead to poor or challenging behaviour. Teachers and support workers involved
with children with ADHD have to be specially trained to ensure that these children
enjoy rather than struggle with their educational experience.
Positive nurturing is considered to be a way to help support a child’s intellectual
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development. Positive relationships between family, peers, teachers and support
workers usually lead to happy children who find it easier to learn. In turn, this helps
children to develop resilience into adulthood.
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Parents will need to know about support groups in their local area, as well as national
organisations such as UKAP (the UK ADHD Partnership). Once diagnosed and after the
right treatment has been established, most children’s ADHD symptoms will improve.
Autism-spectrum disorders (ASD)

ASD is a condition that affects social interaction, communication, interests and
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behaviour. It includes Asperger syndrome and childhood autism. Signs of ASD start
when a child is very young and, although there is no cure, much is now known about
ASD. There are support programmes in schools and from specific organisations that
work with children with ASD. There is no single specific treatment that meets all the
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support needs of a child with ASD. Each child is unique and must be treated differently.
Treatment, or intervention, aims to support a child’s communication, social and
cognitive (thinking) skills, and academic skills. Treatment will always involve a range of
specialists, known as a multidisciplinary team, working together with a child and their
family. This team may include:
▸▸ a paediatrician
▸▸ a psychologist
▸▸ a psychiatrist
▸▸ a speech and language therapist
▸▸ an occupational therapist.
After a detailed assessment, an individual personalised support plan will be created,

which will usually be coordinated by the child’s key worker.
Key term
Key worker – a healthcare professional who is the main contact person for a team,
an individual being cared for and their family.
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The NHS Choices website pages about ASD contain a number of real-life stories from
people with ASD. Eugen Bleuer first described the condition in 1908, but the term was
not used until 1943, when Leo Kanner, a child psychiatrist, undertook a study of 11
children with autism.
There are adults with ASD who have not been diagnosed, but when a diagnosis is
made, it often comes as a relief as it gives people an explanation for their different
perceptions of the world. Diagnosis and support can help an individual to make
adjustments in their life and enable them to lead a full and independent life.
Asperger syndrome
Asperger syndrome is a form of autism. It is a lifelong condition that affects how a
person relates to, and makes sense of, the world. For example, when you meet people
you interpret and respond to their facial expressions, tone of voice and body language.
Mostly, you can tell what that person’s mood is – whether they are happy, angry or
sad. An individual with Asperger syndrome will usually find it harder to understand
these signals and will find it more difficult to communicate and interact with other
people, causing them to feel anxious and confused. Some individuals with Asperger
syndrome take literal meaning from metaphors so, for example, sayings such as ‘I wear
my heart on my sleeve’ can be very confusing. Although individuals with Asperger
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syndrome are often of average or above average intelligence, they experience three
main difficulties, which are usually called the ‘the triad of impairments’:
▸▸ social communication
AF ▸▸ social interaction
▸▸ social imagination.
Knowing the individual with Asperger syndrome is important to help develop a more
personal approach to their individual needs, and how they can best be supported.
For example, what they are good at, what they like to do, their special interests,
their friends and family, things that cause them anxiety, how they prefer to relax if
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they become stressed, the type of friends they like, what they like about themselves,
what important routines they have, either daily or weekly, or any other times.
Understanding how they learn, what makes them relax and what colours and sounds
they like can also be useful when helping them to be calm and relaxed.
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Pervasive developmental disorder not otherwise specified (PDD-NOS)

This is a group of disorders that affect the development of communication and social
skills. The symptoms are similar to autism and Asperger syndrome, but do not meet
these exactly. Sometimes children show other symptoms that are not associated
with the specifics of having autism or Asperger syndrome, and hence a spectrum of
symptoms is associated with the child. Symptoms of PDD-NOS may include:
▸▸ problems with using and understanding language
▸▸ difficulty relating to people, objects and events
▸▸ playing in an unusual way with toys and objects, such as ordering, reordering or
categorising toys instead of playing with them or just carrying toys around without
playing with them
▸▸ difficulty with changes in routine or familiar surroundings
▸▸ repetitive body movements.
The diagnosis of PDD-NOS is relatively new, and the Autism Speaks website states
that: ‘This category should be used when there is severe and pervasive impairment in
the development of reciprocal social interaction associated with impairment in either
verbal or non-verbal communication skills’.

Studies on PDD-NOS suggest that people with this condition can be placed into one of

three groups. These are:
▸▸ a high functioning group (about 25 per cent) where symptoms overlap with
Asperger syndrome
▸▸ a second group (about 25 per cent) where there is closer resemblance to autistic
symptoms
▸▸ a third group (about 50 per cent) that meets all diagnostic requirements of autistic
disorder but where symptoms are mild.
Childhood disintegrative disorder
Childhood disintegrative disorder is a regressive condition, similar to autism, which
affects a child’s language, social and motor skills development. The effects may be
very obvious or may be less noticeable. It is usually diagnosed at around three or four
years old when a child will suddenly regress in their development. For example, words
that the child knew will suddenly become unknown, and they fall behind in their
vocabulary development. Where a child has been socialising easily with other children,
they suddenly find it difficult to join in. Regressing motor skills make holding items,
playing physical games or using the computer difficult.
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P a us e p o int What is ASD?
Hint Difficulty with communication may be a symptom.

AF Extend What information would you need about a person with ASD before putting a
support plan into place?
Inherited conditions
Inherited conditions are disorders caused by faulty genes and so are passed from
parent to child. Each cell in the body contains 23 pairs of chromosomes, which a child
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inherits from their parents. Characteristics such as eye or hair colour, a person’s height
and build are passed on in this way. However, if the parent has a faulty gene this can
also be passed on to their child. Inherited disorders include type 1 diabetes, sickle cell
anaemia and cystic fibrosis.
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Research
Undertake internet research to find out which medical conditions can be

genetically inherited. Which conditions are inherited when only one parent passes
on a faulty gene? Which conditions are inherited only when both parents pass on
the same faulty gene?
Down’s syndrome Key term

Down’s syndrome is a genetic condition. The nucleus of each cell within the body
contains 46 pairs of chromosomes, 23 from the mother and 23 from the father. Translocation – a
An individual with Down’s syndrome has an extra chromosome – chromosome chromosome abnormality
21 – making a total of 47 chromosomes. It is not fully understood how the extra caused by rearrangement of
chromosome happens and, in most cases, Down’s syndrome is not inherited; it is parts between chromosomes.
simply an isolated genetic mistake occurring at conception. However, in some cases, In Down’s syndrome, an
a genetic mistake is passed from a parent to a child because of translocation of extra piece of chromosome
chromosome 21, even though the parent does not have Down’s syndrome themselves. 21 attaches itself to another
Down’s syndrome occurs in all ethnic groups, in every country and across all social chromosome.
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classes. The chance of having a baby with Down’s syndrome is higher for mothers who
are older, although more babies with Down’s syndrome are born to younger women.
Each child is unique and they will inherit individual characteristics, such as eye and hair
colour, from their family. However, all children with Down’s syndrome will have some
degree of learning disability and the distinct facial characteristics of the condition.
The Down’s Syndrome Association states that:
▸▸ around 1 in 1000 babies are born with Down’s syndrome
▸▸ there are 40,000 people in the UK with this condition
▸▸ Down’s syndrome is not a disease
▸▸ People with Down’s syndrome ▸▸ the average life expectancy of a person with Down’s syndrome is between 50 and 60
usually have distinctive features years, with a small number living into their seventies.
Children and young people with Down’s syndrome can achieve their full potential
with effective health care and good parental support including activities with their
family and at school, encouragement in sport and vocational work. About 10 per
cent of children with Down’s syndrome have additional needs, such as ASD or ADHD,
and additional medical complications, and again good support from their family and
healthcare professionals is essential.
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Huntington’s disease (HD)
HD, which used to be called Huntingdon’s chorea, is an inherited disorder of the
AF central nervous system. The first sign of HD is normally when a person is between 30
and 50 years old, with changes in the individual’s behaviour, thinking and emotions.
There are a wide range of symptoms and every person with HD, including those in the
same family, will show different signs of the disease. The early symptoms include: slight,
uncontrollable muscular movements, stumbling and clumsiness, lack of concentration,
short-term memory lapses, depression and changes of mood – sometimes including
aggressive or antisocial behaviour. HD is an inherited condition and if someone else in
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the family has the condition, the diagnosis may be made early, and the correct support
for the individual’s medical needs can be arranged.
An individual with HD may become dependent on a carer such as their partner, a close
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family member or a friend, which may put the relationship at risk. A local specialist HD
adviser should be able to help support the individual and their family. Social workers
can also advise on what local support is available. Sometimes an individual with
HD will require residential care. The Huntington’s Disease Association is a source of
information and support.
Dementia and Alzheimer’s disease

Dementia is a term that describes persistent disorder of mental processes, including
memory loss, personality changes and difficulties with thinking, problem solving and
language. This is mainly caused by Alzheimer’s disease or problems with the blood
supply to the brain, for instance caused by a series of mini strokes, generally described
as vascular dementia.
There are many types of dementia, as the term describes the way the brain is
affected by certain diseases, which include Alzheimer’s disease, vascular dementia,
dementia with Lewy bodies (DLB), frontotemporal dementia, Creutzfeldt-Jakob
disease, Korsakoff’s syndrome, HIV-related cognitive impairment and mild cognitive
impairment. Each type of dementia has specific symptoms, depending on how they
affect the brain. An individual may have more than one type of dementia, which is

known as ‘mixed dementia’. Having dementia in the family does not necessarily mean it

will be inherited, but the chances are slightly higher. The biggest risk for dementia is age.
The Alzheimer’s Society gives the risk of developing dementia for people aged between
65 and 70 years as 2 per cent, increasing to 20 per cent for those over 80 years of age.
Alzheimer’s disease is the most commonly known form of dementia. The Alzheimer’s
Society reports that there are currently more than 520,000 people in the UK with it.
Symptoms can be mild at the beginning and worsen as the brain deteriorates and the
condition starts to interfere with daily life. Memory loss is the most obvious symptom,
where the individual forgets recent events or is unable to learn new information.
This is caused by damage to the hippocampus, the part of the brain responsible for
memory.
Memory loss affects individuals in various ways, for example:
▸▸ losing items around the house
▸▸ struggling in a conversation to find the right word
▸▸ forgetting recent events
▸▸ forgetting a familiar person’s name ▸▸ Alarms can remind people with
▸▸ getting lost in familiar places early symptoms of dementia to
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take pills
▸▸ forgetting events such as appointments or anniversaries.
A partner or close family member or friend can help an individual with early symptoms
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to use coping mechanisms, such as notes and alarms to remind people to take pills
or send birthday cards, for example. However, when the disease progresses and the
symptoms become more severe, the individual’s behaviour may change, they may
become quickly agitated and react aggressively, constantly repeat the same question
and have disturbed sleep patterns. This can be a burden on their carer and close family
and additional support may be required. In the later stages of Alzheimer’s disease,
the individual may forget to eat or walk, become frail and require help with personal
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hygiene and other daily needs. Depending on their age at diagnosis, people with
Alzheimer’s disease may live from eight to ten years following the onset of the disease.
Early onset Alzheimer’s disease, where people develop symptoms as early as in their
thirties or forties, tends to happen in families, sometimes with several generations
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affected. Early onset Alzheimer’s is caused by genetic mutations.
Needs of older people

Memory loss and slower cognitive speed
Cognitive abilities usually deteriorate with age. Some mental capabilities decline from
middle age, including memory, processing speed, reasoning, and multi-tasking. Slower
cognitive speed produces much of the age-related decline. While slowing of the
ability to process ideas is a normal part of ageing, some people experience a severe
deterioration in cognitive skills, leading to dementia.
Some older people need 24-hour care; for example, if they need to take regular
medication and will not be able to remember to take it, or if they wander off and are
in danger of becoming lost or injured, or they may need help with preparing food and
eating.
If an elderly person is in the early stages of dementia, a carer may be able to cope with
the level of support required. However, as the individual ages and/or their condition
worsens the carer may not have the skills or physical strength to continue the support.
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For example, if an individual becomes aggressive or requires help with mobility, the
carer may not have the physical strength or skills to cope. Specialised care from health
professionals will be needed. If a higher level of care or supervision is required, the
individual may need residential or nursing care.
Life-long learning
Some older people may want to learn and ‘silver surfers’ is a term now widely
used for people over 50 years old who use the internet on a frequent basis for
research, learning opportunities (such as FutureLearn and U3A), shopping and social
networking. Some sources report that older people use the internet an average of
four hours more per month than 18 to 24 year olds. Far from being isolating, it is
considered that for older age groups, particularly for those with mobility issues, the
internet has allowed them to stay in contact with friends and relatives, and has opened
up learning opportunities.
It is vital for older people to be included in community activities to maintain their health
and wellbeing. When older people do not have these opportunities, they are at greater
risk of becoming isolated and depressed. Local libraries provide a good meeting place,
along with support and courses. Voluntary transport services can assist individuals with
mobility issues, or learning disabilities, which prevent them travelling independently.
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The health and social care system plays a vital part in making sure communication
between care provision services is effective and works for an individual.
According to BILD, people with learning disabilities are living longer. Life-long learning
AF can have a huge impact on their self-esteem and self-confidence, and support
should be put in place to help support them with this. Older people with a learning
disability are a diverse group and may face the ‘double jeopardy’ of age and disability
discrimination.
Physical and health needs

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Needs of older people
As people get older their health needs may change, depending on their previous and
current lifestyle, their mental health and where they live. An older person is usually
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considered to be someone over 65 years of age. These individuals have seen many
changes in their lives, including many advances in health care, which include people
living longer than ever before, resulting in more people with health needs due to
ageing. Older people tend to experience loneliness, especially if they have reduced
mobility and a reduced income. Older people tend to have more healthcare needs
than younger people. In turn, this requires more healthcare professionals, and more
health and social care services and resources.
Arthritis
Arthritis, inflammation of the joints, is a term for more than a hundred different
conditions that cause joint pain or joint disease. Inflammation is the body’s response
to injury, infection or disease. Extreme inflammation in the joints causes pain, stiffness
Key term
and swelling.
Ankylosing spondylitis
The commonest type of arthritis is osteoarthritis, often called ‘wear and tear’ or
– a form of spinal arthritis,
degenerative arthritis. It mainly affects older people. Another common type of arthritis
seen mostly in young males,
is inflammatory arthritis, including rheumatoid arthritis, where the immune system
causing immobility and fusion
attacks the joints, and gout, caused by uric acid crystals forming in the joints. There are
of the vertebral and sacroiliac
many other types of inflammatory arthritis such as psoriatic arthritis and ankylosing
joints.
spondylitis.

A joint, for example the knee or elbow, is where two bones are connected by ligaments.

The joint muscles and tendons surrounding the joint allow movement to take place.
Synovial fluid inside the joint lubricates it and assists movement, while cartilage inside
the joint provides shock absorption. In osteoarthritis the characteristic pain, swelling
and disability is caused by thinning of the cartilage and bony outgrowths from the sides
of the joint; along with increased amounts of fluid and worn cartilage inside the joint.
The pain and sometimes deformities caused to a joint, particularly the weight-bearing
joints such as the hip and knee, not only cause pain but can restrict an individual’s
mobility. Initially, support for the individual may include provision of aids for daily
living activities; however, eventually, surgical intervention, such as joint replacement,
may be required.
Normal joint Rheumatoid Arthritis
Muscle Bone
Bursa
Synovial Bone
membrane erosion
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Synovial
fluid
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Joint
Tendon capsule
Swollen
Cartilage enflamed
Synovial
membrane
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▸▸ Figure 12.1 Rheumatoid arthritis in knee joint
Key term
Other conditions affecting the musculoskeletal system include soft tissue pain
(including fibromyalgia), back pain and connective tissue diseases (CTD). These may Fybromyalgia – a condition
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cause a range of symptoms and disabilities as well as painful, swollen joints. in which there is widespread
Back pain is very common and has a number of causes, such as a slipped disc. The pain as a joint, part of the
areas of the back most affected are muscles, discs, bones, joints or ligaments. The body or the entire body
spine is a complicated structure so GPs and specialists may find it difficult to pinpoint becomes extra sensitive to
the exact cause of pain. pain. There is no cure and
treatment aims to ease some
CTD affects ligaments, tendons and cartilage. This type of tissue connects parts of the of the symptoms.
body, such as joints, but is also found in the lungs, kidneys and skin. Therefore, as with
back pain, it can be difficult to find the exact cause of the problem and may require
several visits to specialists to pinpoint it. The treatment and support required for
individuals with back pain or CTD will depend on their symptoms.
Diabetes
There are two main types of diabetes. Type 1 is where the pancreas does not produce
any insulin or insufficient insulin for the body’s needs, or where insulin does not work
properly, known as insulin resistance. Type 1 diabetes usually occurs in people under
forty years old, and is the main type of diabetes in children. Individuals with type 1
diabetes require frequent blood glucose monitoring and insulin injections for the rest
of their lives. Some people with type 1 diabetes experience hypos (hypoglycaemia), a
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potentially life-threatening condition where the individual’s blood sugar levels are too
low for their body’s needs, either through not eating after insulin injection, or caused
by the onset of an illness, such as flu. Common symptoms include sweating, hunger,
tiredness, blurred vision, lack of concentration, headaches, tearfulness, irritability and
occasionally, if severe, collapse and unconsciousness. If the person is awake, taking
glucose, such as a sugary drink, should quickly raise blood glucose levels. If the person
is unconscious, it is vital to get medical help as soon as possible.
Type 2 diabetes is more common in older people, usually over forty years of age.
Insulin is necessary for the body to absorb food and use it for energy. The early
symptoms of this type of diabetes include tiredness and inability to focus or
concentrate. Later symptoms, which can lead to irreparable damage, include:
▸▸ personality change
▸▸ unsteadiness
▸▸ losing consciousness, which could lead to cognitive damage
▸▸ stroke
▸▸ recurrent infections, particularly of the feet and lower limbs, sometimes leading to
gangrene requiring surgical amputation of the affected limb(s)
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▸▸ blindness.
Type 2 diabetes may be picked up through a urine test, done as part of a routine
health check or prior to medical treatment. Diagnosis will require blood glucose levels
AF to be measured, which is usually done at a GP surgery. If the blood glucose level is
above a certain range further checks will be made, normally a fasting blood test. Most
hospitals now have diabetic clinics with specialist care including a nutritionist. Once
diagnosed, the individual will usually be prescribed medication, or in severe cases
insulin. In less severe and borderline cases, a nutritionist works with the person to see
if the glucose levels can be controlled by dietary changes alone. Type 2 diabetes is
increasingly diagnosed in older people due to unhealthy lifestyles and diet.
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Diabetes is a life-long condition. People with diabetes will either have to inject insulin
(type 1 and some type 2) or take medication for the rest of their life. Everyone who has
diabetes should also monitor their diet as the consequences of too much glucose in
the blood can lead to complications and irreparable damage.
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Older people with diabetes should be taught to care for their feet properly to avoid
damage that could lead to infections. If an individual cannot do this, due to other
conditions such as poor eyesight, immobility or dementia, then they will need early
referral to a chiropodist.
Cardiovascular disease (CVD)
CVD includes all the diseases of the heart and circulation such as coronary heart
disease, angina, heart attack, congenital heart disease and stroke.
Artery wall
Fatty deposits partially
or completely block
the artery
Blood within
the artery fatty material building up
▸▸ Figure 12.2 Fatty deposits (atheroma) building up in an artery

Palpitations may be the first sign of CVD, although in most cases they are harmless.

Key term
However, when palpitations are followed by dizziness or tightness of the chest, they
can be a sign of a heart attack. Palpitations – rapid, strong,
or irregular heartbeat that
CVD is caused by a build-up of fatty substances in the arteries. Eating an unhealthy
may be caused by agitation,
fatty diet and lack of exercise can contribute to this condition. If an individual is
exertion, or illness, usually
overweight, or has diabetes, they are more likely to develop CVD. If the GP suspects
only lasting for a few seconds.
that an individual has CVD they will refer them to a specialist and further tests may be
carried out, which may include:
▸▸ electrocardiogram
▸▸ X-rays
▸▸ echocardiogram
▸▸ coronary angiography
▸▸ magnetic resonance imaging (MRI).
Research
Research the above tests. You should gain an understanding of them and how
they can help diagnose the problem. You should also be able to describe what will
happen to help prepare someone having these tests.
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Once a diagnosis has been made the specialist will prescribe the appropriate
treatment. This may involve medication, dietary advice and advice from a
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physiotherapist about an exercise plan. The individual’s GP will monitor their progress.
To remain well, they will need to follow a healthy diet and take regular exercise. If they
are a smoker, they will be advised to stop and given appropriate support to do so.
P a us e p o int What are the different types of diabetes? What causes diabetes and how is it treated?
Hint Think about the individual’s age and lifestyle.

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Extend What might be the consequences of not treating type 2 diabetes? Describe the
complications, how they can be avoided and what support an individual may need if
they develop complications.
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Health needs
Physical needs
An individual’s physical needs and requirements for support will depend on their
disability, injury or illness. For example, someone with a broken leg will need short-term
support with mobility. However, if an individual has been paralysed through illness or
injury they are likely to need long-term support with mobility, such as using a wheelchair,
being supplied with aids and taught how to use them, to help with their daily living
activities. Their home may have to be adapted to enable them to live independently, for
example, fitting a downstairs shower room and toilet, or installing ramps in place of stairs.
Key term
Cystic fibrosis
Inherited – people inherit
Cystic fibrosis (CF) is an inherited condition where the lungs and digestive system
things from their parents
become clogged up with a thick, sticky mucus. This can cause many problems for the
through genes as the baby
individual, from coughing constantly to frequent chest and lung infections as well as
is growing in the womb. Eye
difficulty in putting on weight. Currently there is no cure for CF so the treatment is to
and hair colour, height and
make life as easy as possible for the person. Symptoms usually start when a person is
build are a few examples of
young, so they have the rest of their lives with it. Physiotherapy and medication are
things a person inherits.
used to support a person with cystic fibrosis.
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In the 1960s, children with CF were lucky to survive beyond five years old. There are
more effective treatments and, for some individuals, there is the option of a lung and
heart transplant. Individuals can now expect to live at least until middle age, or even
longer. This means that there are now more adults with CF than children. However,
they are encountering new challenges and issues associated with living with CF and
partners or family members may have to take on more caring roles.
Some of the issues related to living longer with CF include:
▸▸ Nutrition. Some people with CF may need extra nutrition, either via a tube through
the nose, or directly into the stomach as there seems to be a link between having a
higher bodyweight and good lung function.
▸▸ Medication and treatment. Individuals may need to take more and/or different
medication. Physiotherapy may need to change if, for example, osteoporosis
develops. Chest and upper body percussion may not be suitable where bones are
less dense and prone to fracture.
▸▸ Finance and pensions. The condition may cause prolonged illness and absence
from work. People with CF may have expected to die young, and so pensions are
becoming more of a concern for many as they survive longer.
Research
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The singer Bianca Nicholas has CF. Access the NHS Choices page for CF to find out
how Bianca copes with living with the disease.
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Sickle cell disorders
Sickle cell disorders are inherited conditions that mainly affect people with an African
ethnic background. This disorder affects the person’s red blood cells, making them die
off earlier than they should, which causes anaemia and in turn makes the person feel
fatigued. The treatment for this is for the person to not get dehydrated, to rest when
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needed, and to get medical treatment in an emergency when they are feeling extreme
pain, and having breathing problems among other symptoms.
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▸▸ Micrograph of normal red blood cells (erythrocytes, round) and red blood cells affected by
sickle cell anaemia (crescent-shaped)

Stroke

When a person has a stroke and/or transient ischaemic attack (TIA) they may be
Key term
paralysed or their speech may be impaired, which may make understanding their
needs difficult. The effects on the individual will depend on which part of the brain is Transient ischaemic attack
affected. Strokes are caused either by a clot blocking an artery supplying blood to the (TIA) – sometimes called a
brain, or a blood vessel bleeding into the brain. You may hear a stroke referred to as a mini stroke, and is caused by
cerebrovascular accident. a temporary disruption to the
blood supply to part of the
TIAs and minor strokes may cause temporary or little, if any, disability. However, major
brain. Symptoms are similar
strokes can leave the individual paralysed on one side of their body, with visual and
to those of a stroke, but a TIA
speech impairments. When caring for people following a stroke you will need to be
only lasts for a few minutes
aware, particularly when offering food and drinks, that they may not be able to see
or hours, and is usually over
them if they are not in the range of vision of their unaffected eye, and that they may
within 24 hours.
not be able to reach them if you place them on their paralysed side.
A range of care professionals may be involved in the care of someone who has had a
stroke, including:
▸▸ medical and nursing professionals, who will oversee the care of the individual and
prescribe the necessary medication and treatments
▸▸ physiotherapists and occupational therapists, who will assist the individual with
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mobility and rehabilitation of daily living needs, such as eating and drinking
independently, dressing and other basic tasks
▸▸ speech therapists, who will assist the individual to regain speech, or find alternative
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ways of communicating.
Mental illnesses
Mental illness or mental health problems cover a vast range of conditions, including
anxiety, depression and bipolar disorder. The Health and Social Care Information
Centre estimate that around a quarter (23 per cent) of people in Britain will have a
mental illness at some point in their lives, impacting their ability to carry out daily
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activities and routines. Most of us can recognise the symptoms of mental illness in
ourselves, such as feelings of unease, worry or fear – especially if associated with a
specific event, such as taking an exam. However, mental illness is when these feelings
are severe, long lasting and completely take over an individual’s thoughts.
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Due to the vast range of mental health problems and their causes, it can be difficult for
a person to find the right support; GPs can arrange for further specialist help.
Research
Access the Mind website to find out about different types of mental health
problems. What additional needs do you think people with mental health
problems have? How do you think carers and healthcare professionals can best
support individuals with these conditions?
NHS Choices reports that about half of people returning to work following a long-
term absence have been absent due to mental health issues including depression,
anxiety and bipolar disorder. Although the majority of people with a mental illness
can still carry out normal daily activities such as working, shopping and cooking, they
often find these activities harder to do. When suffering from severe depression, a
person may feel suicidal and it is important that carers, family, friends and healthcare
professionals are aware of the support that organisations such as the Samaritans can
provide.
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Mental illness can affect a person’s physical health; for example, people with
depression often have cardiovascular diseases or diabetes. This may be because their
mental illness means that they neglect their health and personal care.
It may be much harder for people with mental illnesses to get care and support
for their physical disorders. It is, therefore, important that carers, family and health
professionals look out for signs of physical disorders and help the individual to get the
care that they need.
Sensory disabilities
A sensory disability is a disability of sight, hearing, smell, touch or taste. Your sight
and hearing provide most of your sense of the world around you. Impairment or loss
of one of these senses will have a great impact on lifestyle and how an individual
functions. As people age, their senses tend to become less sharp and loss or
impairment of hearing or sight can lead to isolation.
Glasses and hearing aids, and some lifestyle changes, can improve an individual’s
ability to hear and see.
Deafness and hearing impairment
Some people are born deaf or become deaf due to an illness or an accident. Some
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people have a hearing impairment where they can only hear a certain amount of
sound.
Individuals with tinnitus hear a persistent noise from inside their body. It is often
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▸▸ Does this person have a mental
described as a ringing, buzzing, humming or whistling noise. While for some people
this may only be intermittent and a minor irritation, for others it can be continuous
illness? It is hard to tell.
and can have serious effects on their everyday life. In severe cases it can affect
concentration, and cause problems with sleeping and depression. Sometimes a cause
can be found and treated, but in other cases the individual can be taught ways of
coping with it.
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Communication can be improved with hearing aids for those with hearing impairment,
and by teaching sign language and lip reading to those who have little or no hearing.
Additionally, for some people there is the possibility of an electronic implant (cochlear
implant) that works by providing sound signals to the brain, replacing the damaged
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part. Hearing loss can be very isolating and may lead to mental health problems, so it
is essential to ensure that the correct support is in place.
Visual impairment
Some people are born without sight or lose their sight due to an illness or an accident.
Some people have a visual impairment where they only have limited vision, or can
only see shadows or shapes. Although they may have no other physical disability, this
can have a severe impact on their lifestyle. For example, while mobility may not be an
issue, navigating around obstacles and avoiding danger may be difficult. Many people
with visual impairments move around with confidence using aids such as a guide dog
or a white stick. Reading is made possible by using Braille, using the accessibility option
on a computer, using video magnifiers or speaking software.
Currently, research is being undertaken into retinal implants, which stimulate retinal
cells to provide the individual with light perception and object recognition. A retinal
implant may partially restore sight for people who have degenerative disorders, such
as retinitis pigmentosa or macular degeneration. As soon as someone is diagnosed
with a visual impairment, they will be referred to a specialist, who will assess their
individual needs, so that they can access the correct support for their daily living
activities.

Accidents

Accidents can change a person’s life, or end it. In 2014/15, according to a work
related survey, there were 611,000 accidents at work; and of these accidents, 142
people were killed. People can sustain minor injuries at work, during sport or from
domestic activities, that can be dealt with in an accident and emergency/urgent care
department. However, more serious accidents may cause loss of a limb, brain damage
from a head injury or paralysis from a spinal cord injury, and the individual may need
care for the rest of their lives.
Paraplegia
While paralysis can be temporary or even momentary, injuries that sever the spinal
cord cause irreparable damage. Paraplegia is caused by damage to the spinal cord
at or below chest level, affecting the person’s ability to use their legs (paraplegia). Key terms
If the damage is above chest level, it will affect their ability to use their arms and
legs (quadriplegia/tetraplegia). When an individual sustains an injury causing Body image – how a person
paraplegia or tetraplegia, it will be devastating for them, their family and their friends, sees their physical self,
and providing the right support and information will be vital. They will need emotional including their thoughts and
as well as practical support to help them cope with the changes. They may require feelings about their body.
financial support and will need a rehabilitation programme specific to their needs. Proprioception –
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Communication between the various support services will be important, especially unconscious awareness
in the early days, to ensure that longer-term as well as short-term needs are of movement and spatial
considered. orientation that comes from
Loss of a limb
AF within the body, which
informs the individual, for
People with diabetes are at particular risk of lower limb infections, particularly of
example, whether they are
the toes and feet, which may become gangrenous and require surgical amputation.
upright or prone.
Amputation of a limb or part of a limb, either accidental or through surgical removal
will result in many physical and emotional needs, both during recovery and when Prosthesis – an artificial
the individual resumes their usual life activities. Adjusting to life after loss of a limb part that is used to replace
will involve emotional readjustment, rehabilitation, physiotherapy and occupational a missing or diseased body
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therapy. Losing a limb, or part of a limb, will not only affect a person’s body image, part – could be external (eg
but will also cause altered proprioception. It will take much time and energy from replacing a missing limb) or
the person to use their body without the limb, and they may have to learn to use internal (eg a pacemaker,
a prosthesis. Initially, loss of a lower limb, or part of it, may require the individual used to stimulate heart beat).
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to learn to walk with crutches until their stump heals sufficiently for them to use a Stump (residual limb) –
prosthesis. For many very elderly people, this may not be possible and they will have the part of a limb that is
to adapt to using a wheelchair for mobility for the rest of their lives. left beyond a healthy joint
following amputation.
Infectious diseases
Most infectious diseases, especially common childhood complaints such as measles
or chickenpox, have no lasting effects. When the individual has the infection, they
will require care to control a high temperature and soothing lotion to be applied
to any rashes. However, individuals may have additional needs following a severe
infection, such as meningitis, poliomyelitis or necrotising fasciitis (galloping
gangrene).
Currently, all babies born or moving into the UK are eligible for a schedule of
vaccinations against the more common infections that occur in childhood, such as
polio and meningitis. These can leave a child with lifelong disabilities such as hearing
loss, visual disturbances, muscle shrinking, limb deformities and breathing disorders.
Although polio has largely been controlled in the UK since the early 1980s, some older
people will have long-term disabilities caused by outbreaks in the early 1950s and may
have mobility issues and poor health associated with this.
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Pregnancy and birth
Women can experience problems during pregnancy and birth, which can lead to them
having specific additional needs. Pregnancy and birth puts a huge amount of physical
and emotional strain on the mother’s body, and she may need additional support
during the pregnancy, birth and afterwards.
Some examples of complications for the mother during pregnancy and birth are:
▸▸ backache
▸▸ vaginal bleeding, sometimes leading to severe haemorrhage and miscarriage
▸▸ constipation
▸▸ deep vein thrombosis (DVT)
▸▸ high blood pressure and pre-eclampsia
▸▸ pregnancy induced diabetes
▸▸ prolapse of uterus during childbirth, or shortly after
▸▸ damage to the bladder and/or bowel, which may be caused by instruments (such as
forceps) used during delivery and can lead to incontinence later in life.
Some examples of complications for the baby during pregnancy and birth are:
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▸▸ various defects caused by the mother’s lifestyle, such as smoking and drinking
alcohol during pregnancy
▸▸ brain damage due to lack of oxygen during a difficult birth, sometimes caused by
AF the umbilical cord wrapping around the baby’s neck or a breech birth (where the
baby presents bottom or legs first)
▸▸ damage from forceps used to assist in a difficult delivery, which may cause palsy and
facial injuries, bruising and swelling on the head, skull fractures, seizures and brain
damage.
The mother and baby will need to be treated according to their specific needs.
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Obstetricians and midwives will be involved in the mother’s care and some specialists,
for example paediatricians, nutritionists, physiotherapists and mental health experts may
also be involved. Additionally, the mother may have an existing health problem such as
asthma, diabetes, a mental health problem or a heart defect, meaning she will have a
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wider range of support needs during pregnancy and birth, and following the birth.
Social and emotional needs

Needs generated by family circumstances
Specific needs of looked-after children
The NSPCC defines ‘looked-after children’ as children cared for by the local authority
for more than a 24-hour period. Children may become looked-after for a variety of
reasons including if their family situation becomes abusive, or their parents cannot
cope with looking after them due to mental health disorders or addictions, or their
parents simply cannot care for them. The decision to remove a child may have
devastating effects on the child and the rest of the family. Even where a child is being
abused, they may still love their parent(s) and feel a sense of loss at the separation. The
child will need sensitive care from the people around them.
It may be possible for social services to place the child with a close family member,
when there is confidence that the child will be safe and well cared for. This will be a
high priority as the child may feel more secure in an environment with close relatives
caring for them. This placement will be monitored.

However, sometimes fostering may be a short- or a long-term solution. This involves

placing the child with foster parents who are trained to look after the needs of children
removed from their own parent(s). Foster parents will provide a stable and nurturing
environment until the child is able to return to living with their parent(s). However, in
some circumstances this may not be the right decision or the parent(s) may have died.
In this case a permanent solution will be for the child to be adopted.
It is important to determine the child’s individual needs in order to provide a stable
and nurturing environment, and to maintain and develop the child’s sense of identity
with their birth culture. Meeting the child’s educational needs and trying to maintain
a sense of stability and continuity is also important, and where possible the child will
remain at the same school they have been attending. Depending on the situation that
required the child to be taken into care, they may keep contact with their family or
family members. Sometimes this will be through supervised meetings with a parent or
parents. Looked-after children may be bullied about being in care, or they may not be
able to focus on their education and so not achieve their full potential. Social services
and other individuals involved in the child’s care will monitor the situation to ensure a
child’s emotional security and wellbeing is at the heart of the care provided.
A few children are so emotionally damaged by their abuse that they may not be able
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to live with a family; in these cases, social services will place them in a hostel or, if
they are old enough, in their own flat. These children will be closely monitored and
supported by a paediatric psychologist.
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Once a child is 18, they are seen as an adult and considered to be independent. Even
if living with a foster family, they will be moved and placed in a shared house or flat.
They will receive less monitoring and support from social services, although these
are available if needed. A looked-after child who has a learning difficulty may not be
considered able to live independently until they are 25, although this depends on the
specific needs of the person, who may require lifelong care.
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Bereavement
The death of someone close to you is always a traumatic experience. The older a
person becomes the more likely they are to experience close family and friends dying.
Most people will need emotional support during and after a bereavement, often just
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someone listening to them or doing something small, such as helping with shopping or
cooking.
For some people, however, the experience is so intense that they will need support
from an experienced bereavement counsellor. Losing a child, or a child losing a parent,
can be especially traumatic and properly trained staff may need to offer support. There
are bereavement counselling services such as ‘Cruse’ who provide individual or group
support from trained counsellors. Healthcare professionals will be aware of these
services and contact details are usually available at most GP surgeries and health centres.
School refuser and bullying

A child might refuse to go to school because they are being bullied, or there may be
other causes. School refusal is different from truancy, as a school refuser experiences
anxiety or fear about attending school and a sense of isolation. Schools and social
services can provide emotional support, advice and counselling for children
experiencing these feelings. Where a school is unable to provide this level of support,
the child might be referred to a mental health child counsellor. If a child becomes
school phobic, an educational psychologist may become involved. The child will
require understanding and sympathy, and support with school attendance during this
difficult time.
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In 2013, ChildLine reported that around 45,000 children talked to them about bullying,
and other organisations suggest that nearly half of children and young people have
been bullied at school at some point in their lives.
Bullying can range from teasing and spreading rumours, to physical harm. It includes
name-calling, taking (and sometimes spoiling) people’s belongings, excluding people
from groups and threatening them. Children and young people may be bullied about
their appearance, sexual orientation, having a disability, their race or religion or
because of their social circumstances. Sometimes there does not appear to be any
reason why a child is picked on.
Bullying is a serious situation. It can cause long-term damage to an individual and
will need to be properly managed. It can be difficult for schools to do this, but with
careful support by properly trained health or teaching professionals it can be resolved.
Parents and carers may also require support for their experiences, which may include a
sense of isolation, worry, anger and anxiety.
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AF
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▸▸ An upset child being comforted by a teacher
Needs generated by being elderly

When working in health and social care, it is important to recognise and manage
service users’ social and emotional care. Health and social care professionals should be
aware of the range of support networks and specialists available to support an older
person’s care needs, and how these services can be accessed.
Loss of loved ones
Elderly people are more likely to experience the death of friends or family, which can
be very traumatic for them. A healthcare worker will need to be sensitive about how a
service user is feeling, and support them where necessary. Listening will usually help,
and may give you a sense of the support they need, if any. Sometimes just talking about
the person who has died will be enough for the person to deal with their grief. However,
a volunteer or a bereavement counsellor may need to provide longer-term support.
Fear of dying
When someone close to them dies, this may make an individual start to fear their
own death, particularly an older person. This is a natural reaction. The older a person

becomes, the more the thought of their own death is likely to be in their mind. This

may make the individual feel depressed or anxious. Listening to a service user’s
concerns is part of a carer’s work, particularly when looking after elderly people, and
training in listening skills will help.
Family far away

Sometimes a person’s close family lives far away and visits to or from them are
infrequent or rare. This is especially so where people have migrated to Britain and left
family in their own country. For older people, this may mean that they have little or no
support from their family when they are no longer fully able to care for themselves.
Health and social care professionals will need to manage this situation carefully to
ensure that the person is supported emotionally, physically and financially.
Isolation
Being away from family, or not seeing or having regular contact with another person
on a daily basis, can bring on a sense of isolation. Not having anyone to talk to can
have a devastating effect on a person’s mental health. Some elderly people enjoy their
own company, but if several days go by without any contact with family or friends,
neighbours or carers, they may feel lonely and depressed. It is difficult for home help
carers to spend much time with people as they will have many people to see in a
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day. However, their visit may be highly valued by the service user, especially if a good
relationship exists between them. Talking and listening may help alleviate negative
feelings about being lonely. Showing an interest in the service user’s life, their family
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and friends, can have positive effects on their mental health. The internet can be used
to communicate with family and friends around the world. If an older person is unsure
or not confident about using the internet, there may be local instructors who will offer
▸▸ Older people may feel isolated
free computer courses. Local charities or religious centres usually offer many types of
from family and friends
support, including with transport and providing day centres where older people can
meet and enjoy a meal.
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Lack of money
If an elderly person only has a state pension to live on, they may not be able to afford
the lifestyle they used to have. However, they will still have to pay for heating, lighting,
cooking and food, and may still be paying rent or a mortgage, which may not leave
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much money for social activities. One of the biggest concerns for many older people
and their families is having to pay for care, particularly residential care.
The government, and many charities, offer free financial advice for elderly people.
Some charities will help with outings and clubs for elderly people with a limited
income.
Needs affected by the learning environment

A learning environment is the physical location, context and culture in which learning
takes place. This may, or may not, be in a school or training centre. Individuals are
always learning and learning can take place in many different situations. A person’s
ability to learn can be affected by several factors. For example, if learning is taking
place in a building, it has to be fully accessible and designed to be inclusive. People
with a disability, older people with mobility problems, families with children under
five years old, and carers and friends accompanying them should all be able to access
the building. Planning must consider adequate lighting, air quality and ability to use
communication aids, such as hearing loops. A useful document to read is on the
government website titled Building Regulations 2010 Approved document M – Access to
and use of buildings, Vol.2, Buildings other than dwellings.
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Why is it important to know about a person’s family circumstances when treating
P a us e p o int
them?
Hint Development and relationships.
Extend Why would looked-after children have different needs to children in a nuclear family?
Assessment practice 12.1 A.P1 A.M1 A.D1

Scenario 1 Plan
Marion is aged 79 and lives with her husband, Sean, in a 4-bedroom •• What is the task? What is it I have been
house where they run a small lodgings. The house has three levels asked to do?
and they both have to clean rooms every day which keeps them fit •• How confident do I feel in answering
but it is tiring. Marion has fallen down a few times and while she this?
has not suffered any serious injury, Sean is very worried about her. •• What areas will I struggle with?
Unknown to him, Marion knows she is losing her sight but doesn’t Do
want to worry Sean, or her family, as the small business helps with •• I know what I am doing.
their holidays and money for their children and grandchildren. Sean •• I can identify where I need to improve.
speaks to his oldest son for help. Review
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Scenario 2 •• I can evaluate what I have done and
Bronwyn is at primary school when, during the lunch period while how I approached the task.
playing with friends on the school’s artificial turf, she has an epileptic •• I have learnt from this and can make
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fit. This is the first time she has experienced it and when she recovers,
is confused and upset as her head hurts where she banged it on the
changes to my work to make it better
next time.
ground during the seizure. A trained member of staff looks after her
while they wait for an ambulance and for her mum to arrive. Bronwyn
does not have another seizure during this time.
Using your research and notes to help you, explain the diagnostic
procedures involved in assessing the additional needs of Marion and
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Bronwyn. From this, assess the support requirements of these two
people.
Now evaluate the significance of the diagnosis for the individuals,
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their families and for society.
Examine how to overcome the challenges to daily living

B faced by people with additional needs
Definitions of disability
Medical and social models of disability
There are two models of disability:
▸▸ the medical model, which looks at a person’s impairment and tries to treat it with
medication and other specialist interventions, such as surgery
▸▸ the social model which was devised by disabled people for disabled people and
views disability as being caused by the way society is organised. It aims to find ways
of removing barriers that restrict life choices for disabled people so that they can live
independently. For example, this may mean installing a lift that meets accessibility
standards so everyone can access a building without having to ask for assistance.

Learning aim B UNIT 12

Research
Visit the Scope website and read the real-life examples of the social and medical
disability models in action. Using this website, undertake some research to review
these examples and reflect on which is the best model for someone with a disability.
Understanding of disability and dependency as social constructs

Key terms
In the past, people with a specific impairment or additional needs have been treated
as disabled and expected to be dependent on others to fulfil their daily living Dependency – relying on
activities and social needs. However, in recent years this has come to be seen as a another person, object or
social construct. The social model of disability, which was devised by people with routine in order to cope with
disabilities, proposes that society should not view individuals as disabled but that there daily living activities.
should be mechanisms in place for people with specific needs to feel equal to people Social construct – an idea or
who do not have those needs and able to live their lives independently, without notion of any given society
relying on family, friends or carers to assist them with daily living tasks. The Equality that may not represent reality
Act 2010 (revised and updated in 2015) is a legal framework to protect the rights of all but appears to be natural and
individuals and advance equality of opportunity for all. obvious to the people who
Definitions of disability, disablement, discrimination and accept it.
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impairment
Disability
A disability is any physical or mental condition that limits the movements, or restricts
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the senses or activities of an individual. The Equality Act 2010 states that ‘you are
disabled if you have a physical or mental impairment that has a “substantial” and
“long-term” negative effect on your ability to do normal daily activities’.
The important phrases are ‘substantial’ and ‘long-term’, which mean the condition is
more than minor or trivial. ‘Long-term’ means the condition affects the person for
more than 12 months.
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Disablement
Disablement is the noun associated with the verb disable. In health and social care,
this is any condition that makes an individual unable to perform daily activities
without assistance, which may arise from a physical or mental impairment, such as
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inability to see or hear, lack of mobility or a learning disability.

Discrimination
Discrimination is when an individual is treated less fairly than other people because of
the way they look, their nationality or ethnicity, their gender or sexual orientation, their
age or for any other reason. It is important that health and social care professionals treat
all service users equally and provide the same opportunities for everyone they care for.
People must not be discriminated against because of their disability.
Impairment
Impairment is when a person loses a function of any part of their body, whether
physical or mental. For example, a person who has a problem with their sight has a
visual impairment, if a person was born without a limb or has had a limb removed,
they have a physical impairment.
Discuss
In a small group, think about situations in which a service user may be

discriminated against. How do you think they would feel? What can health and
care professionals do to avoid this happening?
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Minimising environmental and social challenges
Access and barriers
Public buildings
Planning practice guidance, accessible from the government website, sets out conditions
of good practice for making buildings accessible for everyone regardless of their age,
gender or disability. The document explains the purpose in making areas of movement
inclusive, enabling everyone to move throughout a building without any barriers.
Consideration is given to older people’s needs, to families with children in pushchairs,
carers, and friends and relatives of people with disabilities. The guidance includes
details about steps, the width of toilets and making lifts wide enough for people using
a wheelchair. Access ramps should be at the main entrance. Design considerations are
given to issues such as the height of hand basins, to make them accessible for children.
Baby changing facilities are positioned in areas accessible to both men and women.
Public transport
In 2004, the Department for Transport (DfT) introduced a policy to help promote
social inclusion by tackling accessibility problems, including the provision of guidance
to and support for local transport. The Centre for Research in Social Policy produced a
report in 2012, ‘Accessibility Planning Policy: Evaluation and Future Directions’, about the
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concerns of transport organisations in trying to provide full physical accessibility and
availability. The report identified some important barriers to access, which could have
a serious impact on an individual’s lifestyle in terms of educational and employment
AF opportunities. These barriers included the availability and physical accessibility of
transport, its cost, where services operated (especially in terms of inaccessible places)
and concerns about safety and security when travelling. Additionally, for some there
▸▸ Blind person getting support from is an unwillingness, or lack of confidence, about travelling, which could lead to social
a station assistant isolation. Local transport planners are responsible for provision and cuts to budgets
have had a significant impact on transport funding.
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Research
In two groups, research the accessibility of local transport services and buildings.
One group should research access to buildings, and the other should research the
accessibility of transport services.
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Each group should present their findings to the other group, so that everyone in
the class has an understanding of local accessibility issues, and whether there are
any challenges for people with additional needs.
At your educational establishment, what would be the physical and social challenges
P a us e p o int
for a person who is blind?
Hint Think about stigma, barriers and buildings.
Extend Investigate a local leisure centre or a local railway station for accessibility issues.
Minimising barriers
Ramps
Part M of the Building Regulations 2010 sets out the legal requirements for accessibility
to buildings for people who use a wheelchair. The regulations inform all businesses,
regardless of size, about how to make reasonable adjustments in accordance with
the Equality Act 2010, to help all people, whether employees or visitors, access and
use their buildings. The regulations also cover access to toilets (sanitary provision) for
people in wheelchairs, and access to lifts.

Translation

The UK is a multi-ethnic society and English may be a second language for some
people. Many organisations, including local authority organisations, offer information
in a language other than English. Social services employ interpreters, and private
interpreters may be used by law firms, doctors and schools to ensure everyone can
access the information and advice they need.
Information in large print and Braille

People with a visual impairment can request information printed in larger size, or in
Braille. This may not be readily available, but will usually be provided if requested
beforehand. For example, an individual with a visual impairment could ask their bank
to send statements in large print or Braille.
Employment
Adaptations to work environment
A person cannot be dismissed or asked to retire if they become disabled. Employers
must adapt the working environment to meet the needs of current or future
employees who may have a disability. For example, ramps will need to be installed if
access is only by steps. A personal evacuation plan must be prepared for employees
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and other individuals who access the building who may have impaired mobility.
Special equipment must be provided in case there is a fire and the lifts cannot be used.
However, the Health and Safety at Work etc Act 1974 (HASAWA) accepts that it may
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not be ‘reasonable or practicable to make certain adjustments, such as installing a lift
in a very old building that lacks space for this type of equipment’.
Employment law
HASAWA protects employers and employees against any form of discrimination.
Employers are protected if an employee makes a complaint of discrimination
but the employer can prove that certain criteria had been met to ensure equal
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treatment. For example, an employee has a back problem and needs a specially
designed chair. The employer provides the chair but the employee does not use it.
Key term
The employee’s condition worsens, they take time off sick and make a formal complaint
against their employer. In this case, the employer has provided the equipment and so Assistive technology –
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can claim protection under employment law. However, if the employer did not supply devices for people with
the required chair and the employee is unable to work because their condition worsens, disabilities that help them
then the employee has a case for discrimination against their employer. to maintain or improve their
ability to perform daily living
Employment law also covers areas such as:
activities.
▸▸ Job application forms, which must be inclusive, or alternatives such as in Braille, large
print, or in a different language, must be available. If the form is online, the individual
must be able to read it using assistive technology, such as reading software.
▸▸ Special arrangements for an interview. For example, ensuring a suitable
time is available to interview an individual with type 1 diabetes so that they can Research
balance their insulin injection and carbohydrate intake appropriately (to avoid a
Go to www.gov.uk and
hypoglycaemic episode (sugar low)).
search for information
▸▸ Terms of employment, which includes pay, promotion and training opportunities, about employing people
dismissal, redundancy, discipline and grievances. If an employee feels they have been with a disability. What other
discriminated against by a work colleague, line manager or their employer concerning employment laws protect
any of these points they should complain, in the first instance, directly to the person or people’s rights at work?
organisation. The employee can ask someone else to help (‘mediation’ or ‘alternative
dispute resolution’) or, if all else fails they can make a claim in a court or tribunal. The
Equality Advisory Support Service (EASS) can provide further information and support.
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Communication aids
A person returning to work who has become unable to communicate for any reason,
such as following a stroke or accident, may require adjustments in their workplace to
facilitate communication. Different tools or techniques can be used, such as adaptive
keyboards, specialist switches, pointing or scanning devices. Training must be offered
on how to use the new equipment and how it works.
Inclusion
Leisure activities
It is important for a person’s wellbeing and development to feel they are an integral part
of society. Leisure activities are a way of meeting other people, relaxing and keeping fit.
The Equality Act 2010 requires centres offering leisure facilities to ensure they are built or
adapted so that everyone can use them. For example, a leisure centre must have access
for individuals using a wheelchair, including access into the swimming pool (if it has one)
by a slope or a hoisting mechanism, accessible changing rooms, shower facilities and
toilets. Additionally, parking for disabled drivers must be provided close to the centre,
the main entrance doors must be double width and open automatically. All staff working
in the centre must have received disability awareness and equal opportunities training.
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Internet and social networking
The 2003 World Summit on the Information Society (WSIS) declared that the internet’s
guiding principle should be that it is for everyone to use. The World Bank estimates
AF that one billion people, or 15 per cent of the world’s population, experience some form
of disability. Access to and use of the internet can assist people with disabilities to live
independently, to communicate their needs to those around them and to maintain
relationships, or find new friendships. Therefore, all computer programs need to be
designed to be inclusive so that everyone can use them. For a person with a disability
this might include using assistive technologies (software programs). For example,
a visually impaired or blind person might use assistive technology that converts
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information on a website from text and images to speech, so they can hear it rather
than read it. Removing barriers to using technology enables people with disabilities
to use and contribute to the rich culture of the internet. Other barriers may include
affordability of a computer and assistive technologies, and the availability of the internet.
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Discussion
Discuss the types of support that may be required when using the internet for
someone with:
•• dyslexia ·
hearing impairment
•• visual impairment ·
weakness following a stroke
•• repetitive strain injury (RSI) ·
no upper limbs.
Research
Find out about the services and provision made by educational establishments to
support learners with additional needs. You could start with:
•• Special Educational Needs (SEN) in schools
•• Additional Learning Support (ALS) in colleges
•• University Disability Advisory Service in universities.
Note: Each university may have a different name for this service, so search
generically for ‘[name of university] disability support’.


P a us e p o int Describe access arrangements.
Hint Access should be for all.

Extend What do you think a person using a wheelchair would do if they could not access a
building to meet someone? What laws and regulations cover this situation?
Daily living activities

Shopping
Most people with a disability get help and support with shopping, and other daily
living activities, from their family and friends. However, if they need extra support or
do not have friends or family who can help, social services may provide assistance.
Help with shopping may be particularly required, for example, if a person with
agoraphobia (fear of open spaces, especially public spaces) is finding it difficult or
impossible to leave their house. People with limited or no mobility will also require
help.
If the person has access to the internet and the ability to use it, online shopping may
be a suitable way of maintaining choice and independence.
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Discussion
How could this person be helped to overcome agoraphobia? What specialist help
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is needed, and if you were a friend supporting someone with this condition what
would you do to help?
Home and personal care services

When someone loses the ability to care for their surroundings and their personal
hygiene it can affect their self-esteem, confidence and sense of identity. Having to
accept help can feel like a regression to childhood.
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Personal care is a particularly difficult area of care for people to accept help with, as
it is something you learn to do from an early age, and usually do in privacy. When
assisting an individual with their personal/intimate hygiene needs, the carer must be
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respectful of the individual’s privacy and dignity. The carer should be sensitive to their
service user’s moods and feelings.
Mobility aids
Mobility aids may be needed if a person has a physical disability or a person’s age
means they may not be as agile as they once were. These aids help with independence,
which in turn helps with self-esteem and inclusion. For example, equipment such as a
rollator, a three-wheel walker, which can support someone to walk inside their home
or outside.
Minimising personal challenges

Physical
Dressing, washing, feeding
Health and social care workers have a responsibility to provide care for their service
users, including support and assistance with daily living tasks that their service user
can no longer perform unaided. However, whenever possible, you should encourage
your service user to do as much as they possibly can for themselves.
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Care may involve assistance with a wide range of needs, including personal care
such as washing, dressing and feeding. Carers need to pay attention to their service
user’s privacy, dignity and general comfort while attending to personal care. You
should avoid jokes or casual conversations as you may inadvertently embarrass them.
However, if they want to talk to you, it could be a good time to find out more about
them as a person; their life story, family and friends and their experiences. If your
service user is confused and does not understand what is happening to them, you will
need to reassure them using a gentle voice, or gentle singing. Everyone is different and
you will need to find what helps your service user to cope.
If your service user is unable to feed themselves, make sure you do not rush them.
This is especially important if your service user has swallowing difficulties. You should
Link try not to let hot food become cold or, for example, ice-cream to melt. You should
See Unit 19: Nutritional health prepare food according to your service user’s culture and religious needs.
Indoor/outdoor activity
Several television documentaries have highlighted concerns about lack of care and
activities to stimulate people in residential care. Remaining active and socially involved
is important, especially in the earlier stage of dementia where the individual needs
to have as near a normal lifestyle as possible. Individuals will enjoy doing different
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things, which may depend on their mood and mobility. It is important to find out
what activities your service user enjoys. This could range from shopping, to watching
television, to talking to friends or to going to the theatre. Your service user may enjoy
AF playing games, singing, going for a walk in a nearby park, swimming and many other
activities. Each day is different and you may find that your service user’s preference
will change each day. However, you should offer them the opportunity to take part
and have as much fun as possible. There are many video clips online that show how
providing stimulating activities for individuals in residential care is beneficial to an
individual’s self-esteem and confidence, and helps to avoid depression.
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Insert V125992_ph_056
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▸▸ A person with Down’s syndrome working in a garden centre
Intellectual
▸▸ Education. Mental stimulation encourages the brain to keep working and has been
linked to improving mood. People with additional needs should be supported
in accessing the courses and programmes available. However, buildings and
equipment may sometimes be a barrier to attending and help may be needed from
the local authority. You should also be aware of the many online courses available
(often free, for example FutureLearn) and support your service user, if necessary, to
access and use them.

▸▸ Media. Newspapers, magazines, the television and radio may all present challenges

for an individual with additional needs. If your service user has a visual impairment,
you could help them to choose suitable audio books, or an assistive program on
their computer that will convert text to speech. If they have a hearing impairment,
many television programmes have audio, subtitle and signing options.
▸▸ Internet. There are assistive technologies to help people with physical impairments
to use computers. Software is available such as a speaking programme that can read
text from a website. Text can be enlarged so that someone who has some vision can
read from the screen. Local training courses are open for elderly people to attend
and learn how to use the internet. Some programs can be built specifically for the
needs of your service user, especially if they require help to speak.
▸▸ Telecommunications. Hearing loops can be installed in buildings for people with
hearing impairments. Telephones are available that provide a visual rather than
auditory signal for incoming calls. Mobile phones also have accessibility options,
such as larger screens, or larger buttons on older types of phones, and options for
the phone to vibrate or flash rather than ring for incoming calls and texts.
Emotional
▸▸ Isolation. The local authority may provide trips and activities for your service user
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and their families. As a carer you can talk to your service user, and maybe their
family, to find out the different activities that may be suitable and which they might
enjoy. Keeping active and joining in with social activities helps to stimulate your
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service user and stop them feeling isolated. Specific charities organise outings for
people with additional needs where they can enjoy mixing with other people with
additional needs and their families. Socialising with people in similar circumstances
can provide a good help and support network.
▸▸ Depression. Depression is a horrible illness that may be caused when an individual
is unable to accept that they have additional needs, or because they feel that they
are never given a chance to be themselves. Carers, parents and family members
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directly involved in the care of an individual with additional needs may also
become depressed. Having to provide constant care may damage their relationships
with their spouse, other children, family and friends. Children may have learning
difficulties, which can be mild or severe. If the disability is severe, they may never
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become self-sufficient, which can be stressful for the people caring for them.
People who have had an accident resulting in life-changing impairments may have
particular difficulties in accepting their altered lifestyle.
Your counselling and listening skills will be very important when working with
individuals with additional needs and their families. You may be able to suggest
ways of coping and involving specialist support at an early stage.
▸▸ Dependency. Individuals with additional needs may depend or rely on people
for care and support. Carers may be family, friends or health professionals.
Support can range from simple tasks like buying their favourite magazines, to
accompanying them to a leisure centre, to personal care and high-level health
support. Social services or other healthcare professionals will assess an individual’s
needs and arrange for appropriate support to enable them to lead as fulfilling and
independent a life as possible. However, carers should not always do everything
for the individual as they need to be encouraged to do as much for themselves as
possible. This will give them a sense of independence and increase their self-esteem.
▸▸ Friendships, personal relationships. Family, carers and health professionals
should encourage individuals with additional needs to enjoy a social life and to
form personal friendships. Enjoying a varied social life and a range of friendships
helps to avoid frustration, boredom and depression.
37
Discussion
As a group, discuss the following questions.
•• What would you do if you did not meet up with friends?
•• What would you do, and how would you feel if friends did not come to your
house?
•• How would you feel if you did not have close personal relationships?
Attitudes of others
Awareness of attitudes and need to support people with additional
needs
Working in health and social care, it is likely that you will come up against various forms
of discrimination. Individuals with additional needs may be the target of personal
Key terms
remarks and strange looks. They may have difficulty accessing buildings, be unable to
Discrimination – an unjust read signs, people trying to be helpful may make decisions for them, or ask you questions
or prejudicial judgement that should be directed at your service user. They may be denied empowerment in
about a person; treating meetings as well as during social activities. It is important that your service user is not
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another person differently on excluded from decisions concerning them. Your role as a carer will be to ensure that
the grounds of their race, age they are empowered and included at all times. You should report any concerns that your
or gender. service user, or their independence, is being abused to your line manager.
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Stereotyping – an
oversimplified idea that a
Discrimination usually arises from ignorance about the person discriminated against.
Often people who discriminate are unaware of the harm they can cause.
particular type of person
or group of people are all Stereotyping and judgemental assumptions
the same as each other Stereotyping can cause suffering and unhappiness. For example, just because an
because they may share one individual has a mental health problem, a limb missing, or because they follow a
characteristic; for example, different belief does not mean that they are like everyone else with a mental health
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all people with blue eyes are problem, a missing limb or of that belief. It is a judgement or assumption about
well behaved. someone. Assuming that an older person would not go to a rave or someone who has
lost a leg cannot carry heavy shopping, is making an assumption without knowing
what the individual wants or can do. A health and social care worker must be aware of
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stereotyping and not make assumptions about what their service user can or cannot
do, or what they do or do not want and how they are feeling.
Marginalisation
Marginalisation is when a person or a group of people are made to feel excluded,
isolated and unimportant. For a person with additional needs this can be a traumatic
experience. Many individuals with additional needs may feel excluded from activities,
employment and a social life, due to stereotyping and ideas about what the limitations
of their disability are, or what people think they should or should not be allowed to do.
Lack of accessibility can be marginalising.
Discrimination
Not doing something to help others who have additional needs achieve something
they want to do is discriminatory. For example, a person who is paralysed following
a stroke who would like to go swimming finding that there is no lifting device to help
them into the water. Organisations, especially public organisations, have to make
reasonable adjustments to ensure people are not discriminated against, and providing
a hoist would be considered a reasonable adjustment.

Disempowerment

An individual with additional needs must be included in any decision-making about
Key term
their care and medication. This is so that they are empowered in their support and
care. It must be decided whether a child is Gillick competent; that is, whether they Gillick competence – a term
have enough understanding and intelligence to make decisions about their own health used to decide whether a
and treatment. Empowering individuals, by giving them choices, means that they are child (aged 16 or under) is
more likely to be involved in and comply with a treatment or care plan. considered able to consent to
their own medical treatment
Labelling
without the need for parental
Labelling is applying a description to an individual or group of individuals, usually permission or knowledge. The
based on their external appearance. Labelling can be positive, such as that a person term originates from a legal
is good at sport, or it can be negative if it is offensive or derogatory, such as calling case about contraception.
someone ‘ginger nut’ because they have auburn hair.
Case study
But words can’t hurt other nasty thing they could think of. Mr Adusi then told
everyone to open up their piece of paper and apologise
There had been a lot of name calling at break time,
to it for saying such nasty things. After the class had
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but especially aimed at Jorji. Jorji had her right leg
done this, Mr Adusi said, ‘Although you have apologised
amputated following a car accident. She’s just getting
to your paper, all the wrinkles you can see are the scars
used to a new prosthesis, but it is making her limp. The
of your abusive language, which will remain for a long
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other kids had been calling her ‘peg-leg’ and ‘Long John
Silver’ or asking her if she had lost her parrot or eye
time – if not forever’.
patch. She was feeling really low and miserable when Check your understanding
she got into her health and social care class.
1 Do you think this was a good way to deal with what
Mr Adusi, their tutor, was surprised to see some of this had happened to Jorji at break time?
behaviour when he was in the college cafeteria. He had
2 How do you think the name calling affected Jorji’s
thought about it and came up with a new activity for
self-image, confidence and self-esteem?
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the health and social care group to try. Mr Adusi gave
everybody a piece of scrap paper and told them to 3 Do you think the people calling Jorji names realised
scrunch it up. He then said they should very quietly tell the harm they were causing?
the paper that it was ugly, horrible, worthless, a waste
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of space, it should be torn up and burned, and any
Assessment practice 12.2 B.P2 B.P3 B.M2

Explain how the term disability comes about Plan
and how it can be viewed as a social construct. •• What is the task? What is it I have been asked to do?
Using the two scenarios from assessment •• How confident do I feel in answering this?
practice 12.1, describe the help Marion and •• What areas will I struggle with?
Bronwyn might receive from health or social Do
care services to overcome the daily challenges •• I know what I am doing.
that they might face. •• I can identify where I need to improve.
Assess the extent to which these challenges Review
impact on the lives of Marion and Bronwyn •• I can evaluate what I have done and how I approached the task.
and how effectively the support from health or •• I have learnt from this and can make changes to my work to
social care services can help them overcome make it better next time.
their various challenges.
39
Investigate current practice with respect to provision for
C individuals with additional needs
Professionals involved in supporting individuals
with additional needs
Many professional services are involved in supporting people with additional needs.
Each profession has entry qualification requirements and training standards that must
be met by people working within the support system.
Community learning disability nurse
The role of the community learning disability nurse is specifically about supporting
people with a learning disability to meet their full potential. The role involves helping
a person to be physically and mentally healthy, working with them in their home, at
their educational setting, in their workplace or in a community or residential home. The
nurse also supports people with a learning disability to access healthcare services and
acts as their advocate; the nurse explains what is happening if they are confused, and
helps other healthcare professionals to understand the individual’s support needs.
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Occupational therapist
Occupational therapists (OTs) support individuals in carrying out everyday activities.
Individuals may require support with daily living activities if they were born with a
AF disability, such as cerebral palsy, or acquire a disability, such as weakness or paralysis
following a stroke or they are recovering from an illness or injury. OTs advise people
how to carry out tasks, which may involve using supportive equipment or assistive
technology, or helping them to adapt to a new way of doing a task. OTs may work
in a hospital, in a person’s home, at a GP practice, at a person’s workplace or in an
educational setting.
Physiotherapist
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Physiotherapists work with people who have a physical difficulty as a result of illness,
ageing, being injured at work or playing sport, or following a stroke. Physiotherapists
devise treatment programmes of manual therapy, therapeutic exercise or ultrasound,
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to improve movement and functioning, as well as general health and wellbeing. They
may use other techniques, such as exercises carried out in water (hydrotherapy or
aquatic therapy) or acupuncture.
Physiotherapists mainly work in a hospital or specialist rehabilitation setting, but may
visit people in their homes.
Psychiatrist
Psychiatrists are medical doctors who have undergone additional training to specialise
in the diagnosis and treatment of mental and emotional disorders. They support
people with conditions such as depression, bipolar affective disorder, learning
difficulties, anxiety, eating disorders, schizophrenia, dementia, and drug and alcohol
abuse. A psychiatrist may further specialise in adult or child care, to work with
adolescents, old people, people with a learning disability, or in forensic, medical and
▸▸ A physiotherapist working with a liaison psychiatry. A psychiatrist may work in a medical setting in a general or an acute
client with a missing limb specialist hospital, or they may visit people in their homes.
Psychologist
A clinical psychologist will have gained a degree in psychology and further studied for
a doctorate in clinical psychology. Clinical psychologists support people with a wide
range of mental health problems including depression, eating disorders, harmful thought

Learning aim C UNIT 12
patterns and addiction, children with behavioural and emotional difficulties and young

Key term
offenders. They are interested in their patients’ psychological rather than physiological
condition, and use therapies such as cognitive behavioural therapy (CBT). Psychologists Cognitive behavioural
normally work in NHS settings in hospitals and health centres as part of a mental health therapy (CBT) – a practical
team. They may also work in social services, in educational settings and in prisons. talking therapy used to
improve an individual’s
The difference between a psychiatrist and a psychologist
state of mind, helping them
Psychiatrists and psychologists have different approaches to solving mental health to manage problems by
problems. They are both trained in psychotherapy – talking with individuals about changing the way they think
their problems. However, psychiatrists are medical doctors whereas psychologists or behave. CBT focuses
have a doctoral degree in an area of psychology, and they are not medical doctors. on current problems or
As they are medically trained doctors, psychiatrists can prescribe medication to treat their issues, rather than on what
patients. They will investigate whether there is an underlying biological or neurochemical happened to an individual in
problem causing their patients’ symptoms, such as a vitamin deficiency or thyroid the past.
dysfunction. Psychologists study their patients’ behaviour, their sleep patterns, eating patterns
and negative thoughts and work with the patient to change or modify these behaviours.
Social worker
Social work involves a wide area of work and many specialisms. A social worker
supports people and their families through difficult situations, and in improving their
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current lifestyle. They work with vulnerable people, helping to protect them from
abuse or harm. They support people to live independently. Their client groups can
include elderly individuals, children and adults with physical and learning disabilities,
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young offenders, people with mental health problems, people with addiction
problems, refugees and asylum seekers, foster carers, adopters and families who are
potentially breaking up. Social workers may work in a hospital, a local authority setting,
young offenders units, special clinics and prisons. They also visit people in their homes.
Social workers are usually part of a multidisciplinary team working with a variety of
other professionals, such as doctors, nurses and police officers, to support their clients.
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Speech and language therapist
Speech and language therapists support people who have difficulties in speaking and
communicating, eating, drinking and swallowing. They work with people with a range of
speech and language difficulties including language delay, voice disorders, stammering,
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language impairment and selective mutism (an anxiety disorder that prevents an
individual, usually a child, from speaking in certain social situations). These conditions
may be caused by a stroke, a head injury, Parkinson’s disease, dementia, throat cancer,
learning difficulties, mental health issues, hearing impairment or other physical
disabilities. Speech and language therapists mainly work in hospitals, educational
settings and community health centres; they may visit a person in their home.
▸▸ A teacher interacting with child with learning disabilities
41
Special needs teachers
Special educational needs teachers (SENs) specialise in working with children who
have specific needs such as physical difficulties, sensory impairments, speech and
language difficulties, learning difficulties or a variety of other physical, social or
emotional needs. The person coordinating learning support is known as a SENCO. In
an educational setting, SENs and SENCOs are assisted by teaching assistants who look
after children’s physical needs and provide additional support for learners, for example
helping them understand instructions, and providing comfort and reassurance when
children are frustrated or upset.
Some children with learning disabilities may have more than one disability such as
auditory and visual impairment, which makes communicating difficult. Children
with multiple learning difficulties need specific learning strategies to support their
educational needs and the SEN’s key role is to identify and support their individual
needs. SENs create safe, stimulating and supportive learning environments in which
they deliver individualised teaching programmes to develop the children in their care
to their full potential.
Support and adaptations for individuals with
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additional needs
Equipment and adaptations
AF Special equipment and communication aids are important to enable people with
additional needs to carry out daily tasks, live independently and feel included in society.
Mobility aids
Mobility aids help an individual with a physical disability to walk. This, in turn, enables
them to perform a range of tasks such as preparing and cooking food, and dressing
and going to the toilet. They also help them to go to work, have hobbies and take
part in activities. Examples of mobility aids include motorised scooters, wheelchairs,
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walking frames, stairlifts, adjustable beds and chair raisers.
Daily living adaptations
Research There is a vast range of equipment available to assist people with everyday tasks, such
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as making a cup of tea. Occupational therapists will assess individual needs and supply
Using the internet, research appropriate equipment based on that assessment. Adaptive equipment for everyday
aids to daily living and make a use is available for all areas of the home and workplace and includes items such as
list of items that are available perching stools, food trolleys, kettle tippers, support and grab rails, raised toilet seats,
to support people with commodes, shower chairs, fall monitors and flashing doorbells.
additional needs, including
Paraplegia is paralysis (complete loss of functioning) of both lower limbs, usually caused
those for individuals with
by a spinal cord injury below the level of the first thoracic verterbra, or in some rare
paraplegia.
cases by an illness. Individuals may also experience a range of other changes such as
incontinence of urine and faeces, issues with body temperature control and chronic pain.
Following the accident or illness that caused paraplegia, an individual will initially be cared
for in a hospital setting. However, in the longer term, people with paraplegia are usually
cared for in their own home. A variety of assistive equipment is available to support their
care, including pressure relieving mattresses and pads, hoists and other transfer aids to
assist moving position, powered or manually operated wheelchairs, ramps, incontinence
pads, reachers (to help pick up small items) grab rails and aids to help with dressing.
Communication aids
Communication aids may be used by people with a speech, visual or hearing
impairment to help them interact and exchange ideas and information with other

people. Aids range from simple communication boards to sophisticated electronic

equipment.
▸▸ Communication boards can assist with verbalisation or replace speech if for any
reason an individual cannot communicate verbally. They usually contain letters,
common words or phrases and images of everyday items. The individual can simply
point to the letters, words or images to communicate their needs. They are also
known as symbol boards, word boards or letter boards and include Bliss boards.
▸▸ Information may be provided in large print or Braille for individuals with visual
impairments.
▸▸ Assistive technologies are available such as software to convert text to speech, or
to enable operation by eye gaze or voice recognition, and computer switches for
easier internet access.
▸▸ Sign language communicates by using gestures, facial expressions and body
language. It is used mainly by people with hearing impairments. British Sign
Language (BSL) is the preferred language in the UK for people with hearing
impairments.
▸▸ Makaton is a language programme designed for individuals who experience
frustration because they cannot communicate properly. It helps people to
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communicate by using signs and symbols, which are used in spoken word order,
alongside speech. This provides extra clues about what someone is saying.
▸▸ Some people with hearing impairments learn to lip read. Some people are really
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good at this skill, which is made much easier if the person talking speaks clearly. Clear
speech involves making sure that words are pronounced properly and slightly louder,
and that speech is slightly slower – with pauses between key phrases.
People with hearing impairments can also use technical aids such as hearing aids and
cochlear implants to augment hearing. Hearing aids may lessen the impact of hearing
loss. Some people do not want to wear a hearing aid as they think it will be unsightly
or make them look old. However, digital hearing aids are small and work better than
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older analogue aids. Cochlear implants are electronic devices that are surgically
implanted to replace the function of a damaged inner ear. They do not amplify
sounds but act like the cochlea and provide sound signals directly to the brain.
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▸▸ People using BSL
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Therapies
Occupational therapy
Occupational therapy involves assessing an individual’s needs and creating an
individual treatment plan to support those needs. The plan will identify goals, which
have been agreed with the service user, to maintain, regain, or improve independence.
Various techniques may be used including changes to an individual’s home or work
environment, and using specialised equipment. After identifying the difficulties a
person has with everyday tasks, occupational therapists can help by working with
the individual to teach them how to do a task or use specialised equipment, and by
helping them practise until they feel confident to do the task or use equipment alone.
People with depression my lack the drive or energy to carry out everyday activities
such as getting up in the morning, washing and dressing or socialising. Their lack of
energy can affect their ability to work, or to keep a job. Occupational therapy can also
help to motivate them, help them to develop coping strategies and to balance their
energy levels with work requirements.
Case study
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Sasha – clinical depression Sasha has been in her current job for six months. She
works in a large, open-plan office with twelve other
people. Recently, Sasha appears withdrawn, she has
AF unexplained and prolonged crying spells, is often late
for work and forgetful. Colleagues find her odd and
are not sure how to approach her. Sasha has received
a letter from her line manager asking her to attend a
meeting and telling her that someone from HR will also
be there. The letter also tells Sasha that she can bring a
friend with her for support, if she wishes to do so. Sasha
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is very upset by what this meeting may mean and asks
her occupational health worker, Dana, for help. She has
also asked Dana to come to the meeting with her.
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Check your knowledge

1 How might the occupational health worker support
Sasha was diagnosed with clinical depression ten years
Sasha in the meeting?
ago, when she was sixteen. She has feelings of guilt,
disturbed sleep, self-harms and has been suicidal. Sasha 2 What information would the occupational health-
has been in and out of work since she was 19. She tends worker be able to give regarding Sasha’s condition?
to leave jobs when she feels unable to cope, or is too ill 3 What do you think might be the right way forward
to leave home. for both Sasha and her employer?
Art therapy
Art therapy is a form of psychotherapy. Art therapists work with people of all ages,
who may have a wide range of difficulties or disabilities such as mental health
problems, learning disabilities, physical illnesses or impairments or behavioural issues.
Various art media such as painting, sculpting and pottery are used to help individuals
express themselves. Therapy may be delivered to an individual or to a group.
Music therapy
Music therapy is an established way of helping people to cope with injury, illness or
disability. Music affects people at an emotional level and, depending on the context

and the music, can make an individual feel happy or sad. It can evoke memories and

people often associate specific pieces of music with significant life events. Most people
respond to music, and music therapists build on this to enable individuals to maximise
their emotional wellbeing. A wide range of musical interventions can be used,
including different styles of music and using different instruments (including voice).
Recent research has found that singing in a choir has more positive effects on mental
wellbeing than playing team sports.
Speech therapy
Speech and language therapy provides support and care for children and adults with
communication, eating, drinking and swallowing difficulties. Therapy will start with
an assessment of the individual’s specific speech. Where there is a physical disorder,
such as tongue tie (tightness between the underside of the tongue and floor of the
mouth) making it difficult for a baby to feed, the therapist will work with other health
professionals to resolve the problem. If an individual has problems with articulation
or fluency, the speech therapist will show them how to make the proper sounds, this
involves the individual practising the sounds until they are confident in making the
right sound. Sometimes, the therapist will ask the individual to look in a mirror to help
them see that they are making the right shapes with their mouth. When dealing with
young children, this will often be presented as a fun activity.
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Physiotherapy
Physiotherapy helps to bring back movement and functions of joints and muscles
AF
when someone has been injured, had an illness or been immobile, has had an
operation or has a disability. It may also be used to train individuals, particularly
people with back injuries or following sporting injuries, to avoid future damage.
Physiotherapists look at the health and wellbeing of the individual rather than simply
concentrating on their specific injury or illness.
Short and long-term support

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Some individuals with additional needs only require short-term support; for example,
when it is following an accident, or an operation, and therapy will usually be in a
hospital setting. However, some individuals will need longer term therapy which may
be delivered in a specialist centre or in their own home. Individuals with conditions
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such as cystic fibrosis will need chest percussion all their lives, so this technique may
be taught to family members or close friends. Long-term support will usually involve a
multidisciplinary team and require frequent review to ensure that an individual’s needs
are met as they get older or their condition changes.
P a us e p o int List a range of communication aids available for someone who cannot verbalise.
Hint Think visually.

Extend Investigate a communication system that helps a person relate to the world about
them.
Financial support for individuals with additional

needs
Individuals who are absent from work for a long time due to injury, illness or disability
may require financial support, which will usually be in the form of state benefits.
Specific information about the exact amounts that an individual may claim can
be found on the government’s website. Even if the individual thinks they know
45
what they can claim for, it is essential to check the website as benefits change.
People working in the health and social care sector should also keep up to date
with information about financial support that the people they are supporting may
be entitled to.
Welfare rights
Welfare rights mean that an individual has the right to know what benefits they are
entitled to and to receive their entitlement of state benefits. It is also an individual’s
right to be treated fairly by the system.
State Pension
In the UK, people who have reached their pension age can claim a State Retirement
Pension (SRP) if they have made sufficient contribution, through National Insurance
payments. In some cases where full contributions have not been paid, an individual
may be entitled to a reduced pension payment.
Pension Credit
Pension Credit is an income-related benefit made up of two parts, a guarantee credit
and a savings credit. A guarantee credit tops up a person’s weekly income if it falls
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below a certain amount. A savings credit is an extra payment for people who have
saved money towards their retirement.
Housing Benefit
AF If an individual’s income is below a certain threshold, Housing Benefit will be paid
towards costs such as rent. The amount an individual receives depends on their
income and personal circumstances. It cannot be used to pay for heating, hot water,
energy or food.
Council Tax Benefit

Each council runs their own scheme. It will depend where a person lives as to how
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much they will receive in benefit. It will also depend on personal circumstances; for
example, residency status, if there are a number of children living in the property and
whether any other benefits are being claimed.
Health benefits
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Individuals whose income is below a certain level can get help with some healthcare
costs, or exemptions from charges; for example, they may be eligible for free dentistry,
free prescriptions and free eye tests.
Support for people at work

Disability Employment Advisors (DEA)
People with conditions or disabilities that affect their ability to work can get support
and assistance from a work coach. Work coaches can be accessed via Jobcentre Plus.
They are trained to help you to find work and, if necessary, retrain to gain new skills.
They can also help with advocacy, interview training and preparing an individual to
re-enter the workforce.
Work Choice Programme

Work Choice is a government supported disability employment programme providing
support to people with complex disabilities who cannot be supported through
mainstream employment programmes. The programme helps people with disabilities
to become work ready, find work and stay in employment. The programme is run by
many charitable organisations.

Transport

Blue Badge scheme
The Blue Badge scheme operates through local authorities for people who are
registered disabled. It may be used by the person who is registered or they can
nominate two drivers to help with transport needs. Displaying their Blue Badge entitles
the individual to park in disabled parking bays, usually near to main entrances of
shops, workplaces, health and leisure centres and other buildings. The local authority
can be asked to put a parking bay outside the home of a person registered as having
mobility impairment.
Shopmobility
Shopmobility is a scheme to allow access to shopping areas for people with additional
needs, especially mobility needs. It is mainly a free service, although there may be a
small charge in some areas. Shopmobility provides manual or electric wheelchairs,
scooters, rollators and portable hearing loops. Several supermarkets operate their own
assistance for people needing mobility support.
T
AF
R
D
▸▸ Ramp being used on a bus by a person in a wheelchair
Accessible buses and taxis

The Public Service Vehicles Accessibility Regulations 2000 (PSVAR) cover issues of
access to public transport. With the exception of a few older buses, all buses now
have access ramps for people who use wheelchairs or pushchairs, and space has been
made available on the bus for the wheelchair or pushchair. At busy times, precedence
is given to people using wheelchairs over those with pushchairs. Bus companies
are also required to provide information systems on every bus, such as an auditory
information system for people with visual impairments, and a visual display system for
people with hearing impairments or who are deaf. The companies must also ensure
that priority seats for elderly people, people with a mobility problem and women who
are pregnant are near to the entry and exit doors.
Most taxi companies provide a taxi with an accessibility ramp. A person requiring
this type of assistance will be given priority when booking the taxi. The majority of
licensed black cabs have fitted ramps. A person using a guide dog is permitted to take
their dog in a taxi, unless the driver has an exemption certificate to show that they are
severely allergic to dogs.
47
Support for carers
Carers have a high level of responsibility and need to be cared for too. The Care Act
2014 recognises this, and also the health and financial problems that can affect carers.
The Act mainly deals with carers over the age of 18. Clause 10 of the Act requires that
carers receive an assessment to consider how the provision of support would enable
a carer to achieve their desired day-to-day outcomes. The assessment must also
consider whether the carer is willing, and able, to continue to care. It will also consider
the resources and support the carer can access from the wider community.
Carers Allowance
Caring can be challenging in many ways. It may mean that the carer is unable to work
and that the household’s income is low, causing financial hardship. Carers allowance
is a benefit available for a carer of an individual claiming disability allowance, an
attendance allowance or the daily living component of the Personal Independence
Payment (PIP). The carer must provide care for at least 35 hours a week. Rules change
regularly so it is advisable to check the current rules and regulations for claiming this
allowance.
Statutory provision for children with additional needs
T
Legislation applicable to England, Wales or Northern Ireland periodically changes. It is
always worth checking what legislation currently applies to the area you live in.
AF Common Assessment Framework (CAF)
The CAF is a system for gathering information concerning a child’s needs and assessing
how these needs can be met by the relevant support services. This may include
occupational health, physiotherapy and counselling, support with travel, education
and support for any other needs. The CAF was introduced under the agenda of Every
Child Matters and is a voluntary process requiring informed consent from the child
and their parents/carers.
R
The CAF is for children in need of support in one or more of three areas:
▸▸ growth and development
▸▸ additional educational requirements
D
▸▸ family and environment issues and any specific needs of the parent/carer.
Special Educational Needs and the Local Offer

The Local Offer is a regulation ensuring that children with special educational needs
receive all the support they need from local health services and schools in the local area.
Every local authority has to write a Local Offer that is available on the internet. The
local authority must also make sure that people without access to the internet can see
it. Under this regulation, the local authority must provide the child and their family
or carers with information about all healthcare and educational support networks
available to them. The child and their family or carers are consulted to see which local
offer best meets the needs of that child to ensure their health and wellbeing, and best
prepares the child for adulthood and independent living.
To do this accurately, local authorities have to consult with various agencies. This
includes all local education providers, from early years up to and including university,
and their governors, or proprietors, or advisory boards. It also includes youth
offending teams, and anybody involved in preparing children and young people for
adulthood and independent living.

The local authority will also have to consult the National Service Commissioning

boards, Clinical Commissioning groups, the local NHS trust or NHS foundation in the
area, the local health board, and the local health and wellbeing board about issues
relating to health.
The Local Offer should also provide information about the transport services available
to children and young people with special educational needs or disabilities, and
whether there is help available to pay for these services.
Education, Health and Care plans (EHCs)

Local health and education services have to produce an EHC plan for children, and
young people up to the age of 25, with special educational needs and disabilities. The
EHC identifies and plans the support required, and sets out what has to be in place to
support the specific child or young person. This plan follows the child/young person
through their education and is reviewed regularly by health and educational personnel
involved in providing the support.
P a us e p o int Name two statutory provisions for children with additional needs.
T
Hint Statutory means a requirement set in law.
Extend Explain the Special Education Needs (Local Offer) and see how this is in place in your
educational setting.
AF
Codes of practice for children with special educational needs
The Special Educational Needs and Disability (SEND) code of practice provides
statutory guidance for health services, local authorities, educational settings and youth
offending teams, to ensure that all services provide the best support for a child and
young person with additional needs.
R
Statutory provision for adults with additional needs
Codes of practice, legislation and policies
D
Health and social care workers caring for adults or children with additional needs
must be aware of and follow current legislation, codes of practice and policies. These
require that the person with additional needs should be properly supported; and
further require that the individual is not discriminated against in employment, in an
educational setting, or when supported at home. These codes of practice and policies
are based on guidance and recommendations set out in the Human Rights Act 1998,
the Equality Act 2010, and the Northern Ireland Act 1998, Part VII.
Care and support statutory guidance under the Care Act 2014
The Care Act 2014 covers the requirements for support for people over 18 years old
who need additional support. The Act requires local councils to provide care services
for people with additional needs, to prevent problems before they arise. Local
councils are responsible for giving the right advice and guidance to individuals and
their families. Information includes the correct support for their needs, information
about voluntary support groups and other health organisations or charities. The local
authority must ensure that the individual and their carers understand the law and
receive the care they are entitled to. If an individual’s additional needs are not met,
they have the right to ask the courts to decide whether the local authority abided
49
by the Care Act or not. The care and support provided for covers a wide range of
individual needs, such as assistance with:
▸▸ getting out of or into bed
▸▸ washing (body)
▸▸ eating or cooking
▸▸ socialising with family and friends.
It also covers the needs of the carer, to ensure they are looked after as much as
possible. It enables individuals requiring additional care to ask a friend, a family
member or someone else of their choice to provide that care, rather than someone
provided by the local authority. The government pays towards the service, which is
means-tested to see how much funding a person is entitled to.
Guidelines for caring for adults with mental illness

The National Service Framework for Mental Health
This framework sets out the national quality standards for mental health services,
making services easier to access and creating a provision that can prevent crises for
individuals with mental health problems. These quality standards help the service user
T
and their carers by:
▸▸ involving them in the planning and receiving of care
▸▸ delivering quality care and treatment
AF ▸▸ being non-discriminatory
▸▸ being accessible to people who need it
▸▸ promoting independence
▸▸ being accountable.
It also supports children under the age of 18 who have a mental disorder, or who are
living with someone who is mentally ill.
R
Mental Health Act 2007
The Mental Health Act 2007 is legislation in England and Wales that sets out the
processes for admitting people with mental health disorders to hospital, detaining
D
them and treating them without their consent. It also states the safeguarding
requirements to follow if a person is seen as a threat to themselves or to others. The
term sectioning may be used when people are admitted and treated compulsorily;
this refers to the various sections of the Act that apply to the circumstances of their
admission.
The Act recognises civil partners and long-term unmarried partners in its list of nearest
relatives. The nearest relative has certain rights, including that they must be informed
about decisions to detain their relative for treatment, unless it is not practicable to do
so or it would result in an unreasonable delay to treatment. They can also apply to
have their relative admitted to hospital compulsorily for assessment and treatment,
although this power is rarely used. They can also ask for their relative to be discharged,
unless a judge or magistrate has ordered the detention.
If an individual with a mental health problem thinks the person legally named as their
nearest relative is unsuitable to make decisions about their care, they can apply to the
County Court to change the named person.
If an individual with a mental health disorder needs an advocate, the Act requires the
local authority to ensure that an independent mental health advocate is provided. If an

individual with a mental health disorder is under 18 years of age, the hospital is required

to provide appropriate accommodation that is suitable for someone of their age.
Mental Capacity Act 2005

The Mental Capacity Act 2005 is legislation applying to carers or families looking after
individuals with profound and multiple learning disabilities (PMLD) or with Alzheimer’s
disease who do not have the mental capacity to look after themselves in a safe way
or make decisions about their own welfare. The Act requires that a person who lacks
mental capacity has legal representation by act of attorney to involve their families
and carers in making decisions about personal welfare, property and affairs in the best
interest for the person lacking mental capacity.
Personal health budget

A personal health budget is an agreed amount of money to be used for an individual’s
identified health and wellbeing needs. The local NHS teams work with an individual
needing a support plan and agree the budget with the individual.
The NHS introduced personal health budgets to help people needing care to manage
it in the way that they want. The main aim is to allow individuals with long-term health
conditions or disabilities to be in control of and have choice about their health care
T
and support. A care plan is organised with the NHS team that sets the outcomes the
person wants to achieve, and a budget is applied to this. The individual can allocate
money to the care they want; for example, they could use it for therapies, equipment
AF
and assistive technology, and personal care.
Requirements for charities providing essential care and support

The Charity Commission is the regulatory body that covers the legal requirements for
all charities. All documents relating to running particular charities and their statutory
regulations can be found on the UK government website. Under the law, charities
working with people and children who need care and support have a duty of care to
R
make sure their service users are safe and protected from harm. To do this, charities
have to carry out enhanced criminal record checks before staff start to work with
vulnerable people. The charities must also have a safeguarding policy in place to make
staff and users aware of abuse, what it is and how to spot and report it, and how to
D
respond to abuse rapidly and with confidentiality. If a charity works with children, a
Child Protection Policy must also be in place.
The government acknowledges that support should be person-centred and that
people should be able to choose their support, and that an integrated system of
support can work for some people. In the integrated support system, charities are
involved in providing a seamless service between other agencies providing care
and support for a person. Charities can offer a cost effective way of providing care.
Although they receive commissions from the NHS, they can also self-finance through
donations. The NHS is responsible for the quality of service provided and charities
work closely with them to ensure that all care guidelines are met. Charities are
accountable for the services they provide. They must also agree to co-operate with
other services involved in an individual’s care by ensuring that all data relating to a
person’s risk factors, identified needs, care plans and status are shared in the best
interest of that person.
Health and wellbeing boards were established by the Health and Social Care Act
2012. They provide a network for key health and care personnel to work together
to improve the health and wellbeing, and reduce the health inequalities, of a local
population. Charities form part of this network.
51
Case study
Rudy has complex needs Rudy is fifteen years old and has dyslexia and a visual
impairment. He has recently been diagnosed as having
Insert V125992_ph_062 attention deficit hyperactivity disorder ADHD. Rudy
attends a school where he sees a special educational
needs teacher for support with his visual impairment
and a specialist for support with his dyslexia. He also
meets with a specialist at the local hospital for support
with his visual impairment. He has an Education and
Health Care plan for supporting his needs related to
dyslexia and visual impairment. Local services, his family
and the school are now looking at how they can support
his needs relating to ADHD.
Check your knowledge

1 What should the school and local health authority
do now?
T
2 How might Rudy be involved?
3 How might Rudy feel about a) not being involved
or b) being involved with his support?
AF
Person-centred care for all individuals with special
needs
Involving patients in their own care
R
Throughout this unit, it has been stressed that it is essential to involve individuals in
decisions about their care. It is important to ensure that individuals requiring care are
shown compassion, dignity and respect. Even if a person is not able to communicate,
they need to be informed about what is happening to them, how they are being cared
D
for, by whom and why.
Involving patients as equal partners in decision-making

People who have disabilities or care needs due to illness or injury should be involved
in decisions about their care and have a choice about how they are cared for. Each
health organisation has an advisory committee team, which should include a service
user in any decision-making about service provision. Patients should be treated
as equal partners in their care and support, and this will mean including them in
decisions about:
▸▸ self-managed support
▸▸ access to personal health records
▸▸ personal health budgets
▸▸ care planning and treatment decisions.
In 2010, the government presented Equity and Excellence: Liberating the NHS. The maxim
of this report is that there should be ‘no decision about me without me’. The report sets
out to make the NHS accountable to patients, to increase shared decision making and
allow patients to access all their records, so that they can make informed decisions about
their treatment. It also proposes increased funding to achieve these aims.

Involving communities in decisions about the design and delivery

of services
Equity and Excellence: Liberating the NHS looks at supporting local communities to
lead decisions about their delivery of health services. The report recognises that local
health authorities are best placed to meet the care of their communities. Depending
on their facilities, local health authorities can also offer competition for services, so
that costs can be reduced for services. This offers cross-relationships between health
authorities providing services, depending on expertise and contracts, and may offer
better quality and value. The report suggests that involving communities in decisions
puts patients at the heart of health care, so that they can choose the services they
want and where they want them from.
A major concern of all health authorities is the increasing care needs of elderly people.
There are currently more than 10 million people over 65 years old in the UK and
projections are that this will rise to 19 million by 2050. This poses significant issues for
local health authorities trying to design local health services for the future.
Assessment practice 12.3 C.P4 C.P5 C.M3 C.M4 BC.D2 BC.D3
T
Scenario 1 Plan
Adrian has autism spectrum disorder (ASD) and receives support •• What is the task? What is it I have been
AF
through the SEN department of his secondary school. He was
assessed in primary school and given an Education and Health Care
asked to do?
•• How confident do I feel in answering
plan (EHC). This involved input from his doctor, nursery school, family this?
and a child psychologist. The plan gives advice on how Adrian works •• What areas will I struggle with?
and what he finds difficult, as well as strategies to help him overcome Do
difficulties which frustrate him. The school regularly meets with an •• I know what I am doing.
ASD specialist who also visits Adrian to discuss with him and his •• I can identify where I need to improve.
R
family any changes to his support plan. Adrian can let the specialist Review
know how he is getting on with the support he is receiving. •• I can evaluate what I have done and
Scenario 2 how I approached the task.
Anna-Regina lives alone and has been diagnosed with early stage •• I have learned from this and can make
D
dementia. She has started to forget the names of her distant family changes to my work to make it better
and grandchildren. Some days she forgets to eat but she does not next time.
want to go into a rest home. Her daughters have contacted social
services and her GP. It has been agreed that a health visitor will visit
regularly to assess Anna-Regina. The health visitor ensures Anna-
Regina takes her medicine and eats a hot meal that her daughters
have prepared for her and left in the freezer.
•• Explain and analyse the benefits that the various support measures
should have on Adrian and Anna-Regina’s lives.
•• Explain what statutory provision they both receive and the impact
it should have on their lives.
•• Analyse the extent to which statutory provision affects current
practice in caring for individuals with additional needs.
•• Evaluate the impact of the support they are both receiving in terms
of their improved wellbeing and life chances.
•• Justify the support these two people receive to help them
overcome daily challenges in connection to statutory provision.
53
Further reading and resources
Mental Health Act 2007, Ch.12. Available from: www.legislation.gov.uk
Mental Capacity Act 2005. Available from: www.legislation.gov.uk
Care Act 2014. Available from: www.legislation.gov.uk
Part M of the Building Regulations 2010. Available from: webarchive.
nationalarchives.gov.uk
Department for Health (May 2013). Integrated Care and Support: Our Shared
Commitment.
Department for Health (2010). Equity and Excellence: Liberating the NHS.
Centre for Research in Social Policy (2012). Accessibility Planning Policy: Evaluation
and Future Directions.
Communities and Local Government (2005). Planning and access for disabled
people: a good practice guide.
Kirby, A. (2002). Dyspraxia: The Hidden Handicap. London: Souvenir Publishers Ltd.
Colley, M. (2006). Living with Dyspraxia: A Guide for Adults with Developmental
Dyspraxia. London: Jessica Kingsley Publishers Ltd.
T
Websites
AF Learning disabilities
General: www.bild.org.uk, www.nhs.uk
ADHD: www.adhdfoundation.org.uk, www.ukadhd.com, nimh.nih.gov
Autism spectrum disorders: www.autismspeaks.org
Dyspraxia: dyspraxiafoundation.org.uk www.nhs.uk
Down’s syndrome: www.downs-syndrome.org.uk
R
Other conditions
Alzheimer’s disease: www.alzheimers.org.uk
Diabetes: www.diabetes.org.uk
D
Disability: www.scope.org.uk
Heart disease: www.bhf.org.uk
HIV/Aids: www.healthtalk.org
Huntington’s disease: http://hda.org.uk
Sensory impairment: www.sense.org.uk, www.hearingdogs.org.uk, www.rnib.
org.uk, www.guidedogs.org.uk
Stroke: http://pathways.nice.org.uk/pathways/stroke
Mental health
General: www.anxietyuk.org.uk, www.mind.org.uk
The Samaritans: www.samaritans.org
General
Health and Safety Executive: www.hse.gov.uk
Citizens Advice: www.citizensadvice.org.uk

UNIT 12

Think
Future
I’ve been arranging support for learners who have a learning difficulty and/or disability, for
Angela eleven years. Part of my job involves me assessing their support needs and arranging the
appropriate support in order for them to access the college and all the college’s facilities.
Douglas-Hills Support includes assisting learners with mobility or visual impairments to move around
college, note taking (for learners who have dyslexia, ADHD or any other learning difficulty
Disability
T
that makes it difficult for them to concentrate, or have a physical disability that affects their
motor skills) and arranging assistive technology for learners who find the regular college
advisor equipment difficult to use. I discuss the individual learner’s needs with the relevant staff, and
the support that will be put in place for them. Everyone involved with the learners know that
AF they should inform me if there are problems. Additionally, I have regular review meetings
with all staff and the learners we’re supporting to ensure that everything is going to plan.
I obtained a social science degree. Afterwards, I worked mainly in playgroups and day
centres with children with disabilities, I also gained experience working with women and
children fleeing domestic violence. I went to Italy for three years to teach English to young
children and adults, mainly to have a break from my work. After returning to the UK, I
spent two years working in a day centre supporting clients with a range of disabilities,
before starting work at this college. This range of experience helped me to gain a better
R
understanding of supporting learners with additional needs.
Focusing your skills

D
Risk assessment members of staff on a need-to-know basis and with the

•• When I meet a learner for the first time, I need to learner’s consent.
know if they have an Educational Health Care (EHC) •• I attend regular safeguarding training to ensure I’m up to
plan that tells me what their specific needs are and date with current practice. I’m also up to date with college
what support they had at their previous school or procedures about reporting safeguarding incidents, which
college. I occasionally have to do.
•• I work with the learner to assess their current support •• In some cases, I undertake additional risk assessment to
needs and the specific support they will need while at ensure learners stay safe within college, including personal
college. evacuation plans (PEPs) for learners who would need
•• To do this effectively, I need to know the details of the assistance to evacuate the building during an emergency.
Equality Act 2010 and the college’s legal responsibility •• I sometimes liaise with other agencies to obtain more
to provide support for learners with learning information about a specific learner’s additional needs or
difficulties and/or disabilities, including learners with to provide feedback on their progression at college. These
mental health problems. agencies may include a learner’s mental health support
•• I follow confidentiality rules by making sure all my team, their social services care worker, the local education
notes are kept in a secure place, and I only pass on to authority and their occupational therapist.
55
UNIT 12
Getting ready for assessment
Faith is working towards a BTEC National in Health and Social Care. For
learning aim B, Faith was given an assignment titled ‘How to support one
child who is blind and one adult with a mental health problem to overcome
challenges to daily living’. She had to write a feature for a college magazine
being published in December explaining a day in the life of those people,
and how they overcome the challenges they face during the day and
evening. The article had to:
▸▸ explain their disability
▸▸ assess the impact of the challenges they face during that day
▸▸ justify the support they receive to help them throughout the day,
referencing statutory provision.
Faith shares her experience below.
How I got started ▸▸ assessed the challenges they had during the day
First I collected all my notes on this topic and put them into a ▸▸ wrote in detail justifying the support they needed to ensure they
T
folder. I divided my notes into the three parts, a general part, were able to live their lives, and then looked at their statutory rights
in the care needs and the duty of care for children and the elderly.
which explained what a disability is, then a specific part for the
additional needs of the child and a part for the adult. I needed For case studies and examples, I took some from my lessons and my
AF
to make sure I included enough work in each section to meet all
the criteria. I made sure I had information on what is meant by
visit to the school and with the elderly person. Finally, I wrote a short
summary as a conclusion to the article.
having a disability, the research I did to assess the impact of the
challenges the child faced during a day, and the research I did on
What I learned from the experience
the adult and their challenges. I wished I’d made clearer notes during my visits as I realised
I arranged to meet a child with a mobility problem who used afterwards that I didn’t have all the information I needed. It was really
a wheelchair and was willing to be part of my project and their good to observe the two case studies during a day, but I wished I’d
parents to ensure they knew what I was going to do and write. I stayed with the child in the evening when she went to the cinema. I
R
then went to the secondary school which the child attended to had the notes she’d made, but I think if I’d observed her in the evening
ask if I could observe how staff supported the child, and to see I would’ve had a better idea. I wasn’t really ready for the visit to my
what challenges the child had in that day at school. I designed friend’s grandmother. I think I should’ve observed her for a short time
a survey-type questionnaire for the child to complete from at first, then I would’ve felt more confident in doing a real observation.
D
the time they woke up until the time I arrived, so I had their I was a bit taken aback by it all.
experience of washing, dressing and having breakfast. I then went Next time I would get organised quicker and look at all the things
with them to school and watched what happened, and wrote I needed before I started my observations, so I would look at the
notes on challenges they faced in lessons, eating lunch and using statutory rights as I was doing it so I could ask questions of the people
the school’s facilities. After school I asked them to carry on the concerned rather than writing what I thought about it afterwards and
questionnaire for the evening. Once the child had completed the having to call them back to ask questions, which made me look as if I
questionnaire I picked it up and put the research in my folder. hadn’t planned it well enough, which I hadn’t. At the end it was a rush!
I also arranged to do the same with an adult; my friend’s
grandmother, who has dementia, and lives with them. I observed
what I could during a Saturday when we went shopping with her
grandmother and had lunch together. I kept notes and made sure
everyone knew that my notes were confidential and that real
Think about it
▸▸ Have you written a plan with timings so you can complete
names wouldn’t be mentioned.
your assignment by the agreed submission date?
▸▸ Do you have notes on statutory rights for each age group that
How I brought it all together
will help you when explaining why the support is needed and
I decided to use a variety of fonts, colours and pictures to make how it is used?
the work look interesting. (I was careful to avoid pictures of the
▸▸ Is your information written in your own words and referenced
individuals I was working with to protect their confidentiality.) To
clearly where you have used quotations or information from a
start, I wrote a short introduction to the article. For each person, I:
book, journal or website?
▸▸ wrote a ‘case study’ to show their daily routines

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T

Getting to know your unit

How you will be assessed

2 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Pass Merit Distinction

Learning aim A Examine reasons why individuals may experience additional

Assessment practice 12.3 living, with reference to statutory

Examine reasons why individuals may experience

4 Supporting Individuals with Additional Needs

Diagnostic procedures used to diagnose a disability

Supporting Individuals with Additional Needs

and working with dyslexia job driving a delivery van.

P a us e p o int What are the different types of learning disabilities?

Hint There are three levels.

6 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Several organisations supply important information about specific disabilities,

Professional background, qualifications and experience of those

Parameters used to describe the diagnosed condition

Type of Cause Severity Stability over time Prognosis

8 Supporting Individuals with Additional Needs

▸▸ Table 12.1 – continued

Supporting Individuals with Additional Needs

in one eye due to lack of use illness or infection, or lens implanted.

Type of Cause Severity Stability over time Prognosis

cholesterol levels, insulin-producing cells.

10 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Cognitive and learning needs

specialist paediatrician for assessment and/or a paediatric occupational therapist for

Attention deficit hyperactivity disorder (ADHD)

12 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Autism-spectrum disorders (ASD)

After a detailed assessment, an individual personalised support plan will be created,

Pervasive developmental disorder not otherwise specified (PDD-NOS)

14 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Hint Difficulty with communication may be a symptom.

Undertake internet research to find out which medical conditions can be

Down’s syndrome Key term

Dementia and Alzheimer’s disease

16 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

affected. Early onset Alzheimer’s is caused by genetic mutations.

Needs of older people

Physical and health needs

18 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

▸▸ Figure 12.2 Fatty deposits (atheroma) building up in an artery

20 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Hint Think about the individual’s age and lifestyle.

22 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

24 Supporting Individuals with Additional Needs

Supporting Individuals with Additional Needs

Social and emotional needs

26 Supporting Individuals with Additional Needs

Learning aim A Examine reasons why individuals may experience additional