Course module - Practical Placement
Code : EDUC10132 Credit rating: 20 Semester : 2
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Aims |
Objectives |
Assessment |
Information
|
Course Content |
Course Materials |
Tutors |
Timetable |
Teaching Methods |
Keywords
Aims
• This unit centres on a 40 day placement with children or adults with learning difficulties. The placement provides opportunities for students to develop skills and apply knowledge from other units already covered during Levels One of the course.
• To enable students to gain an awareness of the working practices of the placement agency and other facilities and to assist children or adults with learning difficulties to participate in their local community.
• To provide students with an opportunity to practice skills related to working with children and adults who have a learning difficulty and contribute to a service.
Objectives (Learning Outcomes)
Knowledge and understanding
• To demonstrate a commitment to the promotion of the dignity, rights and value of each individual.
• To form appropriate and supportive relationships with children and adults who have learning difficulties.
• To assess individual needs using a variety of person centred approaches.
• To show initiative in undertaking the planning of programmes for individuals and groups in a flexible and confident way.
• To demonstrate effective planning and implementation of activity, teaching and support, making reference to relevant literature
• To explore ways of gaining access to valued community activities.
• To manage children or adults in groups and to main purposeful activity.
• To maintain records of teaching and support work, recognising the need for confidentiality.
• Carry out effective evaluation, including self-evaluation.
• To work as a member of a team.
• To take account of feedback and advice offered by academic advisors and supervisors
Intellectual skills
• Demonstrate an ability to articulate and explore personal values and their relationship to work with people who have learning difficulties.
• Develop skills in the assessment and evaluation of theoretical ideas and factual information.
• Adopt a critical approach to the conceptualisation of intelligence and the measurement of abilities.
• Develop study and research skills including use of library resources, references, critical reading and reflective writing.
Practical skills
• Demonstrate the ability to work effectively with people who have learning difficulties drawing on the skills and knowledge of the programme
• Develop professional skills as a worker, liaising with a range of staff, parents and service users.
• Assess individual needs using a variety of person centred techniques
• Form appropriate and supportive relationships with children and adults who have learning difficulties
• Manage children or adults in groups and maintain purposeful activity
• Have acquired fundamental presentational, ICT, information retrieval, analytical and organisational skills
Transferable skills and personal qualities
• Communicate effectively verbally, non-verbally and in writing
• Develop basic ICT communication and information retrieval skills
• Develop skills toward becoming an independent and self motivating learner, including the organisation of time, information and study materials
• Develop a range of study skills including the retrieval of information and location of sources
• Apply knowledge and understanding to practice
Assessment
Practice discussions with academic advisor through face to face contact and e mail . Each student has to arrange contact details which involve a discussion about the development of the portfolio. - Formative
A Practice File/ Portfolio containing a choice of one, two or three placement assignments based on the work carried out whilst on placement. - 5000 words - 100%
Information
Course Content
The course unit will introduce the following content areas:
• Develop relationships with individuals and groups of children or adults using person centred approaches.
• Develop working relationships with staff
• Plan and implement of programmes of activity, teaching and support.
• Work in partnership with people with learning difficulties
• Evaluation and review of methods, approaches and personal practice.
Course Materials
Tutor(s)
Rohhss Chapman
Craig Blyth
Timetable
Staff/Student Contract 10 weeks @ 4 days per week on placement
Teaching Methods
Practical Experience
Tutorial Support
Practice Supervision
Guided Reading
Preliminary reading
Core Reading.
• Carnaby, S. (ed) (2005). Learning Disability Today. Brighton: Pavilion Publishing.
• Clarke, J. (2006) Just Ordinary People: William Francis Blunn "our Bill" Liverpool: Moving on with Life and Learning
• Department for Education and Skills (2001) SEN Toolkit. (available free of charge from DfES Publications [now Department for Children, Schools and Families] Tel 0845 60 222 60 quoting reference DfES 0558/2001).
• Farrell, P. and Ainscow, M. (2002). Making Special Education Inclusive. London: David Fulton.
• Sanderson, H, Ritchie, P. and Kilbane, J. (2003). People, Plans and Practicalities. Edinburgh: SHS Trust.
• Sanderson, H., Kennedy, J., Ritchie, P. and Goodwin, G. (1997). People, Plans and Possibilities: exploring person centred planning. Edinburgh: SHS Trust. (Available in short-loan)
• Ward, L. (ed) (1998). Innovations in Advocacy and Empowerment for People with Intellectual Disabilities. Chorley: Lisieux Hall.
Journals
• British Journal of Learning Disabilities
• British Journal of Special Education
• Community Care
• Disability and Society
Website
• Department for Children, Schools and Families http://www.dfes.gov.uk/
• Mencap: http://www.mencap.org.uk