Unit 547 Promote good practice in the support of individuals with autistic spectrum conditions. 1. Understand how the different and evolving theories about autism reflect the complexity of autistic spectrum conditions Autism is a lifelong developmental disability that affects how a person communicates with‚ and relates to‚ other people. It also affects how they make sense of the world around them. It is a spectrum condition‚ which means that‚ while all people with autism share certain difficulties
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Notes: When working with CYP as a support worker I have tried to make sure that when they are in my care I have encouraged each one of them to be conscious of the fact that where they live and how they behave in their community is very important as to how others see them. Each individual should be able to experience opportunities that will help them grow‚achieve and be progress in society. Each CYP should be given as much care and attention as any other CYP. They should be made to feel
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referenced correctly‚ reflect on your own practice with the children as much as possible in order to link knowledge and practice. Check spelling and grammar and ensure that professional language is used throughout. TASK ONE SHC 31 (4.1‚ 4.3) CYP 3.6 (3.3) CYP 3.3 (4.3‚ 3.3) SHC34 (2.1‚ 2.2‚ 2.3) (ERR – 2.4‚ 2.1) Explain the meaning of the term “confidentiality” Describe and analyse the potential tension between maintaining an individual’s confidentiality and disclosing concerns. (e.g. where
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safe for CYP to work or play in safely. There should be adequate space for the number of people using it to move round comfortably and safely. Equipment should be stored safely storage should be labelled clearly. Furniture should be appropriate size for age of CYP using it. Lighting and noise should be taken into account and specific risks to individuals as in pregnancy‚ impaired sight or hearing‚ disabled‚ and CYP with special
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506 Understand children and young person’s development 1. Understand the pattern of development that would normally be expected for children and young people from birth-19 yrs.’ Explain the sequence of development that would normally be expected in children and young people from birth to -19 years. See Table below Children’s Development Table 0-19 1.1 Child development is commonly divided into four areas: physical‚ cognitive‚ social-emotional‚ and language and literacy. These four
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Development‚ Planning‚ Observation and Assessment Task1 Q1 CYP 3.1‚ AC 3.1 Monitoring methods used for children’s development are observing in order to plan adequately to their individual needs and as early years providers following the EYFS framework which helps us monitor and assess the children. Q2 CYP 3.1 AC3.2 Reasons for children not following the expected pattern of behaviour could be due to a disability so find it hard to access the activities‚ the child may have a learning difficulties
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Gaynor Brookes CYP Core 3.3/LO 1.1 Current legislations guideline and policies: Children’s Act 1989 Education Act 2002 Children Act 2004 Working together to Safeguard Children (2010) What to do if you are worried a child is being abused (2006) E-Safety Safeguarding and Protecting Bullying The different agencies involved in safeguarding the welfare of Children and Young people are: NSPCC (national Society for the prevention of Cruelty to Children) The NSPCC’s work is focused on helping
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Date Target Grade Actual Grade Tutor English language – GCSE / English literature – GCSE/ C B School Maths – GCSE / B School SHC 31 SHC 32 11/9/13 SHC33 10/9/13 SHC 34 CYP core 3.1 CYP
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Built environment MEBS6011 Maintenance and management of building facilities MEBS6019 Extra-low-voltage electrical systems in buildings (Sub Class A) MEBS6002 Lighting engineering MEBS6017 Building intelligence Room: CYP-P4 Room: CYP-P4 Room: MW-T1 Room: MW-T2 Room: CB-A 7:00-9:30 pm 7:00-9:30 pm 7:00-9:30 pm 7:00-9:30 pm 7:00-9:30 pm MEBS6019 Extra-low-voltage electrical systems in buildings (Sub Class B) Room: TT-303 3:30-6:00 pm Environmental
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TDA 3.1 1.1 Why effective communication is important in developing positive relationships with CYP & adults. To make communication effective – be clear/precise/simple‚ relevant‚ positive fun and calm. Consistent‚ repetitive – be able to rephrase if unclear using a different method maybe a white board. Be inspirational not negative. Constructive and positive criticism goes both ways (adults). Non-verbal‚ using facial expression‚ positive body language promotes an approachable and open communication
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