Expand+Examinations:
It is the responsibility of each student submitting work for examination to:

- Be aware of course assessment requirements

- To submit course work on time

- To have all coursework clearly labelled with name, date or bir...

Hide-Examinations:
It is the responsibility of each student submitting work for examination to:

- Be aware of course assessment requirements

- To submit course work on time

- To have all coursework clearly labelled with name, date or birth and PPS number

- Have paid examination fee (where paid separately)

Special Course Requirements:
Garda vetting may be necessary for some courses. Students are responsible for accurately filling forms on the first night of course for submission to the Garda Vetting office by Louth/Meath ETB.

Some courses require students to undertake work experience. Students are responsible for securing placements. Insurance and letter of introduction are available from night class office.

Some courses have special requirements e.g. most QQI level 6 courses require students to have successfully completed level 5 or equivalent. Other courses require students to be already working in a particular field e.g. supervisory management (healthcare) requires students be working in a health care setting.

Expand+Learners will be able to:
1.Categorise the range of terms which have been used to label
people with an intellectual disability as inappropriate and appropriate labels

2.Define the terms intellectual disability and multiple disability

3.Identi...

Hide-Learners will be able to:
1.Categorise the range of terms which have been used to label
people with an intellectual disability as inappropriate and appropriate labels

2.Define the terms intellectual disability and multiple disability

3.Identify the advantages and disadvantages of both the medical and social models of support

4.Recognise the effects of caring for a person with an intellectual disability on close and extended family members

5.Define the term front line staff

6.Promote the following in caring for a person with an intellectual disability:
- dignity
- choice
- relationships
- contributing

7.Promote positive attitudes toward people with an intellectual disability

8.Outline the history of services to people with an intellectual disability in Ireland

9.Explore past and current attitudes toward people with an intellectual disability

10.Examine own attitude toward people with an intellectual disability

11.Identify how the policies and practice of a given organisation reflect the attitudes of that organisation toward people with an intellectual disability

12.Explain the known causes of intellectual disability

13.Describe the levels of intellectual disability and how these are assessed

14.Outline the potential impact of a multiple disability on a person

15.Provide examples of services to persons with an intellectual disability that illustrate the medical and or social models of support

16.Outline current approaches toward developing quality in the provision of services to persons with an intellectual disability and their families, to include standards and quality assurance

17.Identify examples of progressive models of service delivery both from Ireland and from other countries

18.Outline the range of physical, social, emotional, psychological and spiritual needs of persons with an intellectual disability

19.Explain the role of the following in relation to individuals with an intellectual disability, their families and staff:
- physiotherapist
- occupational therapist
- speech and language therapist
- social worker
- psychologist

20.Explain the role of front line staff in providing individualised support to persons with an intellectual disability in accordance with their preferences and needs

21.Illustrate the importance of working as part of a team in meeting the needs of persons with an intellectual disability.