Course Description
This course builds on existing knowledge and experience and is aimed at providing the student with advanced knowledge, skills and competences required to work and progress in the caring profession within the disability sector. The overall objectives of the Award are to engage students in learning that is relevant to their profession and to further develop a range of skills and techniques, personal skills and attributes necessary for a successful career.
In 2025, the pass rate for the course was 96%.
The accreditation category of the Programme is Further Education.
Learning Outcomes
By the end of the course programme, students will be able to:
- Understand the context of supporting individuals with disabilities
- Understand the importance of diversity, equality and inclusion.
- Understand the context of supporting skills for everyday life.
- Understand principles for supporting independence in the tasks of daily living.
- Understand the role that leisure activities play in a disability setting.
- Understand the role of learning and development activities in meeting the needs of a person with a disability.
- Understand the importance of reflection on, evaluation and improvement of personal and professional practice.
- Use effective communication and build relationships in disability support.
- Support individuals to identify and plan for leisure activities.
- Facilitate learning and development activities with individuals.
- Support individuals to manage their finances.
- Effective team and joint working in disability support.
- Raising awareness of disabilities.
- Promote communication in health care settings.
- Promote and implement health and safety in health and social care.
Target Candidates
The Award is aimed at students who already possess a Level 3 qualification in health and social care or relevant experience and wish to develop their knowledge and at a higher level in order to progress in their career towards focusing on supporting individuals with disabilities and challenging behaviours.
| Course Code | Duration | Credit Value | Next Intake | FT/PT |
|---|---|---|---|---|
| LW/HSC/004 | 3 months | 12 ECTS | June 2026 | PT |
| Contact Hours | Placement Hours | Self Study Hours | Assessment Hours | Total Learning Hours |
|---|---|---|---|---|
| 60 | 55 | 141 | 44 | 300 |
Mode of Training
Lectures and workshops
Modules are delivered in the evening, twice a week.
Language of instruction is English.
Assessment
Assignments, Case studies,
Portfolio of evidence.
Awarding Body
Learning Works
Course Structure
Module 1: Introduction to the Context of Supporting Individuals with Disabilities (1 ECTS)
This unit explores the meaning of disability and considers issues closely linked with disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have disabilities.
Demonstrate understanding of the nature and characteristics of disability
Demonstrate understanding of the medical and social models of disability
Evaluate the possible impact on a family of having a member with a disability
Contribute to carrying out and evaluating client assessment
Describe ways to build empowerment and active participation into everyday support with individuals with disabilities
Interact with individuals/persons with a disability whilst adhering to a set of guidelines relating to disability etiquette
Legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with disabilities
Types of disabilities and examples of causes of disabilities
Types of interventions
Ways of promoting communication with individuals with disabilities
Positive and negative aspects of being labelled as having a disability
Changes in attitudes in relation to individuals with disabilities
Types of challenging behavior
The Arousal Curve
Explain what is meant by ‘disability’ and give examples of causes of disabilities
Implement safeguards that must be in place if restrictive physical interventions are used
Identify and evaluate triggers and possible causes of challenging behavior
Take appropriate action to promote positive attitudes towards individuals with disabilities and their family carers
Distinguish between past ways of working and present services
Participate in client assessment
Decide when restrictive interventions may and may not be used
Distinguish between impairment and disability
Promote communication with individuals with disabilities
Identify ways of adapting verbal communication when communicating with individuals who have disabilities
Identify ways of adapting non-verbal communication when communicating with individuals who have disabilities
Explain why it is important to use language that is both ‘age appropriate’ and ‘ability appropriate’ when communicating with individuals with disabilities
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 18
- Assessment Hours: 2
- Total Learning Hours of this Module: 25
Module 2: Communication in a Disability Setting (3 ECTS)
This unit aims to enable the learner to use effective communication skills to develop and sustain relationships with service users, carers and colleagues. It also looks at how to support service users in building and managing their social networks because the strength of an individual’s social network is a key factor in maintaining an individual’s well-being and mental health. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
Contribute to establishing the nature of specific communication needs of individuals and ways to address them
Meet the communication and language needs, wishes and preferences of individuals
Overcome barriers to communication
Support an individual to develop communication methods that will help them to understand others and be understood by them
Support others to understand and interpret the individual’s communication
Different reasons people communicate
Factors to consider when promoting effective communication
Barriers to effective communication
A range of communication methods and styles to meet individual needs
Key principles for communication and relationships in disability support work
Reliability
Clarity about boundaries
Being genuine
Positive attitude and hopefulness
Open to ideas
Non-judgemental
Active listening
Showing respect
Realistic expectations
Sharing information
Working together as equal partners
Identify barriers to effective communication
Demonstrate how to overcome common barriers to communication and relationships between service users and disability support workers
Demonstrate how to respond to an individual’s reactions
Demonstrate strategies that can be used to clarify misunderstandings
Demonstrate ways to maintain confidentiality in day to day communication
Work in partnership with the individual and others to identify the individual’s specific communication needs
Collate information about an individual’s communication needs and the support provided
Apply strategies to promote effective team and joint working
Overcome common barriers to effective working relationships between individuals within a home team
Demonstrate dependability in carrying out actions agreed with families
Evaluate the role of effective communication in building relationships and promoting recovery of individuals
Analyze features of the environment that may help or hinder communication
Monitor a person’s responses during and after the interaction to check the effectiveness of communication
Review an individual’s communication needs and the support provided to address them
Contribute to evaluating the effectiveness of agreed methods of communication and support provided
Analyze the contribution of families to the care and/or support of individuals
Apply key communication skills to build and sustain relationships in a disability support context including:
Active listening
Empathy and validation
Types of questions
Checking understanding
Summarising
Interact with individuals using their preferred communication
Explain how to enable carers, family and friends of people with disabilities to access support
Identify specialist services relating to communication technology and aids
Support the use of communication technology and aids
- Total Contact Hours: 15
- Supervised Placement & Practice Hours: 25
- Self-Study Hours: 5
- Assessment Hours: 5
- Total Learning Hours of this Module: 50
Module 3: Managing Risk, Emergency and Crisis in a Disability Support Setting (2 ECTS)
This unit looks at the area of risk management by providing the learner with the knowledge and skills to effectively analyse and mitigate risk within the context of disability support. The unit also looks at the procedures and mechanisms available for the support of an individual with a disability in an emergency or crisis situation.
Contribute to support of positive risk-taking for individuals
Promote and implement health and safety in health and social care
Support positive risk taking for individuals
Support individuals who are distressed
Carry out own responsibilities for health and safety
Principles of positive risk taking for individuals with disabilities
Procedures for responding to accidents and sudden illness
Legislation relating to health and safety in a health or social care work setting
Risk factors that should be considered during risk assessment for an individual in different types of risk situations
Features of a person-centered approach to risk assessment
Types of accidents and sudden illness that may occur in own work setting
Procedures to be followed if an accident or sudden illness should occur
Apply a person-centered approach to risk assessment
Apply the principles and methods of a person-centered approach to each of the different stages of the process of risk assessment
Apply a human rights-based approach to risk management
Use policies and procedures or other agreed ways of working that relate to health and safety
Explain how the principle of ‘Duty of Care’ can be maintained whilst supporting individuals to take risks
Record and report incidents, discussions and decisions concerning risk taking
Complete a risk assessment with an individual following agreed ways of working
Review and revise the risk assessment with the individual
Demonstrate ways to minimise potential risks and hazards
Identify aspects of everyday life in which risk plays a part
Analyze why individuals with disabilities may be at risk of different forms of abuse, exploitation and harm in different areas of their lives
Analyze the main health and safety responsibilities of:
Self
The employer or manager
Others in the work setting
Distinguish between a service focused approach to risk assessment and a person-centered approach
Analyze how own values, belief systems and experiences may affect working practice when supporting an individual to take risks
Analyze factors that tend to trigger own stress
Identify common signs and indicators of stress
Evaluate how working with an individual who is distressed may impact on own well-being
Explain the potential positive and negative consequences of the choices made about taking risks
Communicate the content of the risk assessment to others
- Total Contact Hours: 10
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 27
- Assessment Hours: 8
- Total Learning Hours of this Module: 50
Module 4: Ethics in a Disability Support Setting (1 ECTS)
This unit introduces students to the ethical principles and moral dilemmas within the context of supporting persons with mental health problems and how these are reflected in legislation. In parallel the unit will focus on the important themes related with ethical approach. These include dignity, quality of life, and the rights of the individual.
Work in an inclusive way
Promote diversity, equality and inclusion
Ensure confidentiality in day to day communication, in line with agreed ways of working
Maintain the confidentiality of the individual, self, and colleagues according to the procedures of the service
Promote equality and dignity in work practices
Comply with legal and organisational requirements and policies relevant to the functions being carried out
Legislation and codes of practice relating to equality, diversity and discrimination
Rights of individuals and virtues of practice
Demonstrate actions that model inclusive practice
Demonstrate how to support others to promote equality and rights
Challenge discrimination in a way that promotes change
Apply principles and practices relating to confidentiality
Promote dignity in work practices
Evaluate how and when to seek advice about confidentiality
Identify the potential effects of discrimination
Acknowledge individuals and their rights
Interact with individuals in a way that respects their beliefs, culture, values and preferences
Explain how and when to seek advice in ethical challenges
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 15
- Assessment Hours: 5
- Total Learning Hours of this Module: 25
Module 5: Practical Care for Individuals with a Disability (4 ECTS)
This unit provides the learner with the knowledge and skills required to support individuals in:
- the tasks of daily living.
- personal hygiene.
- managing finances.
- preparing and settling in to new home environments
- taking part in leisure activities.
- taking part in learning or development activities.
- maintaining and developing skills for every-day life.
- accessing and using services and facilities
- accessing education, training and employment
- continuing recommended therapies
and promote their independence in these areas.
Promote independence in the tasks of daily living through active participation
Identify suitable opportunities for an individual to learn or practise skills for daily living
Establish what support is required for daily living
Access additional guidance to resolve any difficulties or concerns about support for daily living tasks
Understand the importance of good personal hygiene
Maintain dignity of an individual when supporting personal hygiene
Understand factors affecting a move to a new home environment
Provide support for managing finances in a way that promotes active participation and safeguards the individual
Provide support to continue recommended therapy
Promote active participation during therapy
Effects of poor personal hygiene on health and well-being
Roles for providing support
Basic knowledge of food preparation
Ways of working that recognize an individual’s right to participate in the activities and relationships of everyday life as independently as possible
Policies and procedures related to:
Personal hygiene and safety
Daily living tasks
Home security
Types of leisure activities
Factors affecting a move to a new home environment
Legislation, codes of practice and agreed ways of working that apply when providing support to manage financial affairs
Learning and development activities, related resources and equipment
Factors that influence individuals’ access to services and facilities
Barriers that individuals may encounter in accessing services and facilities
Legislation, guidance and codes of practice that support an individual to access training, education or employment
Benefits of recommended therapies to an individual’s health and wellbeing
Establish roles and responsibilities for providing support
Support the individual to plan meals that contribute to a healthy diet and reflect the individual’s culture and preferences
Support the individual to prepare food in a way that promotes active participation and safety
Provide support for buying and using household and personal items
Work with the individual to identify household and personal items that are needed
Support the individual to buy items in their preferred way
Support the individual to use items safely
Support the individual to keep their home clean in a way that promotes active participation and safety
Record changes in the individual’s circumstances that may affect the type or level of support required
Identify different activities that may be regarded as leisure activities
Work with the individual and others to develop a plan to support participation in a leisure activity
Explain the effects that moving may have on an individual and their personal relationships
Access information and advice to support an individual to move and settle into a new home environment
Support individuals to settle into new home environments
Support individuals to manage their finances independently
Work with the individual to identify the skills they have for managing their own finances
Contribute to applying for financial assistance
Facilitate learning and development activities with individuals
Support individuals to select services and facilities
Identify the assistance that is available to learning providers or employers to support individuals to access education, training or employment opportunities
Support an individual to identify, access and select preferred education, training or employment that meets needs and preferences
Support the individual to complete applications to access education, training or employment
Support the individual to prepare for interview or selection for education, training or employment
Establish what support is required for daily living
Analyse the effects of an individual’s culture or background on daily living tasks
Evaluate different risks to home security that may need to be addressed
Evaluate the effects of poor personal hygiene on health and well-being
Identify with the individual their recreational needs, preferences and interests
Analyse strategies that can help an individual move into a new home environment smoothly
Analyse strategies that can help an individual manage their own finances
Identify sources of information and advice about benefits and allowances
Evaluate methods, services and support for managing finances
Contribute to reviewing support for managing finances
Evaluate and review learning and development activities
Support individuals to plan for maintaining and developing skills for everyday life
Compare methods for developing and maintaining skills for everyday life
Analyse possible sources of conflict that may arise when planning for maintaining and developing skills for everyday life and ways to resolve them
Observe, record and report on observations during recommended therapy
Contribute to evaluation and review of recommended therapies
Clarify with the individual and others the requirements for supporting an individual’s independence in daily living tasks
Enable the individual to express views about the support provided to increase independence in daily living tasks
Address personal hygiene issues with the individual in a sensitive manner
Encourage and support individuals to participate in leisure activities
Provide an individual and others with information about the proposed new home environment
Work with the individual and others to identify and agree any changes that will help the individual to feel more comfortable in the new home environment
Provide feedback to an organisation or agency about the effectiveness of financial information or support
Explain the importance of recognising progress achieved through a learning or development activity
Encourage individuals to complete activities recommended by therapists
Describe how to overcome an individual’s fears or concerns about continuing a recommended therapy
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 25
- Self-Study Hours: 40
- Assessment Hours: 15
- Total Learning Hours of this Module: 100
Module 6: Best Practices in the Context of Supporting of Individuals with Disabilities (1 ECTS)
This unit introduces learners with the knowledge and skills required to reflect on, evaluate one’s own professional practice with the intention to identify and develop best practices. This unit also looks at the importance of supervision, feedback and the formalisation of such practices.
Explain how supervision and support contribute to an effective working environment
Provide active support for individuals and key people
Identify what is required for competent, effective and safe practice
Requirements of the job role
Legislation, policy, good practice, organisational and professional codes of practice and ethical standards
Standard operating procedures (SOPs)
Drugs used in the context of supporting individuals with a disability
Reflect on own performance
Review performance in the job role
Use constructive feedback from individuals to develop practice
Implement a plan to improve performance
Prepare SMART objectives using available resources
Keep up to date records of your personal and professional development
Prioritise aspects of practice that need to be enhanced
Evaluate the effectiveness of the development plan
Review the impact of the plan on working practice
Distinguish supporting and empowering services
Implement identified development opportunities
- Total Contact Hours: 5
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 16
- Assessment Hours: 4
- Total Learning Hours of this Module: 25
Entry Requirements
- Learners need to satisfy the following criteria:
- Ages 18 +
- Be able to communicate both orally and written in the English Language
- Hold a clean Police Conduct Certificate
- Hold a MQF Level 3 qualification in Healthcare or equivalent or;
- Have at least 1 year practical work experience in a related position.
For applicants who meet the criteria of admittance by experience only, a basic level of English which is demonstrated through the appropriate qualifications such as an ‘O’ level in English, a school leaving certificate with English indicated as a core subject or equivalent is needed.