Study Guide

Objective

Students recognise special needs of aged persons with disabilities and know how to support the daily living of these clients. Students have knowledge about the most common diseases related to disability (intellectual, sensory and neurological disability) and about the special needs and challenges in the older people’s daily living and wellbeing. Students take these factors into consideration in client situations and everyday activities in a way that supports and ensures the clients’ involvement in any decision-making that affects their life.
Students know important providers of information and third sector services and make use of this knowledge when counselling older clients with special needs. Students possess an overview of the current service provision system for disabled clients and they know the most relevant Acts and guidelines. They possess the skills and knowledge required in case management for various types of clients. Students evaluate their own competence and are aware of their development needs.

Content

- being disabled in older age, intellectual disability, sensory disability, neurological disability
- the most common diseases related to disability
- aged disabled people’s position and rights
- aged disabled people as clients
- aged disabled people’s housing and needs for services
- forms of support and legislation concerning aged disabled people
- the most common means for supporting communication

Teaching methods

Contact lessons, studying independenty, guests, visits.

Student workload

3 x 26,5 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students know how disability (intellectual, sensory and neurological disability) can become apparent in older age and how this should be taken into consideration in their work. Students know how to seek for information on special needs groups from some sources. Students are interested in the topic of aging people with special needs.

Assessment criteria, good (3)

Students have sound knowledge of disability (intellectual, sensory and neurological disability) in old age and they are able to apply their knowledge to changing client situations. Students can plan their actions with an awareness of the safety aspects and special features of the work. They observe ethical principles. Students are able to engage in multiprofessional collaboration and development in a goal-oriented manner when working with special needs groups in elderly care. Students are able to evaluate their development needs and potential.

Assessment criteria, excellent (5)

Students have extensive knowledge of disability (intellectual, sensory and neurological disability) in old age and they are able to apply their knowledge to changing client situations. Students competently use theoretical knowledge to justify and analyse action. Students are able to critically evaluate action and to apply their knowledge to seek solutions in new situations. They work with a client-centred approach and in a responsible manner, taking safety aspects into consideration. Students can justify action based on ethical principles and commit themselves to developing their action, their work community and their professional field. Students are able to organise multiprofessional collaboration and development efforts in work with special needs groups.