Special Needs Assistant (Community Health Services) Level 5

This module covers the nutritional value of food, the composition of food and the different nutritional requirements of different age groups and dietary requirements. Menu planning and food additives are also included.

This module focuses on supporting the client in variety of environments highlighting the need for social and clinical reflection to support ‘best practice’. The student will explore all support services and the Multi-Disciplinary Team including the Role of the Healthcare Support Worker in relation to supporting the client. HIQA will be explored in dept ensuring comprehensive knowledge on Standards of Care within the clinical setting. Students will also get the opportunity to develop and deliver a care support activity as part in a residential setting.

This module covers current issues in communication technology, legislation and communication etiquette. Communication both written, verbal and nonverbal are explored in personal and work-related settings to include one to one and group interactions both formal and informal. Students are assessed both in a collection of work and skill demonstrations.

This module provides the learner with the relevant knowledge, skills and competencies to prepare for the work place environment. The learner is required to carry out 150 hours of professional practice placement in a relevant setting working with vulnerable people. The workplace learning works in tandem with classroom-based learning, putting theory into practice which supports assessment for the learner.

This module supports the learner in developing and understanding concepts, policies and legislation relating to special needs and those who present with disabilities. Not only will it examine current legislation and policies but it will also look at the history of special needs provisions in Ireland and the developments to date. It examines a range of special needs, conditions and impairments, cause, diagnosis and prognosis relating to each. The learner will also explore the local and national resources, services and facilities available to individuals with special needs and devise strategies for the promotion of good practice within a special needs setting. Knowledge around good practice will also be developed through outlining the key elements of good practices for people working with individuals with special needs in various settings e.g. advocacy, confidentiality, equality, independence etc.

This module explores the role and responsibilities of the Special Needs Assistant (SNA). The module not only examines the primary care needs through the SNA Circular but it also looks at the skills and qualities required to work as an effective SNA. It explores the rights of children in relation to personal autonomy and decision making, examines the relevant legislation in relation to disability and teaches the learner how to assist children with disabilities in a range of activities, ensuring equality of opportunity while also working in a safe and professional manner. Learners will also learn about the multi-disciplinary team (MDT) and how to maintain appropriate relationships with children, parents, primary carers and other MDT members, whilst working effectively with children who present with disabilities under the direction of the classroom teacher.

This module explores the historical background and relevant concepts in relation to disability. It also analyses how society interacts with individuals with disabilities and examines the need for accessibility, positive action plans, equality and diversity in relation to people with disabilities. The learner will develop interpersonal skills appropriate to responding to people with disabilities, identify the role of the care provider in ensuring inclusion and equality for all sectors and demonstrate ways in which an individual can combat discrimination and inequality in society. The learner will also get the opportunity to explore and reflect on their own personal prejudices fears and anxieties about working with people with disabilities.

This module outlines the different types, stages and purposes of children’s play by analysing a range of theories of play in the context of children’s education, evaluating the role of the adult in children’s play and exploring a child led approach. The learner will develop an understanding of different approaches to curriculum development and implementation in the early childhood care and education (ECCE) setting and assess the value of equipment, materials and play spaces for both indoor and outdoor ECCE settings. The learner will also get the opportunity to plan and select relevant play activities and materials appropriate to children’s interests, stages of development and cultural backgrounds and reflect on their own role and responsibilities when supporting children in these activities.