Introduction to Sensory Loss

Overview

Framework:
RQF
Level:
Level 1
Unit No:
T/618/3779
Credits:
3
Guided learning hours:
30 hours

Assessment Guidance

Portfolio of Evidence

Aim

In this unit, learners will have the opportunity to find out what causes sensory loss and how people can be supported. Learners will also find out the importance of using a person-centred approach when working with people with a sensory loss.

Unit Learning Outcomes

1

Know the importance of a person centred approach when working with individuals with sensory loss.

Learners need to understand the meaning of a 'person-centred' approach. This may include

  • empowering individuals to make their own decisions
  • respecting their opinions and values
  • involving individuals in decision making

Examples may include:

  • talking with the individual to find out what challenges they have and finding practical solutions
  • making resources available so that the individual can decide when and where they can use them

Assessment Criteria

  • 1.1

    Outline why it is important to recognise and value an individual with sensory loss as a person first.

  • 1.2

    Give examples of how to use a person centred approach when working with individuals with sensory loss.

2

Know the main causes of sensory loss.

Sensory loss can be a result of:

  • medical conditions
  • environmental factors
  • accidents
  • genetic condition

Learners should be able to give examples for each of the above.

Assessment Criteria

  • 2.1

    Outline the main causes of sensory loss.

3

Understand the importance of effective communication for individuals with sensory loss.

Factors to consider when communicating with individuals:

a) sight loss e.g. may have no vision or restricted vision so they cannot read body language.It is important to consider lighting and position to ensure that the person has maximum support

b) hearing loss e.g. may use lip reading so positioning will be important, aids need to be working effectively (clean and battery working), understanding of words may be in the literal sense

c) deaf/blindness e.g. may have difficulty understanding concepts, need to use other senses to help with understanding e.g. – use of braille, use of Makaton or British Sign Language.

The benefits of effective communication may include:

  • social e.g. making friends, getting out of their own environment, being part of the community
  • emotional e.g. expressing feelings, sharing opinions
  • cognitive e.g. challenging thinking, increasing vocabulary

making information accessible may include:

  • information technology and other digital products
  • audio and visual aids
  • braille, Makaton, sign language

Assessment Criteria

  • 3.1

    Outline factors that need to be considered when communicating with individuals with

    a) sight loss

    b) hearing loss

    c) deafblindness

  • 3.2

    Identify the benefits of effective communication on the lives of individuals with sensory loss.

  • 3.3

    Outline how information can be made accessible to individuals with sensory loss.