Unit must be assessed in line with Skills for Care and Development Assessment Principles. Learning outcomes 4 and 5 must be assessed in a real work environment.
This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills required to support young people with a disability to move from childhood into adulthood.
Understand the steps and stages of moving from childhood into adulthood.
Identify the physical, social and emotional changes which occur for young people as they move into adulthood.
Explain the changes faced by young people as they move from childhood into adulthood in relation to their freedoms, rights and responsibilities.
Explain how culture may impact on the process of moving from childhood into adulthood.
Explain theories about change and how this can affect a young person with a disability.
Understand how having a disability may affect the process of moving from childhood into adulthood.
Explain the potential effects of the transition process on young people with disabilities and their families.
Identify challenges young people with a disability might have in understanding and coping with change.
Outline the methods that can be used to support a young person with a disability to cope with changes.
Explain how legislation and local and national practice guidelines affect the planning of the transition for a young person with a disability from childhood into adulthood.
Describe the legislation that affects the right of a young person with a disability to make decisions about their life.
Know the options for supporting a young person who has a disability to make the transition into adulthood.
Explain how a young person with a disability can have equal opportunities to make life choices as a young person without a disability.
Explain how to support a young person with a disability to explore the options available in relation to employment or continued education and development.
Explain how personal budgets can be used with young people in transition.
Be able to support a young person with a disability through transition into adulthood.
Explain the factors to consider, and types of support that a young person with a disability may need before, during, and after the transition process.
Support a young person to explore options for their future.
Use person-centred approaches to identify with the young person their needs and aspirations.
Use person-centred approaches to develop with the young person a plan to support them through transition.
Involve families in the transition process according to the wishes of the young person.
Identify ways to provide resources to meet needs.
Explain the role of key agencies and professionals likely to be involved in the transition process.
Outline possible areas of tension and conflict that may arise during the transition into adulthood.
Be able to support a young person to reflect on the transition.
Use person-centred approaches with the young person to review their transition plan and ensure it reflects their needs.
Support a young person to record the transition and what has happened in their life in order to plan for the future.