Support the Assessment of Individuals with Sensory Loss

This unit is expiring
The expiry date of this unit is 31/07/2025.

Overview

Framework:
RQF
Level:
Level 3
Unit No:
R/601/3543
Credits:
3
Guided learning hours:
22 hours

Assessment Guidance

Units need to be assessed in line with the Skills for Care and Development Assessment Principles
Learning Outcomes 3 and 4 must be assessed in real work environment

Aim

The aim of this unit is to provide learners with the knowledge, understanding and skills necessary to support the assessment of sensory loss.

Unit Learning Outcomes

1

Understand the range and purpose of assessment available to individuals with sensory loss.

Assessment Criteria

  • 1.1

    Identify the different types of assessment available to individuals with sensory loss.

  • 1.2

    Outline the purpose of the different types of assessment available to individuals with sensory loss.

  • 1.3

    Discuss the importance of holistic assessment for individuals with sensory loss.

  • 1.4

    Explain the term ‘eligibility criteria’ in relation to the assessment of individuals with sensory loss.

2

Understand own role and role of others in relation to the assessment of individuals with sensory loss.

Assessment Criteria

  • 2.1

    Describe the scope of own role and responsibilities in supporting the assessment of individuals with sensory loss.

  • 2.2

    Identify the range and roles of others involved in the assessment of individuals with sensory loss.

  • 2.3

    Explain the responsibility of self and others in involving individuals with sensory loss with their assessment.

3

Be able to support the assessment of individuals with sensory loss.

Assessment Criteria

  • 3.1

    Support the active participation of the individual in shaping the assessment process.

  • 3.2

    Explain the importance of using both formal and informal methods to gather information for assessments.

  • 3.3

    Agree areas of assessment that will require own input with others.

  • 3.4

    Contribute to the assessment within boundaries of own role.

  • 3.5

    Observe and record agreed areas for assessment in line with work setting procedures or agreed ways of working.

  • 3.6

    Provide records to others to support an assessment of an individual with sensory loss adhering to confidentiality agreements and data protection.

4

Be able to recognise the impact of assessment on the service delivery and an individual’s well being and quality of life.

Assessment Criteria

  • 4.1

    Discuss with an individual how the outcomes of an assessment have impacted on their well being and quality of life.

  • 4.2

    Discuss with an individual how the outcomes of an assessment have impacted on their well being and quality of life.

  • 4.3

    Reflect how own practice has been adapted following assessment of an individual with sensory loss.