Intellectual Disability Studies

The purpose of this course is to equip you with the knowledge, skill and competence in the causes, range and effects of intellectual disabilities and to develop an awareness of the importance of a social model of support and the role of various professionals in responding to the needs of persons with an intellectual disability.

This course will equip you with the skills to provide optimal levels of support when caring for people with intellectual disabilities (and their families) in a variety of settings. You will achieve this by examining key topics such as the concept of intellectual disability and its contexts, models of service provision for people with intellectual disability and their families, provision of holistic care for people with intellectual disability and how to meet a range of needs for people with intellectual disability in a variety of settings throughout their lives.

  • Duration

    5 Days (9:30am- 4:30pm) or
    10 Evenings (6pm – 9pm)

  • Fees

    €295

Once you have completed this course you will be able to:

  1. Categorise the range of terms which have been used to label people with an intellectual disability as inappropriate and appropriate labels
  2. Define the terms intellectual disability and multiple disability
  3. Identify the advantages and disadvantages of both the medical and social models of support
  4. Recognise the effects of caring for a person with an intellectual disability on close and extended family members
  5. Define the term front line staff
  6. Promote the following in caring for a person with an intellectual disability: – dignity – choice – relationships – contributing
  7. Promote positive attitudes toward people with an intellectual disability
  8. Outline the history of services to people with an intellectual disability in Ireland
  9. Explore past and current attitudes toward people with an intellectual disability
  10. Examine own attitude toward people with an intellectual disability
  11. Identify how the policies and practice of a given organisation reflect the attitudes of that organisation toward people with an intellectual disability
  12. Explain the known causes of intellectual disability
  13. Describe the levels of intellectual disability and how these are assessed
  14. Outline the potential impact of a multiple disability on a person
  15. Provide examples of services to persons with an intellectual disability that illustrate the medical and or social models of support
  16. Outline current approaches toward developing quality in the provision of services to persons with an intellectual disability and their families, to include standards and quality assurance
  17. Identify examples of progressive models of service delivery both from Ireland and from other countries
  18. Outline the range of physical, social, emotional, psychological and spiritual needs of persons with an intellectual disability
  19. Explain the role of the following in relation to individuals with an intellectual disability, their families and staff: – physiotherapist – occupational therapist – speech and language therapist – social worker – psychologist
  20. Explain the role of front-line staff in providing individualised support to persons with an intellectual disability in accordance with their preferences and needs
  21. Illustrate the importance of working as part of a team in meeting the needs of persons with an intellectual disability.

Elevation Training operates an open admissions policy and welcomes applications from all learners who meet the stated minimum entry requirements for the programme, irrespective of social, cultural and/or educational backgrounds. We communicate in a professional and courteous manner to all those who express an interest in undertaking a programme with us.

All learners entering our programmes are expected to be proficient at reading, researching, understanding, drafting and preparing information, across a broad range of topics. Learners applying to our programmes should have a minimum of a level 4 certificate, or leaving certificate, and/or equivalent qualification. Decisions on admission to a programme are transparent and consistent, and we treat all applicants in a fair and equitable manner.

Applicants who do not meet entry criteria based on previous certified learning achievement may be entitled to be considered based on professional experience, informal or non-formal learning (See Access, Transfer & Progression Policy, ETP 3.03).

Learners, for whom English is not their first language, may be required to provide evidence of their level of English competency. Learners will not be admitted if it is deemed that their level of English proficiency would disadvantage them.

If you would like to discuss these entry requirements in more detail, please contact us on 01 8047333 or [email protected]

If you think you meet these requirements, please complete the application form.

  1. Assignment 60%
  2. Examination- Theory 40%

You will be expected to complete two written assignments (weighting 30% each) and a written exam. The exam will be completed on the final day of the course and the written assignments will be completed during self-directed learning time over the duration of the course.

15 Credits

This module is delivered as a stand-alone course, or as part of the Full Major Award.

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