Implement active participation which recognises an individual’s right to participate in the activities and relationships of everyday life as independent as possible. Support individual to make choices to regard the individual as an active partner rather than a passive recipient. Promote wellbeing which implements a progression towards an individual’s self -determination and independence. Risk assessment to be conducted to ensure both carer and individual safeguard themselves against potential risks. Person centred practice can be in many forms such as language and images which can be easily understood rather than professional jargon.
Person Centred Planning is a method of supporting individuals and empowering them to take charge of the direction of their life and make goals which are achievable and ultimately lead to greater social inclusion and good quality of life in every aspect from good mental health to helping them achieve and overcome physical disabilities. Learning difficulties and disability has previously been approached by being agency focused, so the agency decided the goals for them and set their targets. Multi disciplinary meetings would be held and the individual’s disability and skills assessed and their care would be around that, therefore putting the disability first and not the whole person. Getting started with person centred thinking One of the best tools to start with is the 'One Page Profile' it is essentially a list of what people like and admire about the person, what the service user is telling us is important to them, and a description of what great support looks like for them:- everyone should have one! The one page profile can then be
Recommendation: Tailor a Pinterest Board to draw consumers in and extend our market. Board we put up on Pinterest should be fun and informative. They may not focus solely on our brand but they can allow our consumers to learn about us, trust us and come to use with
Apples & Oranges There are multiple ways to write a story. One approach fills your head with such atmosphere that you know exactly where the character is going and can picture the area around this narrator. Doing this can ground you into the story and guide you along as it progresses. Another approach would be to give you enough information so that you know what’s going on but not so much that you linger on events or atmosphere. This story can put you in a place and then push you briskly through the story as you read it.
Including a basket of items, which engage the five senses, can be handled and are catalyst for discussion might be considered. Providing large font posters of common expressions and quotes, which are familiar to students, could be helpful. Symbols, metaphors and similes in literature, would be good for small group discussion could be circulated. In small groups, students can write together sentences using similes and metaphors for each sentence, which the teacher offers topics. Allowing students to work in groups with magnetic words that are good words for similes and metaphors that students can choose from to help them in sentence assembly and improvement could be fun and educational.
It reflects what is important to the person (now and for the future) and specifies the support they require to make a valued contribution to their community. 1.2 Explain the benefits of using person-centred thinking with individuals. By using person centred thinking a profile can be made to suit the individual focusing on what is important to the person, how they wish to live and then moves towards those aspirations. 1.3 Explain the beliefs and values on which person centred thinking and planning is based. It is based on the belief and values that people with learning disabilities are entitled to the same rights and choices as other members of society.
* Guide them in the process of becoming young adults. * Encourage and enable learning, not only in an educational setting. * Promote the importance of succeeding and achieving in different aspects of life. * Support the development of their opinions, morals, and social skills. * Promote and demonstrate equality.
Introduction Creating and maintaining a positive learning environment ensures that learners are successful in their goals. By supporting them physically, socially and personally trainers and teachers can facilitate this. It can be achieved by ensuring that the learners feel safe in the environment where they are being taught not just by taking in to account the layout and accessibility of the classroom or health and safety issues but also how the individual learners feel and identifying their needs. Identifying and Meeting Learners Needs So that you can promote equality and diversity you must first identify and understand your learners’ needs - whether they have boundaries such as dyslexia or other learning difficulty or a physical disability that could limit
Those involved in learning need to feel involved in the process. They need to feel like they are being supported in their learning and want to feel like the organization cares about what they are doing. Feedback also provides them with motivation to proceed. Feedback also allows the organization to learning what is occurring in the learning process from all those around the learner. In doing this, you can be sure that the learner in progressing as quickly as possible and really understanding what it is they are being taught.
Good progress can help an individual decide what activities that they would like to participate in. Over time an individual’s self-esteem maybe higher this should encourage an individual to maintain their independence enabling them with the right support make important decisions for the future. 1.3 The beliefs and values on which person-centred thinking and planning is based on a set of beliefs and values, concerning people with disabilities, services and communities. Person centred planning is rooted in the belief that people with disabilities are entitled to the same rights and choices as other members of society. Traditionally, services have gathered people with the