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1.1 Explain the difference between language and communication. How do you assess individual need in your workplace

Support Individuals With Sensory Loss With Communication

Activity Brief

HSC

Number

15

Task Type:

Questions and answers.

Level:

4

Pathway:

G

Date reviewed:

02/01/2024

Task Name:

Support individuals with sensory loss with communication
                 
 

Description of Task:

Questions and answer to demonstrate your knowledge and understanding.

Approx. 2500 – 3500 Words

Scope of Task

The following areas are to be covered / discussed / referred to in your answers:
  • Language development
  • Barriers
  • Support
  • Specialist communication
  • Review process
  

Values

  • Equality

Core Skills

  • Literacy
  • Communication
  • I.T

British Values:

  • Democracy
  • Rule of law
  • Freedom of speech
  • Mutual respect
  • Tolerance of each other

Legislation:

  • The Care Act 2014
  • The Equality Act 2010
  • The Human Rights Act 1998
  • Data Protection Act 2018
  • Mental Capacity Act 2005

 

Activity Resources

Additional resources

Books:

Cook A M and Millar P J – Essentials of Assistive Technologies (Mosby, 2012) ISBN 9780323075367.

Federici S and Scherer M – Assistive Technology Assessment Handbook – Rehabilitation Science in Practice Series (CRC Press, 2012) ISBN 9781439838655.

Tilmouth T and Quallington J – Level 5 Diploma in Leadership for Health and Social Care, 2nd edition (Hodder, 2016) ISBN 9781471867927

Websites:

Ability Net: Communication Aids

https://www.abilitynet.org.uk/factsheets/communication-aids-0

Assistive technology UK

http://assistive-technology.co.uk/

Business Balls: Transactional Analysis communication model

http://www.businessballs.com/transactionalanalysis.htm

Communication theory: Laswell’s Model

http://communicationtheory.org/lasswells-model/

Skills for Care: Care Certificate Standard 6 Communication

www.skillsforcare.org.uk/Documents/Learning-and-development/CareCertificate/Standard-6.pdf

Task Questions

1) Explain the difference between language and communication. How do you assess individual need in your workplace (1.1).

2) Discuss at length the relationship between culture and language. Give an example from your practice (1.2).

3) How does understanding an individual’s communication methods and needs shape your practice. Give an example (1.3).

4) Describe a sensory loss that is:

  • Congenital.
  • Acquired.

5) Compare the impact of both on language and communication (2.1).

6) Using your examples in question 4 and 5, describe the impact of a deteriorating condition on communication (2.2).

7) Discuss situations when specialist equipment may be used. How would you resource this? (3.1).

8) Describe two specialist communication systems and compare their strength and weaknesses (3.2).

9) Evaluate the suitability of a range of communication methods to meet the needs of the individual (4.1)

Evidence sheet

Learner Name

 

 

Evidence Reference

 

Activity (X)

RA

 

QA

X

PD

 

AS

 

WS

 

 

 

 
                         
 

 

 

 

Evidence Continuation Sheet

 

 

Assignment Guide

This is a guide, with ideas and tips. For your assignment, you should expand on the following and use examples from your practice.

1) https://www.differencebetween.com/difference-between-language-and-vs-communication/ everything you need to help you, is discussed in the link above.

2) Different cultures often develop their own language. Understanding this is essential. Reflect on the words used for needing the toilet. This should help you answer this question.

3) To answer this question, you need to think about person centred care and planning.

4) Congenital loss is one that is there from birth.  Acquired is one that develops due to injury or health issues. Describe one of each and compare.

5) Use your examples from above and discuss the impact.

6) As number 5.

7) Sensory systems could be:
PECS.   https://pecs-unitedkingdom.com/

MAKATON https://www.makaton.org/

HEARING LOOP SYSTEM  https://rnid.org.uk/information-and-support/technology-and-products/making-conversations-clearer/

Assistive technology:

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

https://www.icommunicatetherapy.com/adult-communication-difficulties-2/adult-acquired-communication-difficulties/progressive-neurological-diseases/assistive-technology-assistive-communication-aac/

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing.

Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom.  Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research.

We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant.  Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below.  For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf.

Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator.

Basic Guide to using the Harvard Referencing System

  1. Always show when you have used a quote by placing it in speech marks: “...................”
  2. Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks.  It is also common to italicise the longer quote.
    This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem
    “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010).
  3. The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010).
  4. The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will.  You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own.  Paraphrasing is a good way to demonstrate understanding and have the content marked, but remember that the paragraph must include the author’s details.
    ‘In 2010, Miss D Cox stated that....’ or their name and date, i.e. (Cox, 2010).
  5. The reference list at the end of your activity must be in alphabetical order.  This makes it easy to find a particular reference from the text.

“In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)” avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm

BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm

Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an....”

Examples of the main types of references

  • Websites (the website address should be underlined).
  • Author or Source, Year. Title. Available at: web site address/URL and [Accessed date].

National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow  [Accessed 10 April 2010].

  • Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher.

Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press.

  • Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers.

Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

Referencing Table

Unit

Assessment Criteria

51

1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1

 

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