A1 - Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
Within my teaching role with Surrey Choices I have to adhere to legislation and codes of practice on a daily basis. One of the main legislations that I experience regularly is the Mental Capacity Act 2005. The Mental Capacity Act (MCA) is designed to protect people who may lack the mental capacity to make their own decisions about their care and treatment. Examples of people who may lack capacity include those with:
Dementia, a severe learning disability, a brain injury, a mental health condition, or a stroke. However when applying the MCA to my work I ...view middle of the document...
I have to make sure that each individual is treated fairly, equally and no less favourably, specific to their needs, gender, race, disability, religion or belief, sexual orientation and age. I work with such a wide range of people with varied disabilities that these need to be considered at all times when planing and offering a session to the customers. For Michelle it would be silly for me to run a workshop for her in a building that had no wheelchair access as she needs her wheelchair for mobility and to get around. Therefore things like this need to be considered to make sure I am providing sessions that can be accessed and are suitable to each individual customers needs.
When providing and organising a session I need to be aware of valuing diversity within our customers. This means that I must recognise, respect and value each persons differences to contribute. I need to support them to realise their full potential by promoting an inclusive culture for all staff and students to enjoy and benefit from. When I plan a session I consider the diverse and wide range of learners that I will be supporting. I need to think about, a variety of teaching methods that are appropriate for the customers needs, for example: There is no point in me offering a written and reading task when I know that some of the customers aren’t confident or as able with their reading and writing skills. I support one lady who had ASD (Autism Spectrum Disorder), and he will only communicate through a cuddly toy that she takes everywhere with her. When planning a drawing task with the group on self portraits recently, each person had a photo of themselves to draw from. With her, I included a photo of the cuddly toy so that she can relate to the task on a more personal level that she is comfortable with. She connected to the task and even took part in group discussions at the end of the session. This is a prime example of why I need to be aware of my learners needs, and that I need to offer lessons and sessions that are suitable and inclusive of their abilities and requirements.
A3 – Explained teaching role and responsibilities in education and training identifying and meeting the needs of learners.
Within a teaching role there are a wide range of responsibilities in education and training such as identifying and...