QQI Intellectual Disability Studies

Learn the skill and competence in the causes, range and effects of QQI intellectual disabilities.

We have no PUBLIC Training running at present. Courses are only available on an in-house basis for companies looking to upskill their staff. 

The purpose of this award is to equip the learner with the knowledge, skill and competence in the causes, range and effects of intellectual disabilities 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.

To be eligible to sit this QQI Intellectual Disability course you must be eligible for Recognition of Prior Learning (RPL). This means that learners must have experience in healthcare, homecare or family care and as such must be deemed competent in a range of learning outcomes. After purchasing, an eligibility form will be emailed to you which must be completed and submitted to confirm your eligibility. *If you don’t meet the requirements you will be refunded your course fee.

If you have no experience in the above areas please contact us to discuss your requirements.

On course completion learners 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

All learning outcomes must be assessed:

• Assignment 60% – An assignment is an exercise carried out in response to a brief with specific guidelines as to what should be included. An assignment is usually of short duration and may be carried out over a specified period of time. There are two assignments
• Examination – Theory 40% – An examination provides a means of assessing a learner’s ability to recall and apply knowledge, skills and understanding within a set period of time and under clearly specified conditions. A theory-based examination assesses the ability to recall, apply and understand specific theory and knowledge

Grading:

• Pass 50% – 64%
• Merit 65% – 79%
• Distinction 80% – 100%

Click on the below for information on RPL, Exemptions & PEL

• QQI Recognition of Prior Learning (RPL)
• QQI Exemptions
• QQI Protection of Enrolled Learners (PEL)

Transfer

Successful completion of this component award enables the learner to transfer to programmes leading to other certificates where this component is a mandatory or an elective requirement.