Study Guide

Objective

Learning objectives:

The student
- can identify and assess the special needs of a disabled child or young person
- knows the importance of first information and early rehabilitation and the principles of counselling and guidance work
- can use and apply child-oriented and family-oriented forms of work

Content

Contents:
- Recognition of the need for special support and service needs assessment
- First information and early rehabilitation
- Counselling and guidance work, child-oriented and family-oriented work methods

- supporting the growth of a disabled child / adolescent and identifying needs for support
- family support; forms of psychosocial support
- importance of peer support / opportunities offered by the third sector
- the importance of legislation

Qualifications

NULL

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know the importance or principles of initial knowledge and early rehabilitation in guidance and counseling work. The student is not able to evaluate activities with the help of research and practical information.

Professional activities:
The student does not recognize the needs or operating conditions of customers from different starting points. The student is not able to look at his or her own attitude or actions in relation to different clients.

Ethical competence and responsibility:
The student is not aware of the realization of the justice and inviolability of the dignity of persons with special needs in their activities. He does not act responsibly or improve people's inclusion, agency and sovereignty.

Satisfactory (1)

Professional knowledge base and concepts:
The student knows very little about the importance of initial knowledge and early rehabilitation and the principles in guidance and counseling work. The student evaluates the activity poorly with the help of research and practical information.

Professional activities:
The student mainly fails to identify the needs and operating conditions of customers from different starting points. The student is able to look at his / her own attitude and actions in relation to different clients to a small extent.

Ethical competence and responsibility:
In some respects, the student is aware of the realization of the justice and inviolability of the dignity of persons with special needs. He acts responsibly to some extent and improves people's inclusion, agency and self-determination.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows the importance of initial knowledge and early rehabilitation, as well as the principles in guidance and counseling work. The student partially evaluates the activity with the help of research and practical information.

Professional activities:
The student mainly recognizes the needs and operating conditions of customers from different starting points. To a certain extent, the student is able to look at his or her own attitude and actions in relation to different customers.

Ethical competence and responsibility:
In his / her activities, the student is aware of the realization of the justice and inviolability of the dignity of persons with special needs. He acts mainly responsibly and by improving people's involvement, agency and self-determination.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows and understands the importance of initial knowledge and early rehabilitation, and mainly the principles in guidance and counseling work. The student evaluates and justifies the activity in part with the help of research and practical information.

Professional activities:
The student mainly recognizes the needs and operating conditions of customers from different starting points. The student is able to look at his or her own attitude and actions in relation to different customers.

Ethical competence and responsibility:
In his / her activities, the student is aware of the realization of the justice and inviolability of the dignity of persons with special needs. He acts responsibly and improves people's inclusion, agency and self-determination.

Good (4)

Professional knowledge base and concepts:
The student knows and understands well the importance of initial knowledge and early rehabilitation, as well as mainly the principles in guidance and counseling work. The student evaluates and justifies the activity with the help of research and practical information.

Professional activities:
The student identifies the needs and operating conditions of customers from very different starting points. The student examines his or her own attitude and actions in relation to different customers.

Ethical competence and responsibility:
The student recognizes and is aware of the realization of the justice and inviolability of the dignity of persons with special needs in their activities. He acts responsibly and improves people's inclusion, agency and self-determination.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and understands the importance of initial knowledge and early rehabilitation as well as the principles in guidance and counseling work excellently. He analyzes and justifies the activities in a variety of ways with the help of research and practical information.

Professional activities:
The student is able to identify and assess the special needs of a child and young person with special needs or disabilities. The student recognizes and is able to expertly apply child- and family-oriented forms of work.

Ethical competence and responsibility:
The student is aware of and confirms the realization of the justice and inviolability of the dignity of persons with special needs in their activities. He acts responsibly and improves people's inclusion, agency and self-determination.