1.1. – Analyse how theories of learning inform teaching and learning practice in relation to disabled learners.
1.2. – Explain the importance of research in the development of teaching and learning opportunities for disabled young people and adults.
2.1. -Analyse how inclusive learning has been defined.
2.2. -Explain the importance of inclusive learning for disabled learners.
2.3. – Analyse the social model of disability and its impact on inclusive learning opportunities for disabled young people and adults.
2.4. -Analyse how approaches to communication and language development influence inclusive practice in relation to disabled learners.
2.5. -Describe the challenges involved in the implementation of a whole organisational approach to inclusive learning.
3.1. -Analyse how national, regional and local policy influence provision for disabled young people and adults.
3.2. -Explain how current legal requirements and national policies and guidance promote the rights and well-being of disabled learners.
3.3. -Evaluate the impact of policy and regulatory frameworks on a local initiative relating to learning provision for disabled young people and adults.
4.1. -Analyse how attitudes to disability, including social and cultural attitudes and faith and belief, influence learning opportunities for disabled young people and adults.
4.2. -Analyse the impact of own attitudes on professional practice.
4.3. -Explain how risk assessments influence the curriculum.
5.1. – Explain the role of organisations and networks that can offer services and support to disabled learners.
5.2. – Explain ways to maintain relationships with parents, carers and others with an interest in the learner.
5.3. -Analyse the skills needed to work collaboratively for the benefit of disabled learners.
