Reference no: EM133238573

Steven is an 18-year-old man with a severe intellectual disability. He has very limited speech, and needs assistance with walking and preparing meals. Steven is able to communicate by pointing or nodding. Steven has recently moved into supported accommodation with three other male teenagers. The house is staffed 24 hours a day with support workers who assist Steven and the other residents with their needs. During the week Steven goes to school and on the weekend he participates in routine chores and whatever outings are planned and organised by staff. Steven has no contact with his parents but he does have an advocate.

1. How might staff assess Steven's skill development/ maintenance needs?

2. Identify five skills development and/or maintenance opportunities for inclusion in Steven's individualised plan.

3. Document assessment outcomes in line with organisation guidelines regarding Steven assisting with meal preparation; include potential de-motivators.

4. How might staff use appropriate communication techniques to engage Steven in identifying his learning goals?

5. Identify and describe a range of learning strategies, opportunities and resources that might be used to address Steven's goals (ie to be more independent in his environment). Include any potential incidental and informal learning opportunities in your discussion.

6. Identify other relevant personnel that might be involved in the development of Steven's skills development/ maintenance plan.

7. Document a person-centred skills development/ maintenance plan for Steven.

8. Steven is learning how to move in the water with the aid of a rubber tube. What strategies might staff use to promote this skill so that Steven is able to float without staff holding the tube?

9. How should staff evaluate and review Steven's skills development plan?