Latest Module Specifications
Current Academic Year 2025 - 2026
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Description The module provides knowledge, skills and attitudes required by students to support people to engage in self determined meaningful lives in inclusive settings. The module explores human rights principles, international and national frameworks, legislation and policy which should direct and guide practice. It explores how educational, social, leisure, interpersonal and work opportunities for adults with intellectual disability are facilitated | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop an understanding of adulthood, ageing and intellectual disability that is informed by sociological theories and applications drawn from lifespan psychology applied in nursing. 2. Be familiar with disability databases and statutory regulations governing the rights and supports necessary to provide effective and compassionate care for adults with intellectual 3. Describe how person centred planning can be used authentically to ensure the wishes, desires and individuality of each person 4. Analyse advocacy in intellectual disability 5. Debate how educational, social, occupational and leisure opportunities for adults with intellectual disability can be facilitated in more inclusive settings 6. Explore the supports required for the development of friendships, work relationships and more intimate relationships 7. Consider the changing role of the nurse in facilitating wellbeing of people in community settings without supports associated with traditional institutional settings | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
The aging process Relevant elements of lifespan psychology , referring to psychological and cognitive factors in adults Policy Framework Convention on the Rights of People with Disabilities, National Intellectual Disability Database, Time to move on From Congregated Settings and New Horizons Advocacy Self advocacy, peer advocacy and citizen advocacy. Can professionals be true advocates? Quality of Life Happipness, subjective wellbeing and holistic support Adult education Integration of education at all levels. Social inclusion. Occupation Work, employment: open and supported. Meaningful activities and Active Support for people not in employment. Leisure The role of leisure in meeting fulfillment needs, need for community integration and the need to build friendship Suppport accross the lifespan Life course planning,life transitions and support of families as the service needs of the adult with ID change Safeguarding Recognising, reporting and challenging abuse and elder abuse Palliative care and the adult/older adult with intellectual disability. Supporting the person with intellectual disabilility with the spiritual, physical and psychological needs of the person at the end of life. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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| Additional contemporary reading/policy provided during the course of the module | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||