Adult Service GuidanceLaajuus (8 cr)

Objective

The students have comprehensive basic knowledge on the social security and service system of the adults and aging people defined as disabled and its legislative framework. The students are familiar with the work orientation and methods of the service guidance and net work with respect the autonomy of the clients.
The students understand the importance of the design of living and service environments for the wellbeing of individuals and communities. They can use different methods to collect information on living environments and analyse this information in developing living and service environments, based on the needs of the disabled and other clients with special needs, towards being more functional and enhancing quality of life.

Content

Methods of service guidance and networking, clients' social security and other services and related legislation and service systems.

Qualifications

The students know the concepts and methods of adult special education and know the support needs of aging disabled people.

In addition, the students master the services of children and youth with special support needs and of their families as well as related legislation. They know the methods of service guidance and family work in this context.

Assessment criteria, satisfactory (1)

excellent (5): the students participate in contact lessons and discussions in the virtual learning environment and complete the agreed assignments. In written assignments they show the ability to describe and justify the phenomena of the topic. The students follow the instructions of JUA for written assignments.
good (3-4): the students participate in contact lessons and discussions in the virtual learning environment and complete agreed assignments. In written assignments, they show ability to describe and justify the phenomena of the topic by exploiting Finnish sources. The students follow the instructions of JUA for written assignments.
satisfactory (1-2): the students partially participate in contact lessons and contribute little or none to discussions in the virtual learning environment. The students complete the agreed assignments. In written assignments, they describe the phenomena of the topic without justifying them and using only some source material. The students partially follow the instructions of JUA for written assignments.