The student acknowledges the ICF framework as a tool to illustrate and assess the client's functional capacity and inclusion. The student understands the concepts of agency, inclusion and counselling. The student comprehends the stages of client and service processes in rehabilitation and social services, as well as the principles of documentation, and is familiar with counselling methods. The student is familiar with evidence-based methods and the basics of assessing a client's functional capacity, inclusion and rehabilitation and service needs. The student understands the opportunities and stages of using assistive devices to support the client's functional capacity and inclusion and the stages of the procurement process for assistive devices.

The ICF framework as a base structure for client-oriented and multi-professional work: common terms and concepts; assessing, describing and promoting a client's functional capacity and inclusion. The theoretical bases for the concepts of functional capacity, inclusion and counselling. The stages and principles of the client and service process in different phases of a person's life. The methods and indicators for assessing a person's capacity to work and function and the documentation of assessment results. Getting to know the assessment methods and indicators of functional capacity. Assistive devices that improve functional capacity, independent management and safety, such as mobility and communication aids and small assistive devices. The service process for assistive devices.

The student can identify social and health care services, is familiar with the basics of client-oriented work in the social and health care sector, and is familiar with the basics and methods of promoting factors and related to health and well-being. Student knows national and international recommendations.

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2 The student uses the ICF framework in assignments. The student is familiar with the basic concepts of functional capacity, inclusion and counselling, and the stages of client and service processes in rehabilitation and social services. The student is familiar with evidence-based methods and the basics of assessing a client's functional capacity, inclusion, and rehabilitation and service needs, and knows how to document the results of the assessment. The student is familiar with the opportunities and stages of using assistive devices and knows how to describe the procurement process for assistive devices. The student uses source materials and partially follows JAMK’s reporting instructions in their tasks.

1 The student uses the ICF framework in assignments, but there are some flaws in the application. The student has a basic knowledge of the fundamental concepts of functional capacity, inclusion and counselling, the stages of client and service processes in rehabilitation and social services. The student is familiar with evidence-based methods and the basics of assessing a client's functional capacity, inclusion, and rehabilitation and service needs, and knows how to document the results of the assessment. The student is familiar with the opportunities and stages of using assistive devices and the stages of the procurement process for assistive devices. The student uses limited source materials and partially follows JAMK’s reporting instructions in their tasks.

4 The student uses the ICF framework very well in assignments. The student has a very good knowledge of the basic concepts of functional capacity, inclusion and counselling, and the stages of client and service processes in rehabilitation and social services. The student has a very good knowledge of evidence-based methods and the basics of assessing a client's functional capacity, inclusion, and rehabilitation and service needs, and knows how to document the results of the assessment in an appropriate manner. The student understands the opportunities and stages of using assistive devices and knows how to describe the procurement process for assistive devices. The student uses source materials extensively and analytically and follows JAMK's reporting instructions in their tasks.

3 The student uses the ICF framework well in assignments. The student has a good knowledge of the basic concepts of functional capacity, inclusion and counselling, and the stages of client and service processes in rehabilitation and social services. The student has a good knowledge of evidence-based methods and the basics of assessing a client's functional capacity, inclusion, and rehabilitation and service needs, and knows how to document the results of the assessment in an appropriate manner. The student understands the opportunities and stages of using assistive and knows how to describe the procurement process for assistive devices. The student uses source materials extensively and follows the key points of JAMK's reporting instructions in their tasks.

5 The student uses the ICF framework excellently in assignments. The student has an excellent knowledge of the basic concepts of functional capacity, inclusion and counselling, as well as the stages of client and service processes in rehabilitation and social services. The student has a very good knowledge of evidence-based methods and the basics of assessing a client's functional capacity, inclusion, and rehabilitation and service needs, and knows how to document the results of the assessment in an appropriate manner. The student understands the opportunities and stages of using assistive devices and knows how to describe the procurement process for assistive devices. The student uses source materials extensively, analytically and critically and follows JAMK's reporting instructions in their tasks.