Learning objectives:

The student
- can identify and assess the special needs of a disabled child or young person
- knows the importance of first information and early rehabilitation and the principles of counselling and guidance work
- can use and apply child-oriented and family-oriented forms of work

Contents:
- Recognition of the need for special support and service needs assessment
- First information and early rehabilitation
- Counselling and guidance work, child-oriented and family-oriented work methods

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- supporting the growth of a disabled child / adolescent and identifying needs for support
- family support; forms of psychosocial support
- importance of peer support / opportunities offered by the third sector
- the importance of legislation

Assessment criteria:
In your second and third year, you focus and deepen your knowledge in different areas of the diverse field of social services. You learn to apply various theoretical approaches and work methods of social services. Recognising the needs of clients and supporting the utilisation of their resources is a part of the professional development of this phase. In your third year, you can work in a goal-oriented manner with different client groups and apply the opportunities of the service system and various work methods.

Satisfactory (1–2):

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in social services work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Good (3–4):

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national and international guidelines in service design, decision-making and activities. They recognise needs to develop and reform social services work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Excellent (5):

Professional knowledge base and concepts:
The student knows the knowledge base and concepts and applies them in an expert way to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national and international guidelines in service design, decision-making and activities in a justified way. The student develops and reshapes social services work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.