Health care professional/family as client teaching and learning

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Case 1
Sarah and Matt have a 5-year-old boy named Sam. Sam is “big” for his age with a BMI over the normal for a
boy his age. Write learning objectives to guide your teaching of Sam’s family related to the importance of
physical activity for maintain optimal weight in children.
________________________________________
Based on this case study, a clear, measurable objective (Using the SMART goals) must be written for each of
the 3 domains – cognitive, affective, and psychomotor.
Evaluation Criteria for this Assignment –
Must include the following:
• Articulate 3 objectives – one for each domain Cognitive, Affective, and Psychomotor. Be certain each of the
objectives you develop is at minimum:
o learner-centered
o discrete
o written in clear, measurable terms
o reflective of your assigned case study
• Provide rationale including integration of theoretical knowledge, that is, evidence-based practice to support
each objective.
• Provide evidence of application of course concepts and references of external sources as needed to support
each learner centered objective.

Sample Solution

overlays and the use of electronic reading pens. One important effect of the EA is the requirement for schools to ‘advance equality of opportunity’ between pupils with disabilities and their non-disabled peers. Reasonable adjustments can be a good way of addressing this issue.

The duty of an educational institution is to determine whether their provision places a disabled student at a major disadvantage in contrast with non-disabled students. A major or a substantial disadvantage is explained in the Equality Act as one that is more than inconsequential or minor. As a result, the main objective of the duty is not to confer an inequitable advantage on disabled students, but to eliminate barriers to learning, where it is reasonable to do so. The duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010.

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