Module 1: Difficulties, Disabilities & Disorders

Learning objective: This unit introduces trainees to the three terms: difficulties, disabilities and disorders, which can be easily confused as they are often treated synonymously, but they should not. Using the 14 disability categories provided by the US Individuals with Disabilities Education Act of 2004 (IDEAS 2004), trainees will be introduced to these categories as listed in the Educator’s Diagnostic Manual (Pierangelo & Giuliani, 2007). This nosological classification system will help the trainees to identify and differentiate the disabilities and disorders based on their symptoms and subtypes.

Module 2: Cognitive Impairments

Learning objective: This unit introduces trainees to two types of cognitive impairments: (1) mild cognitive impairment and major cognitive impairment. The term ‘cognitive impairment’ (CI for short) is a generic term encompassing a multitude of diseases/disorders (both genetic and acquired) as well as brain damage caused via accidents. CI refers to the difficulty processing thoughts that can lead to the following challenges: decision-making difficulties, lacking the ability to concentrate, memory loss, and varied learning difficulties.

Module 3: Developmental Delays

Learning objective: This unit introduces trainees to developmental delays (also known as developmental disabilities) or DD for short. DD is a heterogeneous group of chronic conditions that are due to adaptive behavioral, cognitive, communicative, intellectual, physical-motor, and socio-emotional impairments that arise before adulthood. DD results in many difficulties in certain areas of life such as language and communication, mobility, learning performance, self-help skills, and independent living. DD can be identified earlier during the infancy/toddlerhood phase and the condition persists throughout an individual’s lifespan. DD that affects all areas of an individual’s development is often referred to as global DD.

Module 4: Challenging Behaviors

Learning objective: This unit introduces trainees to the concept of ‘challenging behavior’ which is defined as any repeated pattern of behavior interfering with or is at risk of interfering with the child’s optimal learning or engagement in pro-social interactions with peers and adults. These behavioral problems continue their existence intensively even when the abovementioned conditions are improved and the impacts of the unfavorable stimulus at the background are minimized, might be an indicator of an inadequacy. Trainees will learn the different classifications for the challenging behaviors, and that these behaviors having certain characteristics are named as challenging behaviors in general.

Module 5: Autism Spectrum Disorder

Learning objective: This unit introduces the trainees to autism spectrum disorder (ASD) as a multi-faceted spectrum disorder of either primary (essential or idiopathic) or secondary (syndromic or complex) type, within a continuum of personality ranging from introversion through ambiversion to extroversion, i.e., a neurodevelopmental syndrome (with varied subtypes) of constitutional origin (genetic) and whose causes could also be epigenetic and/or non-genetic, and its onset is usually around 36 months of birth, with empathizing, mentalizing and/or contextualizing deficits that cause impairments in communication (verbal and/or non-verbal) and social interaction (sedentary disposition) (i.e., dissociating), sensory processing and modulation, and imagination or presence of stereotyped behaviors (ruminating), but may, on the other hand, also subconsciously mimicking/mirroring behaviors, to display (by autistic savants) or hide (by autistic crypto-savants) a strong systemizing drive with good attention to detail, deep narrow interests, and islets of ability.

Module 6: From Case Management to Care Management

Learning objective: This unit introduces trainees to the concept of case management which consists of three key components, i.e., dialogics (dialogue), diagnostics and didactics, known as the Triple-D model. In addition, the trainees will also be introduced to the concept of care management – a natural extension of primary care – that requires complex coordinated interplay among all healthcare stakeholders, from practices, health systems and care teams to caregivers, patients and their communities.

Module 7: Challenges in Social Care Management

Learning objective: This unit explores a wide range of challenging issues that confront the social care services today, e.g., financial support from the government, equipping the social care professionals for the job, the quality of social care service provided, etc. Trainees are encouraged to share what they know about the challenges their social care service sector encounters back in their respective countries. Trainees will be guided through a series of discussions involving brain-storming, scenario planning and problem-solving as they explore how they can contribute to cope with challenges in social care management.

Module 8: Person-Centered vs System-Centered Management Approach

Learning objective: This unit introduces person-centered and system-centered management approaches, explores how each of the two approaches is designed to play its respective role in advancing the goals of social care service. Trainees will explore the similarities and differences between the two approaches as well as the advantages/benefits and disadvantages of the two approaches.

Module 9: The Daily Routine of Managing Social Care Services

Learning objective: This unit takes the trainees on a learning journey to introduce to them the daily routine of managing social care services. Social care services provide support to people with all kinds of challenging issues (e.g., learning disabilities, physical disabilities and mental/cognitive impairments). This social care support can cover practical activities, personal care and social work, intended to help the people receiving social care to live comfortably.