# CTE Resource Center - Verso - Family and Human Services I Task 136101820

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify diverse needs and challenges.

Definition

Identification should include examples of environmental, financial, physical and mental health, cultural, and social needs and challenges.
Identification should also include the concept that certain disadvantaging conditions (e.g., availability of resources) may affect all aspects of human services.

Process/Skill Questions

Thinking
  • What is a disadvantaging condition?
  • Why is it important to identify people with diverse needs and challenges?
  • What are some services that people with diverse needs and challenges typically need?
  • How do biases of society influence the provision of services to people with diverse needs and challenges?
Communication
  • How do people with diverse needs and challenges communicate their needs?
  • How do human services professionals communicate their decisions regarding the provision of services?
  • How do human services professionals educate the community about the needs of people with diverse needs and challenges?
Leadership
  • What responsibility does a community have in providing services for those in need?
  • What skills are needed to relate to those with disabilities?
  • Why is it important for human services providers to be culturally sensitive?
Management
  • Why is it important for human services personnel to provide multilingual services?
  • What are some obstacles in the delivery of family and human services? How does a provider determine client needs?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

Other Related Standards

FCCLA National Programs

Families First: Balancing Family and Career

 

Families First: Families Today

 

Families First: Meet the Challenge

 

Families First: Parent Practice

 

Families First: You-Me-Us

 

Financial Fitness: Earning

 

Financial Fitness: Protecting

 

Financial Fitness: Saving

 

Financial Fitness: Spending

 

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

Student Body: The Fit You

 

Student Body: The Healthy You

 

Student Body: The Real You

 

Student Body: The Resilient You

 

FCCLA: STAR Events (2019)

Interpersonal Communications

 

National Programs in Action

 

Professional Presentation

 

National Standards for Family and Consumer Sciences Education

7.5.1

Describe needs and accommodations for people with a variety of conditions that could affect their well-being.