# CTE Resource Center - Verso - Family and Human Services I Task 136101821

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe the needs of and accommodations for people experiencing diverse needs and challenges.


Description should include
  • needs (e.g., safety, physical and mental health and wellness, environmental, social)
  • available services (e.g., community, educational, occupational/vocational, therapy, counseling)
  • financial resources
  • perceptions of society about people with diverse needs and challenges.

Process/Skill Questions

  • 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 within society influence the provision of services to people with diverse needs and challenges?
  • 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?
  • 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 have cultural sensitivity?
  • Why is it important for human services personnel to provide multilingual services?
  • What are some obstacles in the delivery of services? How does a provider determine client needs?

Related Standards of Learning



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).

History and Social Science


The student will apply social science skills to understand the concepts of democracy by

  1. recognizing the fundamental worth and dignity of the individual;
  2. recognizing the equality of all citizens under the law;
  3. recognizing what defines a citizen and how noncitizens can become citizens;
  4. recognizing majority rule and minority rights;
  5. recognizing the necessity of compromise; and
  6. recognizing the freedom of the individual.


The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

Other Related Standards

FCCLA National Programs

Community Service: Lead


Community Service: Learn


Community Service: Serve


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)

Chapter Service Project Display


Interpersonal Communications


National Programs in Action


Professional Presentation


National Standards for Family and Consumer Sciences Education


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