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.
- 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.
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- 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
- recognizing the fundamental worth and dignity of the individual;
- recognizing the equality of all citizens under the law;
- recognizing what defines a citizen and how noncitizens can become citizens;
- recognizing majority rule and minority rights;
- recognizing the necessity of compromise; and
- recognizing the freedom of the individual.
The student will apply social science skills to understand the process by which public policy is made by
- defining public policy and determining how to differentiate public and private action;
- examining different perspectives on the role of government;
- 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;
- describing how the state and local governments influence the public agenda and shape public policy;
- investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
- analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
- 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
National Programs in Action
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.