For information and reference only – not to be submitted as your own work.

This extract shows how a Level 5 learner could structure the opening sections of a QQI 5N1652 Intellectual Disability Studies assignment. It follows the format of the live 5N1652 Assignment 1 question page, and the step-by-step advice sits in our 5N1652 person-centred plan blog. If you are working towards a QQI care award, our Care Skills QQI Level 5 support page explains the wider options.

The service user below is fictional. Every name is invented and flagged as changed, as the brief requires. Figures are labelled (illustrative) where they are not taken from a published source.

What this sample covers

• A short introduction with aims and objectives, written in the third person.
• A definition of intellectual disability, with Down syndrome as the chosen condition.
• The social model of care, with the Irish legislation and policy that support it.
• An opening outline of person-centred care planning in a residential setting.

The brief lists the weightings below. It does not list every mark, so no full breakdown is shown here.

Model-answer extract

Introduction

This assignment is written by a learner on a QQI Level 5 programme who works as a support worker in a residential house for adults with disabilities. The report follows Option 1 and draws on one service user, who is called Aoife throughout. Her name, the name of the service and all staff names have been changed to protect anonymity.

The aim is to investigate Down syndrome and to discuss why a person-centred plan matters when support is delivered within the social model of care. Three objectives follow from that aim. The first is to describe the condition and its causes. The second is to explain the social model and the Irish framework around it. The third is to show how a plan can be built with Aoife rather than for her.

Intellectual Disability

An intellectual disability is a lifelong condition that affects how a person learns, communicates and manages everyday skills. It begins in the developmental period and varies widely in degree. Two people with the same diagnosis can need very different levels of support.

Ireland tracks demand for services through the National Intellectual Disability Database, which is maintained by the Health Research Board. That database is the usual source for national numbers, and a learner should quote a figure only from the latest published report. This extract gives no national statistic for that reason.

Down syndrome is the condition chosen here. It is caused by an extra copy of all or part of chromosome 21, known as trisomy 21 (yourgenome, n.d.). The NHS (n.d.) states that this usually happens by chance and is not caused by anything a parent did. It also notes that people with Down syndrome are likely to have some level of learning disability, with a wide range of ability.

Diagnosis is usually made through screening and genetic testing, followed by developmental and functional assessment. For Aoife, who is in her thirties (illustrative), the assessments on file include a speech and language review and an occupational therapy review. Her file shows strong social skills and a clear preference for routine.

The Social Model of Care

The social model starts from the view that disability is created largely by barriers in society, not by the person’s impairment alone. Inaccessible buildings, rigid timetables and low expectations are all barriers. The medical model, by contrast, locates the problem in the individual and focuses on treatment.

The benefits are practical. Aoife is asked what she wants to do, and the environment is adapted to suit her. A visual weekly planner replaced a written rota, and her participation in house meetings rose as a result (illustrative observation).

Barriers remain. Public transport near the house is limited, and some community venues do not offer easy-read information. Staffing levels can also restrict spontaneous outings.

Several pieces of Irish law and policy support this approach.

Two HSE policies shape services. New Directions sets out twelve supports for adult day services, including making choices and plans, and maximising independence (HSE, n.d.a). Time to Move on from Congregated Settings recommends that people move to ordinary homes in the community, using a person-centred planning approach (HSE, n.d.b).

Person-Centred Care Planning

A person-centred plan records what matters to the individual, what support she needs and who will help. It is reviewed regularly and written in language she can understand. It is not a care plan filled in by staff alone.

For Aoife the plan begins with a one-page profile. It lists her likes, such as music and baking, and her worries, such as unexpected changes to the weekly timetable. Her sister and her keyworker help her to contribute, and the meeting is held at a time she chooses.

The benefits are clear in practice. Aoife’s goals are her own, so she is more likely to follow them through. Staff gain a shared picture of her priorities. Families see that her voice is recorded.

Reflection note (extract)

Writing this section changed how the learner approaches the daily routine. The positive finding was that small changes, such as visual aids, produced real gains in participation. The weaker point is that only one service user was studied, so the findings cannot be generalised. A recommendation is that review meetings include an advocate where the person has no family nearby.

The same structure carries into the remaining headings on the support worker’s role and the conclusion. If you want a trained eye on your own draft, you can submit your assignment details and we will advise on scope and cost.

Further help

For more worked examples, browse the full range of reference samples alongside this one. To see how other learners rate the service, visit our student reviews page. Learners in the capital can also look at assignment help in Dublin.

About the expert

This sample was prepared under the guidance of Dr. Sinead O’Malley, listed on our site as a QQI Care Skills and Person-Centred Care academic. Her profile states that she specialises in assignments on person-centred care, communication, dignity, independence and daily care routines.

References

• Department of Health (2018) Ratification of UN Convention on the Rights of Persons with Disabilities. Available at: https://www.gov.ie/en/department-of-health/press-releases/ratification-of-un-convention-on-the-rights-of-persons-with-disabilities (Accessed: 27 October 2026).
• Government of Ireland (2000) Equal Status Act 2000. Dublin: Stationery Office. Available at: https://www.irishstatutebook.ie/eli/2000/act/8/enacted/en/print (Accessed: 27 October 2026).
• Government of Ireland (2005) Disability Act 2005. Dublin: Stationery Office. Available at: https://www.irishstatutebook.ie/eli/2005/act/14 (Accessed: 27 October 2026).
• Government of Ireland (2015) Assisted Decision-Making (Capacity) Act 2015. Dublin: Stationery Office. Available at: https://www.irishstatutebook.ie/eli/2015/act/64/enacted/en/html (Accessed: 27 October 2026).
• Health Information and Quality Authority (2013) National Standards for Residential Services for Children and Adults with Disabilities. Available at: https://www.hiqa.ie/ga/node/15085 (Accessed: 27 October 2026).
• Health Service Executive (n.d.a) New Directions: day services for adults with disabilities. Available at: https://www.hse.ie/eng/services/list/4/disability/newdirections/ (Accessed: 27 October 2026).
• Health Service Executive (n.d.b) Time to Move on from Congregated Settings. Available at: https://www.hse.ie/eng/services/list/4/disability/congregatedsettings/ (Accessed: 27 October 2026).
• NHS (n.d.) Down’s syndrome. Available at: https://www.nhs.uk/conditions/downs-syndrome/ (Accessed: 27 October 2026).
• yourgenome (n.d.) Down’s syndrome and trisomy 21. Available at: https://yourgenome.org/theme/what-is-downs-syndrome (Accessed: 27 October 2026).