Adult and Elder Care Careers 1, II
updated August 2005

ACADEMIC CONTENT STANDARDS AND COMPETENCIES

The following measurable exit standards define what students should know and be able to do at the end of the course. The academic content standards do not define a specific sequence for teaching and learning. While all content standards should be addressed in some way, teaching order and areas of emphasis will vary according to local needs. This checklist format facilitates use by teachers and/or students for planning and reflecting on achievement of competencies.  

Academic standards will be developed by local programs on an as-needed basis.

COURSE DESCRIPTION

ADULT AND ELDER CARE CAREERS prepares students for employment in adult and elder care and related services and provides the foundations for study in higher education that leads to adult and elder care-related careers.  A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended in order to integrate suggested topics into the study of adult and elder care and services.  The course of study includes, but is not limited to: planning and guiding developmentally appropriate activities for adults and the elderly; developmentally appropriate practices of guidance and discipline; application of basic health and safety principles when working with adults; overview of management and operation of licensed adult care facilities or other relevant settings; Indiana state adult care regulations and licensing requirements; and employability skills.  Ethical, legal, and safety issues as well as helping processes and collaborative ways of working with others are to be addressed.  Intensive experiences in one or more adult or elder care facilities, resumes, and career portfolios are required components.  A standards-based plan for each student guides the student's laboratory/field experiences.  Students are monitored in their laboratory/field experiences by the Adult and Elder Care Careers teacher.  Student laboratory/field experiences may be either school-based, if available, or "on-the-job" in community-based adult and elder care centers or in a combination of the two.  Articulation with postsecondary programs is encouraged.

This course is a core component of four-year career plans for the career clusters of Education & Training and Personal & Commercial Services for students with interests in adult and elder care and related services career pathways and provides the foundation for study in higher education that leads to adult and elder care‑related careers.

• Two semester occupational course, two or three credits per semester, one or two years 
• An elective (Career Acacemic Sequence) and directed elective course for Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors Diplomas
• Counts toward the 8 or more Career-Technical credits required for Core 40 with Technical Honors Diplomas
  
• Counts toward Career Academic Sequence and Flex Credit requirements for the General Diploma
  
• Content standards and competencies are defined at the local level.
• A vocationally licensed (CTE) family and consumer sciences teacher must teach this course.
• This course generates state vocational funding (APC) for schools with approved AECC programs.