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Scottish Vocational Qualifications are based on standards of competence that describe a candidate's ability to work in real conditions - having an SVQ is a confirmation that they are competent to the standards on which the SVQ is based. The standards of competence are developed by Sector Skills Councils on behalf of industry.
Level 2 Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles.
Autism spectrum disorder [a] (ASD), or simply autism, is a neurodevelopmental disorder "characterized by persistent deficits in social communication and social interaction across multiple contexts" and "restricted, repetitive patterns of behavior, interests, or activities". [11] Sensory abnormalities are also included in the diagnostic manuals ...
The term "high-functioning autism" was used in a manner similar to Asperger syndrome, another outdated classification.The defining characteristic recognized by psychologists was a significant delay in the development of early speech and language skills, before the age of three years. [12]
The Autism Diagnostic Observation Schedule (ADOS) is a standardized diagnostic test for assessing autism spectrum disorder. The protocol consists of a series of structured and semi-structured tasks that involve social interaction between the examiner and the person under assessment.
SCOTCAT had three levels. Level 1 was equivalent to University 1st Year, an HNC or a Certificate of Higher Education (Cert HE). Level 2 was equivalent to University 2nd Year, an HND or a Diploma of Higher Education. Level 3 was equivalent to Years 3 and 4 at a Scottish University, and generally these credits lead to a Special or Honours Degree.
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The role of joint control in teaching listener responding to children with autism and other developmental disabilities. Research in Autism Spectrum Disorders, 7, 997–1011. Kobari-Wright, V.V., (2011). The effects of listener training on naming and categorization by children with autism, unpublished Master's Thesis.