About this guide
Level 1 opened the door. Level 2 makes sure every trainee can learn inside the room and earn outside it.
Who it is for. Hub staff and trainers who have finished Level 1, or can show the same skills. National Proficiency II covers varied work, mostly routine, under limited supervision. It is for staff, not trainees.
CTVET status. This guide is not a CTVET curriculum. It follows CTVET's competency format so it can be put forward later.
Words. We use person-first language ("a trainee with a physical disability") and, where a community prefers it, identity-first language ("a deaf trainee"). Always ask the person. This guide gives general guidance. It does not diagnose anyone or replace advice from the person, a health worker or a disabled people's organisation.
Bridge from Level 1: what you already know
- Act 715, the UN Convention and the duty to make places accessible
- Respectful words; offer help, then wait
- Deaf etiquette, ten workshop signs, picture instructions, visual alarms
- Sighted guide, braille a–j, large print, free screen readers
- Ramps (1 in 12), doors, corridors, seated workstations, the hub audit
- Universal Design for Learning, fair assessment, the buddy plan
- Partners (GFD, GNAD, GBU) and the Assemblies' 5% fund
Level 1 did not cover consent, individual training plans, safeguarding, adaptations for intellectual or psychosocial disability and albinism, choosing devices, tax rebates, job placement or starting a business. Level 2 does.
How the module works
Each unit has learning outcomes, performance criteria, the range and the evidence your facilitator needs. You are judged Competent or Not Yet Competent. Most time is spent practising with real tools, forms and partners.
Unit 1 · Rights, duties and the bodies that back them
Know which law and which office to turn to before a problem arrives.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 1.1 Explain the main laws | names Act 715, the Mental Health Act, the Domestic Violence Act and the building rules and says what each does |
| 1.2 Use the right body | says what the National Council, GFD and the Assembly do |
| 1.3 Explain employer incentives | explains the tax rebate and quota debate and says what is unverified |
Range. A hub in the Western Region. Evidence. Oral questions; one-page rights sheet.
Act 715 in more detail
At Level 1 you learned that the Persons with Disability Act, 2006 (Act 715) requires accessible public places, bans job discrimination unless the disability is relevant, and gives employers a tax rebate. A search summary says section 6 requires owners or occupiers of public places to provide appropriate facilities. A summary of section 10 says Government grants an employer an annual tax rebate for each person with a disability employed, "as shall be prescribed in Regulations". The Parliament copy of the Act confirms section 10(1): the rebate is "as shall be prescribed in Regulations", so the Act sets no percentage; section 10(2) promises special incentives for disabled business owners and for firms that employ disabled people; section 11 says an employer must provide the tools and facilities a worker with a disability needs. No regulation fixing the rebate was found. Ask the Ghana Revenue Authority (GRA) and the National Council on Persons with Disability, which the Act created to oversee disability matters. Its contact details were not verified.
The 1992 Constitution protects disabled persons from exploitation and discrimination (Article 29) and allows affirmative action (Article 17). In September 2026 unemployed graduates with disabilities petitioned Parliament to enforce the public-sector employment quota and to give incentives to private employers. No quota percentage was given, so do not quote one. A revised disability bill is still awaited.
Other laws that touch your work
- Mental Health Act, 2012 (Act 846). Treats people with mental health conditions as people who are ill, not criminals; created the Mental Health Authority; makes neglect of, or discrimination against, a person with a mental disorder an offence. After ten years, the Mental Health Board, levy and review tribunals were reported unfinished.
- Domestic Violence Act, 2007 (Act 732). Criminalises physical, sexual, economic and psychological abuse in domestic relationships. Police DOVVSU helps victims.
- Building rules. The Building Regulations, 2020 (L.I. 2465) and Act 715 are named for accessible buildings. Details were not verified: ask the STMA works department.
- Labour Act, 2003: training must suit a worker's age and literacy.
What nobody has told you. Enforcement is weak: a 2025 audit found only 14% of public facilities checked had any retrofitting. You do not have to wait for the law to be enforced to do the right thing at your hub.
Which law or office?
(1) A trainee's uncle beats her and takes her stipend. (2) An employer asks about a tax rebate for hiring a deaf tailor. (3) A manager says "mad people cannot be trained". (4) A new training room has only stairs.
Rights sheet
One page: five laws or bodies, what each does, and who at the hub phones each.
Unit 2 · Know your trainee: consent, plans and safeguarding
Plan with the trainee, not for the trainee. Then keep them safe.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 2.1 Handle disclosure | asks privately, explains why, gets written consent and locks records |
| 2.2 Write an individual training plan | agrees goals, adjustments, supports and review dates |
| 2.3 Safeguard | names the risks, the code of conduct and reporting steps |
| 2.4 Think about gender | plans for the extra risks to women and girls with disabilities |
Range. One made-up trainee case. Evidence. Plan and consent form; role play.
Disclosure and consent
Many trainees do not tell you about a disability because they fear stigma, and many disabilities cannot be seen.
- Ask everyone the same private question at enrolment: "Is there anything that would help you learn?"
- Explain why you ask and who will see the answer.
- Write down only what the trainee agrees to share, and have them sign.
- Lock the file. Never discuss a disability in the corridor, on a WhatsApp group or before other trainees.
- Never force disclosure, testing or a special group.
- Review consent at each plan review. Trainees may change their mind.
If a trainee is under 18 or needs support to decide, involve the person first and then, with their agreement, a trusted adult. Ghana's legal rules on capacity and guardianship were not verified. The UN Convention on the Rights of Persons with Disabilities (Article 12) says disabled people have legal capacity on an equal basis with others, should get the support they need to use it, and that any measure about it must respect the person's rights, will and preferences, with safeguards against abuse. So support the person to decide; do not decide for them. Ask a lawyer or a disability organisation about Ghana law.
The individual training plan
A one-page agreement. It does not lower the standard. It changes the method.
| Part | Example |
|---|---|
| Goal | Finish Basic Welding competencies in six months |
| Strengths | Quick learner; precise hands |
| Adjustments | Interpreter for theory; picture job cards; seated bench; extra 30 minutes in tests |
| Supports | Buddy; weekly check-in; referral to the Assembly desk for a device |
| Review | Weeks 4, 12 and 24 |
| Signed | Trainee, trainer (family only if the trainee agrees) |
Safeguarding and gender
Women and girls with disabilities in Ghana are reported to face gender-based violence two to three times more often than other women, often from people close to them such as relatives, carers or leaders.
- A signed code of conduct for all staff, volunteers and visitors
- No staff member alone behind a closed door with a trainee; no private gifts, lifts or messages
- A named safeguarding lead and back-up (a woman and a man if possible)
- Trainees know who to tell, in sign, large print, easy-read and pictures
- A report form, a locked file and no retaliation
- A referral list: DOVVSU (helpline 055 100 0900, listed in phone directories and by UNFPA; check it works) or police 191, emergency 112, hospital, counsellor, disability organisation
- For women and girls: private toilets, a female trainer for personal care, safe travel home, menstrual supplies. Protect men and boys too.
If a trainee tells you about abuse: listen, stay calm, do not promise secrecy, do not investigate, write their words, tell the safeguarding lead, refer.
Plan and protect
- In pairs, role-play a private enrolment conversation with a made-up trainee.
- Write an individual plan for a made-up deaf trainee in a sewing course.
- Draft a one-page code of conduct and reporting flow.
- Role-play receiving a disclosure of abuse.
Wall chart
A picture chart: "Who can I tell if someone hurts me?" with names and numbers.
Unit 3 · Teaching adaptations for each disability
Every person is different. These are starting points. Ask the trainee what works.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 3.1 Deaf and hard of hearing | uses GSL, visual materials and good seating |
| 3.2 Blind and low vision | describes, labels by touch and gives accessible materials |
| 3.3 Physical disability | designs a task that can be done seated or one-handed |
| 3.4 Intellectual disability | breaks tasks into small steps with practice and pictures |
| 3.5 Psychosocial disability | builds a calm routine and knows when to refer |
| 3.6 Albinism | protects skin and supports low vision |
Range. Two trades at the hub. Evidence. Adaptation sheet; observation.
Deaf and hard-of-hearing trainees
Some sign, some lip-read a little, some use hearing aids. Ask.
- Use Ghanaian Sign Language (GSL); the Harmonised GSL Dictionary and the GhSL app help you learn. GSL is not yet legally recognised and trained interpreters are few. GNAD trains interpreters through a programme at the University of Cape Coast.
- Never use another trainee as interpreter for theory or assessment. Book a trained interpreter or a deaf trainer.
- Seating and light: a front seat with a clear view of you and the interpreter; light on your face.
- Show first, then tell. Demonstrate at the bench, pause, then explain. Give short written summaries and picture word lists.
- Safety: flashing lights and agreed hand signals (Level 1).
- Many deaf learners had poor access to schooling, so written English may be weaker. Do not mistake that for lack of ability.
Blind and low-vision trainees
- Orient first: walk the workshop, name each station, keep things in the same place and say when you move anything.
- Describe exactly: "the 12 mm spanner is on the left bench", not "over there".
- Touch marks on tool handles and controls.
- Materials: braille, large print of at least 16 pt, audio and electronic text. Braille gaps persist, so order early and ask GBU.
- Technology: NVDA and TalkBack are free. GIFEC and ITU trained instructors to teach visually impaired people computer skills.
- Guiding as in Level 1. Decide machine tasks together with the trainee, task by task.
Physical disability
- Seated work: adjustable bench, knee space, controls and tools within reach.
- Limited grip or one hand: clamps, jigs, built-up handles, foot controls, a tool trolley.
- Fatigue and pain: short blocks, rest breaks, a switch of task.
- Ask the trainee to show you. People with the same condition use very different methods.
Intellectual disability
People with intellectual disability can learn a trade given time, practice and respect. Ghana programmes have used adapted vocational curricula.
- Short, plain sentences; real objects; one idea at a time
- Small steps with a picture card for each
- Show, do together, then do alone, many times
- Same routine; warn before changes
- Speak to an adult as an adult; praise each step
- Ask the trainee to show you, not say "yes"
- Extra time; protect against money tricks and abuse (Unit 2)
Psychosocial disability
A long-term mental health condition that, with stigma and other barriers, limits taking part. It is not catching. Do not diagnose. Act 846 bans discrimination.
- A calm, predictable routine, clear expectations and a quiet place to step away.
- Ask privately what the trainee wants staff to do on a hard day, and record it in the plan.
- Flexible attendance if the trainee agrees; a named person to talk to.
- If you fear a person may harm themselves or others, stay with them, stay calm, get a health worker.
- Bullying and stress harm everyone's mental health. Keep the hub bully-free.
- Care is free in law, yet patients were still reported paying at psychiatric hospitals. Ask the nearest district hospital about services.
Albinism
Little pigment in skin, hair and eyes. In Ghana's sun there is higher risk of skin damage and skin cancer, and low vision often affects school and work. Stigma and myths are common.
- Sun: shade, long sleeves, wide hat, sunscreen. Local sunscreen has been developed with the Ghana Association of Persons with Albinism.
- Low vision: large print, high contrast, a seat near the board, light without glare.
- Scheduling: outdoor tasks early or late; indoor or shaded work stations.
- Respect: no nicknames, challenge myths. Whether NHIS covers sunscreen was not verified.
Do not guess a condition or give medical advice. If a trainee seems unwell or distressed, call a health worker. In an emergency call 112.
Adapt a task
- Choose one trade task. Write a short adaptation for each of six trainees: deaf, blind, wheelchair user, intellectual disability, psychosocial disability, albinism.
- Present one to the group; a disabled co-facilitator comments.
- Make a picture step-card set.
Ask and change
Ask one trainee, privately, what helps most. Change one thing and record the result.
Unit 4 · Assistive devices and accessible assessment
The right tool lets the trainee show what they can do.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 4.1 Choose devices | matches a device to a need and the trainee's choice |
| 4.2 Source devices | names ways to get a device in the Western Region |
| 4.3 Adapt assessment | gathers evidence fairly without lowering the standard |
Range. Common devices; one CBT assessment. Evidence. Device plan; adapted assessment plan.
Devices and where to get them
Devices include wheelchairs and prosthetics, speech-to-text and interpreting, braille displays and screen readers. GFD names high cost, limited supply, low awareness and weak policy as barriers.
| Need | Device or support |
|---|---|
| Walking | Wheelchair, crutches, walker, prosthesis (fitting matters; ask a health worker) |
| Deaf or hard of hearing | Hearing aid, visual alarm, text on phone, GSL interpreter |
| Blind or low vision | White cane, magnifier, large print, screen reader |
| Hand or grip limits | Jigs, clamps, built-up handles, foot controls |
| Intellectual disability | Picture cards, timers, checklists |
| Albinism | Hat, sunscreen, magnifier, an eye specialist's advice |
- The Assembly's disability fund: now favours skills training, devices and business capital over small handouts; 5% from 2026
- Your own workshop: welders, carpenters and tailors can make jigs, handles and cards, and it is training too
- Disability organisations: GBU, GNAD, GFD
- Programmes such as Sightsavers and Light for the World
- Hospital physiotherapy, orthopaedic and eye departments (supply and prices not verified)
No device prices were verified. Get two written quotes. Never accept a used wheelchair that does not fit.
Assessment in CBT
CBT judges whether the person can do the task to the standard. Keep the standard; change the method.
| Barrier | Fair adjustment | Does not change |
|---|---|---|
| Deaf | Interpreter or written or picture questions | Task, pass mark |
| Blind | Braille, large print, audio; touch tasks | Product quality |
| Physical | Seated bench; adapted tools; extra time | Safety rules |
| Intellectual | Plain questions; show-me demonstrations | The competency judged |
| Psychosocial | Quiet room; breaks; familiar assessor | Evidence needed |
| Albinism | Shade or indoors; large print | All criteria |
Safety is not adjustable. If a method could hurt the trainee or others, find another safe way, or record that the criterion is not yet met. Never pass someone just to be kind.
Match the adjustment
(1) A blind trainee must "read a drawing". (2) A deaf trainee must "explain the safety rules". (3) A wheelchair user must "weld a gate". Say what you may change and what you must not.
Device and assessment plan
- Write a device plan for a made-up trainee: need, device, two sources, who pays, review date.
- Adapt a real unit assessment for two disabilities; show what changed and what did not.
- Make one low-cost aid in the workshop.
Call the Assembly
Phone the STMA disability desk. Ask how the fund can pay for devices or training. Write the answer.
Unit 5 · Accessible premises and safe evacuation
If a person cannot get in, get out or reach a toilet, they cannot train.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 5.1 Audit premises | checks entrances, routes, toilets, signs, lights, workstations |
| 5.2 Cost the fixes | ranks fixes by cost and impact |
| 5.3 Plan evacuation | writes and drills a plan that includes everyone |
Range. The hub's buildings. Evidence. Audit with costs; evacuation plans; drill record.
The Level 2 audit
Add toilets, signs, lighting and fire exits to the Level 1 audit, and put a cost on each fix.
- Ramps no steeper than 1 in 12 with rails both sides; one Ghana audit recommended 1 in 15.
- Doors, corridors: about 91 cm door, 1.3 cm threshold, 120 cm corridor, 160 × 160 cm turning space; seated workstations with at least 500 lux.
- Toilet: space to turn a wheelchair, a grab rail, an outward-opening door. Only 8% of public facilities audited had accessible toilets.
- Signs: large, high-contrast, simple, with pictures; tactile or braille where possible.
These come from design guides. Check them against L.I. 2465 and GS 1119:2016, the Ghana Standards Authority's 241-page Accessibility Standard for the Built Environment with the STMA works department; current values were not verified.
Emergency evacuation
Write a personal emergency evacuation plan for each trainee who needs help, name a buddy and a back-up, and use visual alarms as well as sound.
- Know who needs help, with their consent; do not put names on a public wall
- Two ways out of every room; a safe waiting point on the ground floor; no lifts in a fire
- Deaf: flashing lights; a buddy who taps the shoulder; a hand signal for "go"
- Blind: a buddy guides; spoken instructions; the same route every drill
- Physical disability: ask the person how to help; never carry someone without asking
- Intellectual and psychosocial: calm voice, short instructions, a familiar buddy
- Drill twice a year with every buddy; time it and record lessons; call 112
Be honest about gaps. If the only class room is upstairs and there is no lift, move the class downstairs.
Cost a fix list
(Example numbers, not real prices.) A ramp: materials GH¢1,800, labour GH¢700. A toilet rail and wider door: GH¢1,200. Signs and tape marks: GH¢300. What is the total? The Assembly committee funds 60%. What does the hub pay?
Audit and drill
- Repeat the audit with toilets, signs, lighting and fire exits; cost each fix.
- Write evacuation plans for a made-up deaf trainee and a wheelchair user.
- Run a short drill with buddies; record the time and lessons.
Quote request
Ask a local builder or carpenter for a written quote for your top fix.
Unit 6 · Partners, employers and funding
Work with disabled people's organisations, the Assembly and employers. They bring trainees, expertise and jobs.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 6.1 Build partnerships | writes a plan with disability organisations and the Assembly |
| 6.2 Use the fund | explains how a trainee or the hub applies |
| 6.3 Engage employers | pitches the hub's graduates to an employer |
| 6.4 Do the money maths | works out costs and funding shares |
Range. STMA and the Western Region. Evidence. Partner plan; funding request; employer pitch.
Partners
- GFD works with Assemblies on the disability fund in the Western Region.
- GNAD (deaf) and GBU (blind; Western Region branch).
- Sekondi School for the Deaf, with a sewing and bead-making centre.
- Sightsavers and Light for the World run employment programmes.
- WODAO trains women and girls with disabilities on abuse and reporting.
- Mental Health Authority and the district hospital's psychiatric unit.
- Ghana Association of Persons with Albinism.
Local contacts were not verified: phone, visit and write a partner list.
The disability fund
The fund rose from 3% to 5% of the District Assemblies' Common Fund in 2026 and is to be budgeted with the local GFD. Each Assembly is to have a Disability Desk. An older municipal guide describes applying to the Chief Executive, committee review, interview and approval. Confirm the current steps with STMA. The hub can help trainees apply and can itself ask for training places or equipment, backed by its audit. GEA has run a grant programme for businesses owned by persons with disabilities.
Employers
Many are unsure, not unwilling. Offer a site visit, a trial placement and a named hub contact. Show a portfolio and a reference. Explain that adjustments are usually small: a seat, picture job cards, a flashing light. In a Tema factory, supervisors learned to sign so over 200 deaf seamstresses could be trained and employed. Mention the Act 715 tax rebate but say its rate must be checked with GRA. Do not promise a public job.
Reports say an individual with a disability has a personal tax relief of 25% of business or employment income under the Income Tax Act. Not checked against the Act or GRA.
Money maths: the funding mix
(Example numbers, not real prices.) The hub trains 6 trainees with disabilities in sewing for 3 months. Per trainee: tools GH¢600, materials GH¢400, interpreter and transport GH¢500. (1) Total for 6? (2) The Assembly pays 50% and an NGO pays GH¢4,000. What does the hub pay? (3) A graduate earns GH¢24,000 a year; if a 25% relief applied, how much income is relieved?
Partnership plan
- A partner list: three organisations, a contact and what each offers.
- A one-page funding request to the Assembly desk using your audit and device plan.
- A five-minute pitch to an employer to take a graduate on trial.
Visit
Visit or phone one partner and one employer. Ask what skills they need.
Unit 7 · Work and business for graduates with disabilities
A certificate opens a door. A job or business keeps it open.
Competency standard
| Learning outcome | Performance criteria — the participant… |
|---|---|
| 7.1 Support job placement | matches a graduate to a job and supports the first weeks |
| 7.2 Support a business start | helps plan a low-cost business with price and market |
| 7.3 Choose a location | picks an accessible place with good returns |
| 7.4 Market the graduate | sets up WhatsApp Business, Google Business Profile and a portfolio |
Range. One made-up graduate. Evidence. Placement plan; business plan; marketing pack.
Supported employment
Help a person find a job that fits, give support at the start, then fade it as confidence grows. Light for the World and Sightsavers programmes in Ghana are one model.
- Match skills, interests and access needs to the job; visit the workplace first
- Prepare the employer: how to communicate (sign, pictures, writing) and the adjustments
- Prepare the graduate: travel, safety, pay, rights, who to call
- Trial first, then a start date and reviews after two weeks and two months
- Job coach at the start, then step back; keep in touch for six months
- No unpaid "trials" that run for months
Trades such as sewing and hairdressing fit well with visual communication. Blind graduates can work in ICT and customer care using screen readers.
Location settings that give good returns
- A market or lorry station with steady foot traffic, if the route to the stall is level
- Near the hub or a school, where people already know the graduate
- Near a church, mosque, hall or clinic
- Estates and building sites for tiling, welding or painting
- Home-based work with phone orders and delivery (low rent, no steps)
- A shared workshop at the hub with small rent and support
- Check the access route: steps, drains, deep sand, a toilet nearby
Business ideas and ingenuity
- Sewing and alterations with a pattern chart and phone photos
- Hairdressing with a style chart
- Bead-making and crafts
- Phone and ICT services: typing, printing, phone repair, data entry
- Adapted tools and aids made for other people with disabilities
- Group enterprise: two or three graduates sharing a stall and marketing
Price a job
(Example numbers.) A deaf tailor makes a dress. Cloth GH¢90, thread and buttons GH¢10, six hours of her time at GH¢10 an hour, transport GH¢15. (1) Cost? (2) Price with a 30% margin? (3) Deposit if the customer pays half now? (4) Monthly sales at 8 dresses?
Market the graduate
- WhatsApp Business: a profile with hours, address, catalogue and greeting and away messages. Add a photo of work and a line such as "I communicate by text, WhatsApp and sign".
- Google Business Profile: free; verified by phone, email, video call or postcard.
- Portfolio: before-and-after photos (with permission), a one-page CV and two references.
- Signage: a clear, high-contrast sign reachable without steps. Ask customers and groups for referrals.
- Sell skill and quality, never pity.
Accessibility
The Persons with Disability Act, 2006 protects persons with disabilities. The Assemblies' disability fund rose to 5% in 2026; ask STMA about tools, training or capital. Make sure each workplace, toilet and evacuation plan suits the graduate (Units 3 to 5).
Placement and business pack
- A placement plan for a made-up deaf graduate: employer visit, adjustments, job coach, reviews.
- A one-page business plan for a graduate with a physical disability: product, location, price, marketing.
- A practice WhatsApp Business profile and portfolio page.
Spot a gap
Find a local business that has hired, or could hire, a person with a disability. Ask what support would help.
Glossary
| Term | Meaning |
|---|---|
| Assistive device | A tool that helps a person do a task, such as a wheelchair, cane or screen reader |
| Consent | A person's free and informed agreement, which they can withdraw |
| Disclosure | A person choosing to tell others about a disability |
| Individual training plan | A written agreement on goals, adjustments, supports and reviews |
| Job coach | A person who supports a worker at the start of a job |
| Competent / Not Yet Competent | The two possible results of a CBT assessment |
| Psychosocial disability | A long-term mental health condition that, with barriers, limits taking part |
| Safeguarding | Preventing harm to people and responding when it happens |
| Supported employment | Job matching with support that fades over time |
| GSL | Ghanaian Sign Language |
Logbook
Keep these records in a staff file. Hide names and lock personal data.
- Unit 1: rights sheet
- Unit 2: consent form; individual plan; code of conduct; wall chart
- Unit 3: adaptation sheets; step cards; ask-and-change record
- Unit 4: device plan; adapted assessment; low-cost aid; Assembly call notes
- Unit 5: audit with costs; evacuation plans; drill record; quote
- Unit 6: partner list; funding request; employer pitch
- Unit 7: placement plan; business plan; marketing pack
- Every homework, dated
Self-check quiz
- Which Act created the National Council on Persons with Disability?
- Which Act bans discrimination against a person with a mental disorder?
- Why never use another trainee as a sign interpreter?
- What do you do before writing down a trainee's disability?
- Name three parts of an individual training plan.
- What do you do if a trainee tells you about abuse?
- Name two adaptations for a trainee with albinism.
- What does "keep the standard, change the method" mean?
- Name two places to find an assistive device in the Western Region.
- What share of the Assemblies' common fund now goes to disability?
- What is a job coach?
- A fix list costs GH¢4,000 and the committee pays 60%. What does the hub pay?
Further reading and sources
Best next reads: the KNUST/GIZ inclusive TVET guideline; the Harmonised GSL Dictionary; the full text of Act 715; the Mental Health Act, 2012; the Building Regulations, 2020 (L.I. 2465).
What this guide does not cover: full courses in sign language, braille or counselling; legal advice on capacity and guardianship; building design; device prices; Western Region contact details; the tax-rebate amount (the Act leaves it to regulations, none found).
Every source used in this manual is listed, with links, in the Teacher Copy.