CHCDIS001 Contribute to ongoing skills development

{`
  CHCDIS001
  Contribute to ongoing skills development using a strengths-based approach
  Release 1
  Total Training Solutions Adelaide Assessments
  `}

Final assessment

How to work through this final assessment

This final assessment is designed to assess your performance of competency for the unit CHCDIS001 Contribute to ongoing skills development using a strength-based approach, Release 1. Your assessor or workplace supervisor will help you fully understand assessment requirements for this unit.

The features of this final assessment are detailed in the following table.

Feature of the assessment resource	Explanation
Assessment information and scope	This section provides details of the unit of competency covered, setting out information about the aims of the unit, what areas are covered, how the assessment tasks must be completed and how the assessment is conducted.
Are you ready for assessment?	This section provides you with the opportunity to self-assess your performance, to ensure that you are ready to commence the assessment process.
Final assessment overview	This section provides an outline of the final assessment tasks to be covered.
Assessment plan	Your assessor will discuss the assessment tasks with you and may also customise the assessment tasks to suit specific requirements where needed.
Final assessment tasks	This section outlines the final assessment tasks in detail, including the relevant documentation you need to complete and submit along with your final assessment tasks.
Record of outcome	As you progress through the final assessment tasks, your assessor will use the record of outcome to confirm your performance and provide relevant advice and feedback.

Further information

Before you commence your final assessment tasks, you should review the information provided by your training organisation about assessment. You should not commence your final assessment tasks until you have read and understood this information. Your training organisation must also provide information about assessment while on practical placement, including specific time lines.

Assessment information and scope

Who is the final assessment designed for?	The final assessment is designed for candidates to demonstrate their competency having completed formal learning experiences in this unit. Assessment may occur in real and/or simulated work environments. Candidates may be undertaking the unit in a range of learning situations, including private study, via a traineeship arrangement or via other workplace-supported means.
What are the aims of the final assessment tasks?	This unit describes the skills and knowledge required to assist with supporting the ongoing skill development of a person with disability. It involves following and contributing to an established individual plan and using a positive, strengths-based approach. This unit applies to individuals who work with people with disability in a range of community services and health contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision. The key outcomes are: • Contribute to skills assessment • Assist with skills development in accordance with individualised plan • Support incidental learning opportunities to enhance skills development • Complete documentation
Prerequisites and co-requisites	None
Legislative and licensing requirements	The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You must ensure that you are ready to begin the final assessment.

Topic	Key outcomes
I am able to perform skills and demonstrate knowledge satisfactorily in the following tasks.	q Topic 1: Contribute to skills assessment	q 1A Observe the person’s skills and competencies in a manner that respects the rights of the person
		q 1B Support engagement of family, carers or relevant other in skills assessment
		q 1C Record observations accurately and objectively in consultation with supervisor
		q 1D Provide feedback about changes in demonstration of skills likely to impact on skills development
	q Topic 2: Assist with skills development in accordance with individualised plan	q 2A Encourage and support person with disability to engage in activities
		q 2B Interpret and follow skills development strategies identified in the individual plan
		q 2C Encourage and assist person to identify personal strengths and goals for skill development
		q 2D Provide support for person to identify resources to complement strengths
		q 2E Provide support to mobilise strengths and encourage development and application of skills for personal development
		q 2F Provide constructive feedback to the person in an appropriate and respectful way
		q 2G Discuss differences experienced in implementation of skills development activities
		q 2H Monitor strategies to determine effectiveness and level of engagement in activities
	q Topic 3: Support incidental learning opportunities to enhance skills development	q 3A Provide encouragement that can act as potential informal or incidental learning opportunities
		q 3B Use positive approaches and strategies to promote enjoyment and maximise engagement
		q 3C Withdraw support to an appropriate level to encourage experiential learning in consultation
	q Topic 4: Complete documentation	q 4A Comply with organisation’s requirements to report
	q Topic 4: Complete documentation	q 4B Maintain documentation in accordance with organisation’s requirements

If you have covered and feel confident in all of these areas, you are ready to proceed to the final assessment.

Before you commence the assessment process, discuss with your assessor or workplace supervisor any areas you do not feel confident in or have not covered.

Final assessment overview

To demonstrate your competency using this final assessment you must successfully complete both theory and practical assessment tasks.

Complete the following task using this learner guide

• Part A – Questions

You will demonstrate a sound knowledge of the unit requirements in your responses.

• Part B – Case study questions

You will demonstrate a sound knowledge of the unit requirements in your responses.

Refer to the Aspire Practical placement logbook for this unit

• Practical placement

Your performance will be assessed in the workplace.

Assessment plan

Complete the following form with your assessor.

Training organisation name:	Total Training Solutions Adelaide
Candidate name:
Phone number:
Email:
Assessor name:
Unit(s) of competency:	CHCDIS001 Contribute to ongoing skills development using a strength-based approach, Release 1.
Assessment parts to be undertaken:	Part A – Questions Part B – Case study questions Practical placement
Ready for assessment declaration:	I confirm that the purpose and procedures of this assessment have been clearly explained to me. I have been consulted about any special needs I might have in relation to the assessment process. The criteria to be used for this assessment have been discussed with me, as have the consequences and possible outcomes of the assessment. I have accessed and understand general assessment information as provided by my training organisation. I have been given fair notice of the date, time, venue and other arrangements for this assessment. I have completed a self-assessment of my performance of the skills and knowledge for this unit and confirm that I am ready for assessment. My training organisation has provided information regarding time lines for assessment while on practical placement.
Candidate signature:
Date:

Final assessment tasks

Part A – Questions

Purpose	You will demonstrate a sound knowledge of the unit requirements in your responses.
Instructions to the candidate	All questions must be answered satisfactorily for Part A to be completed satisfactorily. There is no restriction on the length of the question responses, or time restriction in completing the assessment. You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.
Resources required	The question responses section is the only resource required for this questioning assessment to be completed.
Assessment conditions	Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources, including: individualised plans and any relevant equipment outlined in the plans information/documentation associated with individualised plans • modelling of industry operating conditions, including access to people with disability
Reasonable adjustment	If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor.

Candidate to complete

Candidate name:
Date of assessment:
Assessment declaration:	I declare that no part of this assessment has been copied from another person’s work, except where clearly noted on documents or work submitted. I declare that no part of this assessment has been written for me by another person. I understand that plagiarism is a serious offence that may lead to disciplinary action by my training organisation.
Candidate signature:

Question 1	How do people with a disability come to be disadvantaged and devalued according to the social model of disability?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 2	Explain how a person-centred approach focuses on the needs, goals and contributions of individual persons.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 3	Explain what is meant by a person-centred approach or practice.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 4	Explain what is meant by a strengths-based support or practice.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 5	Explain the legal and ethical considerations for working with people with disability in relation to privacy, confidentiality and disclosure.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 6	Explain the principles of access and equity.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 7	What is the likely impact of social devaluation on a person’s quality of life?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 8	What are some of the ways that socially disadvantaged people can be encouraged to develop their skills and abilities, thereby enhancing their place in society?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 9	Outline the broad aims of community education programs. Suggest some practical ways to achieve these aims.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 10	When conducting assessments or recording notes about a person, how do you ensure that your notes are objective and clear?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 11	Give examples of the ways that support can be provided to people with disabilities to assist them to engage as actively as possible in life activities?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 12	Give two examples of formal and two examples of informal skills development strategies that may be included in individual development plans.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 13

How can support workers assist with ongoing development of the following skills?

Provide an example for each. The first has been done for you.

• Support – support workers can assist by providing information or referral; for example, making contact with a peer support group.

• Social

• Relationship

• Life

• Safety

• Vocational

Answer

Marking

q Satisfactory

q Unsatisfactory

Question 14	Identifying additional resources needed by someone to build on their skills is a critical step. How can support workers assist with this process?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 15

List some of the services and resources that may be needed by people with special needs for the following areas. The first has been done for you.

• Home care – People receiving home care may need support to access additional services such as gardening, maintenance and window cleaning. Alternatively, they may need support to obtain resources that build on their current strengths to reduce isolation, such as specialised transport or communication devices.

• Respite

• Employment

• Recreation

• Residential

Answer

Marking

q Satisfactory

q Unsatisfactory

Question 16	How should constructive feedback be given to a person with an intellectual disability in a way that is both appropriate and respectful?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 17	Explain what is meant by ‘incidental learning’ and when it is most likely to occur.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 18

Define the different learning styles:

• Visual

• Auditory

• Kinaesthetic

Answer

Marking

q Satisfactory

q Unsatisfactory

Question 19	Explain the teaching and learning circumstances when adults are most likely to learn best.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 20

Explain the process of each of the following strategies that could be used by care workers for identifying and maximising informal learning opportunities. The first one has been done for you.

Answer

• Demonstration – Break down the process into steps and demonstrate and discuss each step. After each step check the person understands.

• Role-modelling:

• Drama and role-plays:

• Contextualisation:

• Peer Education:

Marking

q Satisfactory

q Unsatisfactory

Question 21	What resources or tools are available that may be useful to support learning?
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 22	Explain why encouragement and positive feedback are effective motivators for a learner.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 23

Provide a possible motivator for each of the following examples. The first one has been done for you.

Answer

• Being recognised by their peers or the community; teacher, trainer, recreational officer congratulating them – being recognised by others

• Finding they can achieve things for themselves that give greater independence

• Being told how much they have grown and developed, seeing their progress towards a personal goal.

• Having a crowd of people tell them they have done well, being clapped or applauded.

• Special outings such as going to the football, special food or favourite meal, a new piece of equipment, game, electronic device

Marking

q Satisfactory

q Unsatisfactory

Question 24	What is the best way to assist the person you are supporting towards independence? Explain your answer.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 25	What is meant by ‘prompting’ someone when they are learning a new skill? Explain the types of prompts that can be used and give an example of each.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 26	Explain the legal and ethical considerations for working with people with disability in relation to duty of care.
Answer
Marking	q Satisfactory	q Unsatisfactory

Question 27	Explain the legal and ethical considerations for working with people with disability with respect to dignity of risk.
Answer
Marking	q Satisfactory	q Unsatisfactory

Part B – Case study questions

Purpose	You will demonstrate a sound knowledge of the unit requirements in your responses.
Instructions to the candidate	All questions must be answered satisfactorily for Part B to be completed satisfactorily. There is no restriction on the length of the question responses, or time restriction in completing the assessment. You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.
Resources required	The question responses section is the only resource required for this section to be completed.
Assessment conditions	Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources, including: individualised plans and any relevant equipment outlined in the plans information/documentation associated with individualised plans • modelling of industry operating conditions, including access to people with disability
Reasonable adjustment	If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor.

Candidate to complete

Candidate name:
Date of assessment:
Assessment declaration:	I declare that no part of this assessment has been copied from another person’s work, except where clearly noted on documents or work submitted. I declare that no part of this assessment has been written for me by another person. I understand that plagiarism is a serious offence that may lead to disciplinary action by my training organisation.
Candidate signature:

Case study (questions 1-4)

Jeremy is 32 and for the last six months he has been living in supported accommodation around the corner from his mum’s house where he had lived with her all his life. Jeremy is tall, well-built and has a moderate intellectual disability. His mum, Ruby, is still his guardian and loves him tremendously. She did everything for him all his life before age and various health conditions meant that she could no longer properly support him.

Consequently, Jeremy is not very ‘streetwise’ although he has thrived in his new living situation. He loves having the freedom to choose when he gets up and goes to bed and what he eats. He shares the chores and facilities with five other housemates as well as a staff member. His housemates are a diverse group, but they generally get along quite well.

Dennis, a cantankerous, 63-year-old with a serious gambling habit, is the oldest housemate and he has adopted a fatherly attitude towards Jeremy since they have been living together. Dennis keeps telling Jeremy to take heed of what he says because ‘I’m an old coot and I been around the traps’.

Dennis is vision impaired with only about 50 per cent sight in one eye and has bad hips and so is unable to walk far without pain. Dennis often gets Jeremy to do errands on his behalf to the shops and up to the pub to put on a bet. Once, on the way to collect Dennis’ winnings, two schoolkids asked Jeremy to see the betting ticket and when Jeremy handed it over they ran off with it.

Despite this, Dennis is always encouraging Jeremy to ‘spread his wings’ and ‘get out on his own’. He says that Jeremy should set himself up and find himself a girlfriend. Jeremy talks to Dennis a lot about girls.

The next time Jeremy visits his mum, he asks if she can organise the money for him to rent his own flat. Ruby tells Jeremy that she thinks he isn’t ready to make such a big move on his own. Jeremy tells her that Dennis has offered to share the place with him, at least until he ‘finds his feet’.

CS Question 1	Do you think that Jeremy is ready for the independence he seeks? Explain your answer.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 2	In this situation, explain who has the power to influence Jeremy and why?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 3	In what ways does Jeremy have independence in his life and what further independence does he want?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 4	How are Dennis and Jeremy interdependent?
Answer
Marking	q Satisfactory	q Unsatisfactory

Case study (questions 5–10)

Gloria is 55 and a former windsurfing state champion. She has had a stroke that has significantly limited her ability to control the left side of her body. She has trouble gripping anything with her left hand and cannot rotate her wrist.

She was shocked by the stroke; beforehand she had always kept herself incredibly fit and active. She is very keen to have things ‘get back to normal’ which for her involves going for a daily surf, jogging at least twice a week and taking her windsurfer out when the conditions are right.

Gloria is very strong willed and determined and tells her friends that she not ready for ‘just sitting in a chair and watching the waves roll in right now’. She is adamant that she will windsurf again.

Gloria has a number of assessments as part of her rehabilitation by physiotherapists, occupational therapists and neurologists all of whom have given her advice to aid her recovery. She has physiotherapy twice a week and is making good progress, although it is not fast enough for her.

She is happy that she can get herself out of the house at least and is now able to walk to the local shops.

CS Question 5	What are Gloria’s personal goals and the personal strengths she has to help her achieve them?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 6	What challenges does Gloria face both internally and externally to achieving her goals?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 7	How would you support Gloria to overcome the challenges involved in getting back into windsurfing? Give two suggestions.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 8	What is the best way of working with Gloria’s strengths to build her skills in this situation? Give two suggestions.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 9	How will you ensure that the skill development strategies being employed for Gloria are effectively evaluated? Give three suggestions.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 10	What tools, equipment or supports would you suggest for Gloria?
Answer
Marking	q Satisfactory	q Unsatisfactory

Case study (questions 11–16)

Justin lives alone, recently moving into a unit that is one of six in a complex. He has met most of his neighbours already but has not talked to them much because he has a hearing impairment and most people have trouble understanding his speech at first.

He has been working for a paper recycling company in the same depot for eight years receiving waste paper that is collected. He works the sorting or bundling machines. Once bundled, the huge blocks of paper get compacted, ready to be taken to a treatment plant.

While his hearing impairment has affected his speech acquisition, Justin gets by lip-reading and using keyword signing with most of his co-workers and factory supervisor. A new co-worker, Ethan, is totally deaf and has started teaching Justin some Auslan. The work environment is very noisy with industrial machinery, delivery trucks and forklifts operating throughout the day. Each of the forklifts and machines has visual signals (flashing lights) when they are operating.

Recently his hearing was re-assessed and a new type of hearing aid was recommended for him. Trials with the device have been mixed. Around home the device has worked well but in his workplace the aid picks up interference and Justin finds the amplified and distorted sounds very uncomfortable and off-putting. He doesn’t like wearing it as it is obtrusive and Justin has his head shaved which makes the device very apparent.

He leaves the batteries out or switches the aid off when he goes to work, preferring things the way they were without the aid. His supervisor at work comments to his doctor that the aid does not seem to be helping Justin and suggests he should have a reassessment and see if another device may be more suitable.

CS Question 11

What are the communication needs that Justin has at:

• home?

• work?

Answer:

Marking:

q Satisfactory

q Unsatisfactory

CS Question 12	What communication strategies does Justin employ?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 13	What further communication resources are available to Justin?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 14	What positive approaches and strategies would be best to promote Justin’s enjoyment and engagement with his community?
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 15	Is Justin’s supervisor meeting his duty of care to Justin and Ethan? Could he do more? Explain your answer.
Answer
Marking	q Satisfactory	q Unsatisfactory

CS Question 16	How is the principle of dignity of risk relevant in the workplace?
Answer
Marking	q Satisfactory	q Unsatisfactory

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Australian Capital Territory Year 12 Certificate

HSC - Higher School Certificate

NTCE - Northern Territory Certificate of Education

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TCE - Tasmanian Certificate of Education

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CHCDIS001 Contribute to ongoing skills development

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