CHCDIS007 Facilitate the empowerment of people with disability

{`
  CHCDIS007
  Facilitate the empowerment of people with disability
  Release 1
  Total Training Solutions Adelaide Assessments
  `}

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 disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability. The following conditions must be met for this unit: • Access to individualised plans and any equipment outlined in the plan Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
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.

Question 1	How does the historical medical model of service differ from the more recent social model of service?
Answer
Marking	Satisfactory	Unsatisfactory

Question 2	How does the historical institutionalised model of service differ from the person-centred, self-directed model of support?
Answer
Marking	Satisfactory	Unsatisfactory

Question 3	Briefly describe two ways the Disability Discrimination Act 1992 (Cth) protects people with disabilities.
Answer
Marking	Satisfactory	Unsatisfactory

Question 4	Briefly describe what is outlined in the United Nations Convention on the Rights of Persons with Disabilities.
Answer
Marking	Satisfactory	Unsatisfactory

Question 5	List one key legal obligation of mandatory reporting.
Answer
Marking	Satisfactory	Unsatisfactory

Question 6	Describe who you should seek support from and when you should seek support when there is a conflict between your values and the values of the person you are supporting.
Answer
Marking	Satisfactory	Unsatisfactory

Question 7	Describe two behaviours associated with Autism spectrum disorder and explain how your personal values and attitudes could impact on the way you work with a person with an autism spectrum disorder.
Answer
Marking	Satisfactory	Unsatisfactory

Question 8	What is a cognitive disability and what are two challenges or issues that a person with a cognitive disability may experience?
Answer
Marking	Satisfactory	Unsatisfactory

Question 9	Describe two challenges that a person with a physical disability may face and explain how you could avoid having your personal values and attitudes negatively impact on a person with a physical disability.
Answer
Marking	Satisfactory	Unsatisfactory

Question 10	What are two disabilities associated with developmental delay and how could your personal values and attitudes impact on a person with a developmental delay?
Answer
Marking	Satisfactory	Unsatisfactory

Question 11	Identify two possible causes of an intellectual disability and explain why it is important to acknowledge the differences between people who have an intellectual disability.
Answer
Marking	Satisfactory	Unsatisfactory

Question 12	What is a neurological impairment and how may a person with a neurological impairment be affected by their disability?
Answer
Marking	Satisfactory	Unsatisfactory

Question 13	Describe three different ways that a person with a sensory disability may present.
Answer
Marking	Satisfactory	Unsatisfactory

Question 14	What wrong assumptions can people make about the capacity of a person with a speech or language disability?
Answer
Marking	Satisfactory	Unsatisfactory

Question 15	Describe how empowerment could be facilitated when providing support, and two effects of empowerment for a person with support needs.
Answer
Marking	Satisfactory	Unsatisfactory

Question 16	Provide an example of a rights-based approach when providing support services.
Answer
Marking	Satisfactory	Unsatisfactory

Question 17	Provide a brief definition of a person-centred practice.
Answer
Marking	Satisfactory	Unsatisfactory

Question 18	Provide two examples of ways to listen actively to a person with a disability.
Answer
Marking	Satisfactory	Unsatisfactory

Question 19	Briefly describe the concept of social justice and explain one reason why it is important to know and respect each person as an individual.
Answer
Marking	Satisfactory	Unsatisfactory

Question 20	List two ways you could assist a person with a disability to understand their rights.
Answer
Marking	Satisfactory	Unsatisfactory

Question 21	Briefly describe two ways you could identify a person’s cultural needs.
Answer
Marking	Satisfactory	Unsatisfactory

Question 22	List two indicators of neglect.
Answer
Marking	Satisfactory	Unsatisfactory

Question 23	List two general indicators of abuse.
Answer
Marking	Satisfactory	Unsatisfactory

Question 24	Provide two examples of psychological trauma and two examples of how you would implement person-centred support to facilitate self-determination and choice.
Answer
Marking	Satisfactory	Unsatisfactory

Question 25	Describe one way you could facilitate discussion between the person requiring support, their family and/or carer and the support worker.
Answer
Marking	Satisfactory	Unsatisfactory

Question 26	Describe a strategy you could use to assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (such as laptops or tablets) to facilitate choice.
Answer
Marking	Satisfactory	Unsatisfactory

Question 27	Describe a strategy you could use to foster empowerment in a person with a disability.
Answer
Marking	Satisfactory	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 disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability. The following conditions must be met for this unit: • Access to individualised plans and any equipment outlined in the plan Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
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.

Read the case study, then answer the questions that follow.

Case study (questions 1–5)

Jamal is Kevin’s support worker and he’s in the middle of a busy day. Kevin is a young person with physical disabilities who uses a wheelchair for mobility. He has just joined a wheelchair basketball team and is excited about the sport.

Just before lunch, Kevin shows up at Jamal’s workplace with a basketball in hand, wanting to show Jamal what he’s learnt. Although Kevin doesn’t have an appointment, Jamal wants to support Kevin’s new interest and expanding skills, so he lets Kevin show him a few moves in the parking lot while he eats lunch.

Kevin is thrilled with the speed and mobility of wheelchair basketball and has been practising high-speed spins, turns, catches and throws. In his excitement, Kevin doesn’t notice a bump in the parking lot pavement and he falls. Although he only receives a minor scrape, Jamal realises that this isn’t the best time or place to support Kevin’s interest.

Before he leaves, Kevin gives Jamal a team shirt with his numbers on the back and invites him to his next game.

CS Question 1	Did Jamal compromise or breach appropriate work role boundaries with Kevin?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 2	Did Jamal breach his work role responsibilities?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 3	How did Jamal breach WHS procedures?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 4	How did Jamal manage Kevin’s dignity of risk and what is one way he could have respected his choice while maximising his safety?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 5	How did Jamal manage duty of care in this situation?
Answer
Marking	Satisfactory	Unsatisfactory

Read the case study, then answer the questions that follow.

Case study (questions 6–8)

Maline (a support worker) receives an angry phonecall from Frankie, who has been trying to get an appointment for several weeks to discuss some changes she wants to make to her services. Maline had meant to get back to Frankie weeks ago, but got caught up in her busy workload. She thanks Frankie for the reminder and they make an appointment for the next day.

During the meeting, Frankie asks Maline about the research she was going to do about her options for training and employment, based on the email she sent last week. At their last meeting, they had discussed Frankie’s wish to get back into employment after her injury, and she had compiled a list of ideas that she emailed to Maline. Maline had been so busy that she had not looked at Frankie’s service plan before the meeting, and although she had seen the email, her promise to do this research completely slipped her mind.

Maline sincerely apologises to Frankie for these omissions and thanks her for the work she’s done in investigating ideas for training and employment. They agree to meet weekly for the next month to fully explore Frankie’s options and to make sure she receives the services she needs.

CS Question 6	Provide two suggestions for how Maline should adjust her work approaches to facilitate Frankie’s empowerment.
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 7	Do you think Maline is upholding or failing to uphold Frankie’s self-advocacy? Why?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 8	How might Maline’s adjustments to her approach better ensure Frankie’s rights and needs are upheld in service delivery?
Answer
Marking	Satisfactory	Unsatisfactory

Read the case study, then answer the questions that follow.

Case study (questions 9–13)

Kate has an intellectual disability. Her younger sister Ginny is her primary carer and has legal guardianship over Kate, specifically regarding her financial and legal decisions. Kate is provided a certain amount of money per week for discretionary spending, which she usually spends on food treats, going out with her friends and art materials.

Kate attends a day program with other people with intellectual disabilities in the local community. Ginny is concerned as Kate is asking for more money, and she discovers that another participant in the day program has been demanding money from Kate and others, or he will hit them.

Ginny immediately contacts Sue, who is Kate’s support worker for advice and support, as she wants to remove Kate temporarily from the day program while making a formal complaint to ensure the situation is resolved and does not recur. Kate becomes upset at being told that she can’t go to day program the next day. When Sue arrives, it is clear that Kate doesn’t understand what is happening and why she can’t go.

CS Question 9	Provide two methods Sue can use to assist Kate to be comfortable with Ginny’s decision to remove her from the day program temporarily.
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 10	How could Sue assist Ginny and Kate to access an advocacy service?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 11	How could Sue assist Kate and Ginny to use a complaint mechanism to resolve the issue?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 12	Why is it important to protect Kate’s privacy and confidentiality regarding making a complaint?
Answer
Marking	Satisfactory	Unsatisfactory

CS Question 13	What form of abuse was Kate experiencing at the centre and was this a breach of her human rights?
Answer
Marking	Satisfactory	Unsatisfactory

Australia Universities

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Year 11 - 12 Certification Assignment

Australian Capital Territory Year 12 Certificate

HSC - Higher School Certificate

NTCE - Northern Territory Certificate of Education

QCE - Queensland Certificate of Education

SACE - South Australian Certificate of Education

TCE - Tasmanian Certificate of Education

VCE - Victorian Certificate of Education

WACE - Western Australia Certificate of Education

CHCDIS007 Facilitate the empowerment of people with disability

Diploma Universities Assignments