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CHC33015 Certificate III in Individual Support
Specialising in Ageing
Empowering People with Disability
Instructions
The questions in this workbook are divided into two categories.
These questions are all in a short answer format. The longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However you may reference your learner guide to complete this assessment.
What is competency based assessment
The features of a competency based assessment system are:
- It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
- Assessment should mirror the environment the learner will encounter in the workplace.
- Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
- Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
- In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
- The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
- The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
- The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
- Assessment must be valid
- Assessment must include the full range of skills and knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge and skills with their practical application.
- Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
- Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
- Assessors must be trained in national competency standards for assessors to ensure reliability.
- Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
- Assessment must be fair and equitable
- Assessment must be equitable to all groups of learners.
- Assessment procedures and criteria must be made clear to all learners before assessment.
- Assessment must be mutually developed and agreed upon between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
- Valid
- Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
- Sufficient
- This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
- Authentic
- When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
- Current
- This relates to the recency of the evidence and whether the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
- Task skills
- Task management skills
- Contingency management skills
- Job role and environment skills
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
- the same learning opportunities as learners without a disability
- the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
- customising resources and assessment activities within the training package or accredited course
- modifying the presentation medium learner support
- use of assistive / adaptive technologies
- making information accessible both prior to enrolment and during the course
- monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit(s) of competency from CHC33015 – Certificate III in Individual Support:
CHCDIS007Facilitate the empowerment of people with disability
- Demonstrate commitment to empowerment for people with disability
- Foster human rights
- Facilitate choice and self-determination
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
- Performance Evidence
- describes the subtasks that make up the element of the unit
- Knowledge Evidence
- describes the knowledge that must be applied in understanding the tasks described in the elements
- Assessment Condition
- describes the environment and conditions that assessments must be conducted under
ASSESSMENT METHODS
- Written questions
- Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject
- Case Studies
- Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities
- Projects
- A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units
RESOURCES REQUIRED FOR ASSESSMENT
- Workbook 6
- Internet access
- Access to intranet resources (provided within this workbook)
- Templates/Forms (provided within this workbook)
ASSESSMENT WORKBOOK COVERSHEET
| WORKBOOK: | WORKBOOK 6 | ||
| TITLE: | Empowering People with Disability | ||
| FIRST AND SURNAME: | |||
| PHONE: | |||
| EMAIL: | |||
| Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided. | |||
By submitting this work, I declare that:
| |||
| Name : | Signature: | Date: | |
IMPORTANT REMINDER
The First Aid unit is a pre-requisite for vocational placement.
It is to be completed at another RTO provider of your choice.
See Workbook 7 for details.
Knowledge Assessment
1). Explain the difference between social and medical model of service in disability care. Include in your explanation how these relate to the history and recent developments in the industry.
Guidance: your response must have two parts: (1) the difference between social and medical model of service in disability care, and (2) how this relates to the developments in the industry practice.
2). Explain the difference between institutionalised and person-centred model of support in disability care. Include in your explanation how these relate to the history and recent developments in the industry.
Guidance: your response must have two parts:
(1) the difference between social and medical model of service in disability care, and
(2) how this relates to the developments in the industry practice.
3). Disability as a social construct:
- Briefly explain disability as a social construct
- Briefly explain the impact of your own attitudes on working with people with disabilities
| a) |
| b) |
4). Seeking support from more experienced and qualified staff
- In providing care for people with disability, when should you seek support from more experienced and qualified staff?
Guidance: include one specific example of an instance within the care environment when one should seek support from more experienced and qualified staff
- Using the example you provided in the previous question, explain how you would seek support
Guidance: indicate the person/s (and their roles) to whom you would seek assistance from
| a) |
| b) |
5). Match the following conditions to the examples listed on the table below by writing the corresponding letters on the space provided on the first column. Then on the last column, describe at least one support practice you can provide as a care worker for each of the listed condition.
a. genetic disabilities
b. physical trauma
c. psychological trauma
d. chronic lifestyle conditions
e. acquired brain injury
Condition:
- Anxiety disorder
- Fractured femur
- Concussion
- Down syndrome
- Obesity
Support Practice:
6). Briefly describe the following legal and ethical considerations in the context of working with people with disability:
Guidance: describe how each of the listed considerations impact your role as a care worker
| Impact on care workers caring for people with disability | Legal and ethical considerations |
| codes of conduct | |
| discrimination | |
| dignity of risk | |
| duty of care | |
| human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD) | |
| informed consent | |
| mandatory reporting | |
| privacy, confidentiality and disclosure | |
| work role boundaries – responsibilities and limitations | |
| work health and safety |
7). List two examples of strategies that assist people with disabilities to exercise their rights.
8). List two examples of strategies that assist people with disabilities to support their independent action and thinking.
9) .Explain how to access and use advocacy services for people with disability
10). Explain how to access and use complaint mechanisms for people with disability
11). List two examples of indicators of abuse in relation to people with disabilities
12. List two examples of indicators of neglect in relation to people with disabilities
PRACTICAL ASSESSMENT
Instructions to Student
This section of this workbook covers the assessment of your skills relevant to the performance requirements included in this subject.
This assessment is completed using simulated tasks based on a given case study scenario. You will not need access to a workplace or a care facility to complete these tasks.
This practical assessment will assist your completion of the assessment activities relevant to the requirements of the units covered in this workbook:
| UNIT | Assessment Activities |
| CHCDIS007Facilitate the empowerment of people with disability | Part 1: Project Assessment |
| Part 2: Case Study Assessment |
Part 1: Project Assessment
This project requires you to complete a set of questions that will help you demonstrate your commitment to empowering people with disability in a care environment.
1). Identify changes in the legal framework within the care industry.
2). Identify changes in the political framework within the care industry.
3). Identify changes in the social framework within the care industry.
4). Describe two ways society can affect the level of impairment experienced by a person with disability.
5). Describe your personal values and attitudes regarding disability, and explain their potential impact on your role as a care worker.
Guidance: your answer must include two parts: (1) your personal values and attitudes towards disability, and (2) how it may impact you as a care worker.
6). Describe how you can adjust your own approaches to facilitate empowerment.
PART 2: CASE STUDY ASSESSMENT
This case study will provide you scenarios and tasks that will test your knowledge and skills relevant to the requirements of the unitcovered in this workbook.
This case study is a hypothetical situation, and will not require you to have access to a care facility, although your past and present workplace experiences may help with the responses you provide.
Case Study 1: Lisa Luther
Name:Lisa Luther
Age:90
This is Lisa Luther. Lisa has been a resident in Lotus Compassionate Care for two years. Lisa moved to the centre after being diagnosed with early-stage Alzheimer. She loves staying in the centre as all the staff and care workers are very supportive in helping her cope with the difficulties brought about by the disease.
Lisa is also suffering from hearing and vision loss;
Her left hear is completely deaf, while her right ear has moderate hearing loss. Lisa wears a hearing aid on her right ear.
Both her eyes have cataracts that render her eyes with moderate visual impairment.
Lisa is a vegan and has been a vegan for the most of her life.
Scenario 1
While assisting another client eat lunch in the centre’s common dining area, you noticed that the care worker attending to Lisais serving her meat.Having caredfor Lisa in the past, you know that Lisa is vegan and does not eat or use meat products.
You informed the care worker that Lisa follows a vegan diet. The care worker told you that Lisa is not lucid and will not even know what she had lunch.
1). How can you ensure that Lisa’s cultural needs are met?
Guidance: in your explanation, provide an example of such cultural needs and what you can do to ensure it is accepted and upheld.
Scenario 2
Lisa hears your conversation and recognises the meat on her plate. She pushes the plate away. The care worker holds Lisa on her wrist tightly, keeping her from pushing the plate away any further. You see Lisa’s face grimace and carefully puts her hands on her lap. Lisa looked scared and kept her eyes on her lap. You suspect abuse.
2). Identify possible breaches of human rights in the given scenario.
Guidance: list two examples of human rights violations demonstrated in the given scenario.
3). Using the form provided in the link below, complete an abuse incident report. Save the completed report using the filename:
Lisa-Abuse Incident Report
Guidance: indicate in the form the indications of possible abuse that prompted you to file an abuse incident report
Workbook Checklist
When you have completed assessing this workbook, review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the workbook:
- Written Questions
- Practical Assessments
- Project 1 – Reflection
- Case Study – Lisa Luther
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.
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