Workbook 6: CHC33015 Certificate III in Individual Support

Words: 3500

Facilitate the Empowerment of People with Disability

Introduction

The Knowledge Assessment is a set of general and workplace questions testing your knowledge and understanding of the general theory behind the unit.

You must answer all Knowledge Assessment Questions using your own words. However, you may refer to your Learner Guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

The Practical Assessment is made up of the Case Study/ies and Project Assessment. This assessment tests your practical skills with respect to the requirements of the unit of competency relevant in this workbook.

The Practical Assessment requires you to complete and submit workplace documents and other documentation relevant to the unit of competency.

The evidence you submit must be your own work except where due reference is made and where you are required to submit supplementary workplace documents such as policies and procedures.

1.  Read the instructions provided in each task carefully before attempting to complete the task. The instructions will guide you on how to answer the question or complete the task satisfactorily.

2.  Follow the steps provided in each task.

• If the question instructs you to describe, provide a description as your response. If the question instructs you to list, provide a list as your response.
• Where there are a number of required responses, provide the required number of responses. For example, if you are asked to list three responses, provide three responses.

3.  Ensure that all your submissions for this assessment indicate your first and last name and that these submissions have been named according to the file naming convention prescribed in each task.

Competency-Based Assessments

Definition of Competency

Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed 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 candidates.

The features of a competency-based assessment system are:

• It is focused on what candidates can do and whether it meets the criteria specified by the industry as competency standards.
• Assessment should mirror the environment the candidate will encounter in the workplace.
• Assessment criteria should be clearly stated to the candidate 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 candidate 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 in performing 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 candidate. 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.

Assessing Nationally-Recognised Training

Developing and conducting assessment, in an Australian Vocational Education and Training (VET) context, is founded on the Principles of Assessment and the Rules of Evidence:

Principles of Assessment

1.  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.

2.  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.

3.  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 candidates through a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
  • 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.

4.  Assessment must be fair

• • Assessment process must consider the individual needs of the candidate.
  • Assessment must provide for reasonable adjustments, where appropriate, to consider the individual candidate’s needs.

(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence

When collecting evidence, certain rules apply to that evidence. All evidence must be valid, sufficient, authentic, and current:

1. 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.

2. Sufficient

This rule relates to the amount of evidence gathered. Enough evidence must be gathered to satisfy the requirements that the candidate be competent in all aspects of the unit of competency.

3. Authentic

When evidence is gathered, the assessor must be satisfied that evidence is the candidate’s own work.

4. Current

This relates to the recency of the evidence and whether the evidence relates to current abilities.

(Source: Training in Australia by M Tovey, D Lawlor)

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:

1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment

‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a candidate 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 candidates with a disability have:

• The same learning opportunities as candidates without a disability, and
• 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 before enrolment and during the course
• Monitoring the adjustments to ensure candidate 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.

(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre)

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.

The assessments in this workbook and the associated Skills Workbook component address the following units of competency:

CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

1. Demonstrate commitment to empowerment for people with disability
2. Foster human rights
3. Facilitate choice and self determination

The Context of Assessment

To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment may be completed wholly at the candidate’s home or chosen place of study. The Practical Assessment must be completed in a workplace or a simulated environment.

Assessment Methods

This workbook uses the following assessment method/s:

1. Knowledge Assessment

A set of general and workplace questions testing the candidate’s general knowledge and understanding of the general theory behind the unit.

2. Case Study/ies

Includes detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities.

3. Project Assessment

A set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant unit. These tasks and activities require you to have access to a workplace or a similar environment.

Resources Required for Assessment

The assessor to provide:

• Templates needed for tasks such as progress notes templates
• Case studies and simulations
• Information about work activities

The candidate will need access to:

• Computer with internet and email access and a working web browser
• Installed software: MS Word, Adobe Acrobat Reader

Accessing External Links

Throughout this workbook, you will sometimes be required to access certain websites. Links to these websites are formatted in Blue Underlined Text.

To access these, hold the Ctrl key and click the link for Windows users, or simply click on these blue links for Mac users.

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.

a.

b.

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.

a.

b.

3.  Disability as a social construct:

a). Briefly explain disability as a social construct.

b). 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

a). In providing care for people with disability, when should you seek support from more experienced and qualified staff?

b). Using the example you provided in question ‘a’, explain how you would seek support.

a.

b.

5.  Match the following types of disabilities to their correct definitions by writing the letter corresponding to your answer in the spaces provided:

1. 1. Acquired brain injury
   2. Autism spectrum disorder
   3. Cognitive disability
   4. Developmental delay
   5. Intellectual disability
   6. Neurological impairment
   7. Physical disability
   8. Sensory disability, including hearing, vision impairment
   9. Speech/language disability

It is caused by an irregularity of brain development and is usually detected in early childhood and lasts throughout a person’s life. It describes a cluster of disorders such as Rett’s Disorder and Childhood Disintegrative Disorder.

It includes communication disorders and impairments involving one’s hearing, fluency, and ability to articulate words.

It is a developmental disorder characterised by intelligence limitations and significant difficulty with daily living skills.

It occurs when there is damage to the nervous system, which includes the brain and spinal cord.

It is described as when a child takes longer to reach developmental milestones than other children.

These are disabilities that may affect, either temporarily or permanently, a person’s physical capacity and mobility.

It refers to a disability of the senses (e.g. sight, hearing, smell, touch, taste).

It is a disorder which causes damage to the brain, changing the way a person acts, thinks, communicates, and behaves.

These are conditions affect the ability to perform one or more mental tasks. This includes but is not limited to problems with reading text, memory, problem-solving, keeping focused (attention span), etc.

6.  Match the following conditions to the examples listed in the table below by writing the corresponding letters in the space provided in the first column.

Then in the last column, describe at least one (1) support practice you can provide as an individual care worker for each of the listed condition.

1. Genetic disabilities
2. Physical trauma
3. Psychological trauma
4. Chronic lifestyle conditions
5. Acquired brain injury

7.  Briefly describe the following legal and ethical considerations in the context of working with people with disability:

1. Match the following principles to the correct description as they relate to working with people with disability. Write the letter corresponding to your answer in the space provided:
   1. Empowerment
   2. Rights-based approaches
   3. Person-centred practices
   4. Self-advocacy
   5. Active support
   6. Active listening
   7. Social justice, and the importance of knowing and respecting each person as an individual
   8. Strengths-based approach

Supports and promotes participation, accountability, non-discrimination (equality), empowerment, and legality.

Promoting and encouraging self-determination by people with physical disability, supporting them to make their own choices and decisions, particularly where the outcomes directly affect their lives.

Keeping the person with a disability at the centre of decision-making.

Ensuring that people with even the most significant disabilities have ongoing, daily support to be engaged in a variety of life activities and opportunities of their choice.

Promoting the participation and voice of people with a disability, enabling people with a disability to develop the skills to ensure that their rights and interests are respected and realised.

Removing distractions, understanding the speaker’s signs and sounds, and providing feedback.

Focuses on the individual’s strengths and abilities and not their disabilities, shifting the frame of reference in defining the methodologies for providing support.

Making sure that people with disability have the same choices as every other Australian about how they live and the means to make those choices.

9.  List two (2) examples of strategies that assist people with disabilities to exercise their rights.

1.

2.

10.  List two (2) examples of strategies that assist people with disabilities to support their independent action and thinking.

1.

2.

11.  List two (2) examples of how technology such as laptops or tablets, help in facilitating choice for people with disability.

1.

2.

12.  Explain how to access and use advocacy services for people with disability.

Ans…

13.  Explain how to access and use complaint mechanisms for people with disability.

Ans…

14.  List two (2) examples of indicators of abuse in relation to people with disabilities.

1.

2.

15.  List two (2) examples of indicators of neglect in relation to people with disabilities.

1.

2.

Practical Assessment

Candidate Instructions

The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions similar to that of a real workplace.

This assessment will help you demonstrate skill requirements relevant to supporting independence and wellbeing.

The Practical Assessment includes the following:

1. Case Study/ies

Includes detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities.

2. Project Assessment

A set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant unit(s). These tasks and activities require you to have access to a real workplace.

Case Study

This case study will provide you scenarios and tasks that will test your knowledge and skills relevant to the requirements of the unit covered 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 – Lisa Luther

Name: Lisa Luther

Age: 90

This is Lisa Luther. Lisa has been a resident in Lotus Compassionate Care for two (2) years. Lisa moved to the centre after being diagnosed with early-stage Alzheimer. She loves staying in the centre as all the staff, and individual 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 ear is completely deaf, while her right ear has a moderate hearing loss. Lisa wears a hearing aid in 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 individual care worker attending to Lisa is serving her meat. Having cared for Lisa in the past, you know that Lisa is vegan and does not eat or use meat products.

You informed the individual care worker that Lisa follows a vegan diet. The individual care worker told you that Lisa is not lucid and will not even know what she had for lunch.

1.  How can you ensure that Lisa’s cultural needs are met?

Ans..

Scenario 2

Lisa hears your conversation and recognises the meat on her plate. She pushes the plate away. The individual care worker holds Lisa on her wrist tightly, keeping her from pushing the plate away any further. You see Lisa’s face grimace, and she carefully puts her hands on her lap. Lisa looks scared and keeps her eyes on her lap. You suspect abuse.

2.  Identify possible breaches of human rights in the given scenario.

1.

2.

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.
• For the purpose of this assessment, the date today is 7 June 20xx, where 20xx is the current year.
• You are reporting this incident to Rachel Allcot, your supervisor at Lotus Compassionate Care.

Ans..

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 support environment.

1.  Identify changes in the legal framework within the support industry.

Ans..

2.  Identify changes in the political framework within the support industry.

Ans…

3.  Identify changes in the social framework within the support industry.

Ans…

4.  Describe two (2) ways society can affect the level of impairment experienced by a person with disability.

1.

2.

5.  Describe your personal values and attitudes regarding disability and explain their potential impact on your role as an individual care worker.

1.

2.

6.  Describe how you can adjust your own approaches to facilitate empowerment.

For REF… Use: #getanswers2002231