Facilitate community participation

TABLE OF CONTENTS
Learner Resource
CHCDIS008 Facilitate
community participation and
social inclusion
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CHCDIS008 Facilitate community participation and
social inclusion
TABLE OF CONTENTS
Introduction…………………………………………………………………………………………………………………….3
Chapter 1: Support person to identify and engage in social networks within the broad
community………………………………………………………………………………………………………………………4
1.1 Work with the person with disability to identify their strengths, interests, abilities
and support requirements so they may engage with a social network within the broad
community………………………………………………………………………………………………………….10
1.2 Research, identify and network with relevant services to explore community
inclusion opportunities for the client……………………………………………………………………..11
1.3 Match relevant services and networks to the needs of the person, taking into
account their cultural and individual differences……………………………………………………..16
1.4 Work with the person to actively engage in a social network and identify any
supports they may need……………………………………………………………………………………….20
1.5 Work with the person to identify any possible barriers to participation and inclusion
and develop strategies to overcome these……………………………………………………………..22
1.6 Identify and access appropriate resources according to organisation policy and
protocols…………………………………………………………………………………………………………….23
1.7 Provide information about options available to the person with disability, family
and/or carer and/or relevant other………………………………………………………………………..25
CHAPTER 2: Assist person and relevant others to develop and implement a community support
plan as part of the individualised plan ………………………………………………………………………………27
2.1 Support person to develop an individualised plan to participate in the community,
including all necessary supports required for maximum participation ……………………….27
2.2 Assist person to establish their requirements in order to maximise their participation
in neighbourhood and local community life ……………………………………………………………28
2.3 Assist the person to identify and access community options as identified in the
individualised plan……………………………………………………………………………………………….30
2.5 Assist person and their family and/or carer and/or relevant other to select activities
that will enhance inclusion……………………………………………………………………………………31
2.6 Support other workers to implement the individualised plan according to
requirements of the plan………………………………………………………………………………………32
CHAPTER 3: Develop strategies to minimise isolation for person with disability…………………….35
3.1 Identify support requirements and modifications needed for devices, aids and
environment and develop strategies to deal with these in conjunction with the person,
their family and/or carer and/or relevant other ………………………………………………………35
3.2 Identify support or devices required to assist with communication ……………………..36
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CHCDIS008 Facilitate community participation and
social inclusion
3.3 Determine physical barriers to participation and identify solutions with the person
with disability………………………………………………………………………………………………………38
3.4 Recognise own limitations in addressing issues and seek advice when necessary ….38
3.5 …….Identify and assess barriers to communication and social participation caused by
cognitive deficits and develop solutions …………………………………………………………………40
3.6 Discuss travel and transport issues with the person and identify strategies to address
these ………………………………………………………………………………………………………………….40
3.7 Put in place processes to evaluate and ensure ongoing success of strategies ………..41
CHAPTER 4: Determine risks associated with supporting community participation and inclusion
…………………………………………………………………………………………………………………………………….43
4.1 Conduct location or activity risk assessment specific to the person’s circumstances43
4.2 Discuss elements of risk with the person and appropriate others ………………………..44
4.3 Work with the person and appropriate others to identify and develop strategies to
remove or reduce risk…………………………………………………………………………………………..44
References …………………………………………………………………………………………………………………….46
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CHCDIS008 Facilitate community participation and
social inclusion
INTRODUCTION
This learner resource will help students to gain the skills and knowledge
required for a disability support worker to develop and facilitate person
centred strategies for participation in various community settings, functions
and activities to enhance the psychosocial wellbeing and lifestyle of a person
with disability. It includes information on how to:
• support person to identify and engage in social networks within the
broad community
• assist person and relevant others to develop and implement a
community support plan as part of the individualised plan
• match relevant services and networks to the needs of the person, taking into account their
cultural and individual differences
• identify and access appropriate resources according to organisation policy and protocols
• provide information about options available to the person with disability, family and/or carer
and/or relevant other
• develop strategies to minimise isolation for person with disability
• determine risks associated with supporting community participation and inclusion
• determine physical barriers to participation and identify solutions with the person with disability
• recognise own limitations in addressing issues and seek advice when necessary
• identify and assess barriers to communication and social participation caused by cognitive deficits
and develop solutions
• discuss travel and transport issues with the person and identify strategies to address these
• put in place processes to evaluate and ensure ongoing success of strategies
It contains learning content, case studies, formative assessments and learning checkpoints.
What will I learn?
Welcome to the unit CHCDIS008 Facilitate community participation and social inclusion. This unit
describes the skills and knowledge required to develop and facilitate person-centred strategies for
participation in various community settings, functions and activities to enhance the psychosocial
wellbeing and lifestyle of a person with disability. This unit applies to workers in varied disability contexts.
Work performed requires a range of well developed, person-centred skills where some discretion and
judgement is required and workers will take responsibility for their own outputs.
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CHCDIS008 Facilitate community participation and
social inclusion
CHAPTER 1: SUPPORT PERSON TO IDENTIFY AND
ENGAGE IN SOCIAL NETWORKS WITHIN THE BROAD
COMMUNITY
The support required
The World Health Organization (WHO) says that 10% of the world’s population has some type of disability.
In the search for an “inclusive society”, the United Nation’s General Assembly agreed, through Resolution
45/91, the objective that by the year 2010 we would have a more inclusive society for all, yet in reality we
are far from this goal being met. People with disabilities still face social, economic and cultural difficulties
in relation to social inclusion. Coupled with the above they also experience mobility difficulties on the
streets and accessibility problems when in buildings.
There are a number of support services available to these people in Australia. Such as:
Aged Care:
• Nursing homes
• HACC Services
Youth Services
• Youth centres
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CHCDIS008 Facilitate community participation and
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• Refuges
Health Services
• Women’s health
• Mental health
Disability Services
• CP Programs
• TTW Programs
Cultural and linguistic services
• Migrant resource centre
• Interpreter service
Family Support Services
• Family counselling
• Government community services
Legal and Correctional Services
• Prisons
• Community Centres
Generalist Community Services
• Neighbourhood Centres
• Community Centres
Indigenous Services
• Aboriginal legal services
• Employment services
Drug and Alcohol Services
• Detox
• Rehabilitation
Children Services
• Preschools
• Out of school hours care
Centrelink
An Overview of Social Role Valorization Theory
Social Role Valorization (SRV) is the name given to a concept for transacting human relationships and
human service, formulated in 1983 by Wolf Wolfensberger, PhD, as the successor to his earlier
formulation of the principle of normalization (Lemay, 1995; Wolfensberger, 1972). His most recent (1995)
definition of SRV is: “The application of what science can tell us about the enablement, establishment,
enhancement, maintenance, and/or defense of valued social roles for people” (Wolfensberger, 1995a).
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CHCDIS008 Facilitate community participation and
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The major goal of SRV is to create or support socially valued roles for people in their society, because if a
person holds valued social roles, that person is highly likely to receive from society those good things in
life that are available to that society, and that can be conveyed by it, or at least the opportunities for
obtaining these. In other words, all sorts of good things that other people are able to convey are almost
automatically apt to be accorded to a person who holds societally valued roles, at least within the
resources and norms of his/her society.
There exists a high degree of consensus about what the good things in life are. To mention only a few
major examples, they include home and family; friendship; being accorded dignity, respect, acceptance;
a sense of belonging; an education, and the development and exercise of one’s capacities; a voice in the
affairs of one’s community and society; opportunities to participate; a decent material standard of living;
an at least normative place to live; and opportunities for work and self-support.
SRV is especially relevant to two classes of people in society: those who are already societally devalued,
and those who are at heightened risk of becoming devalued. Thus, SRV is primarily a response to the
historically universal phenomenon of social devaluation, and especially societal devaluation. In any
society, there are groups and classes who are at value-risk or already devalued in and by their society or
some of its sub-systems. (In North America, it has been estimated that from one-fourth to one-third of
the population has characteristics that are societally devalued to the point that they exist in a devalued
state.) Devalued individuals, groups, and classes are far more likely than other members of society to be
treated badly, and to be subjected to a systematic– and possibly life-long–pattern of such negative
experiences as the following.
Being perceived and interpreted as “deviant,” due to their negatively-valued differentness. The latter
could consist of physical or functional impairments, low competence, a particular ethnic identity, certain
behaviors or associations, skin color, and many others.
• Being rejected by community, society, and even family and services.
• Being cast into negative social roles, some of which can be severely negative, such as “subhuman,”
“menace,” and “burden on society.”
• Being put and kept at a social or physical distance, the latter most commonly by segregation.
• Having negative images (including language) attached to them.
• Being the object of abuse, violence, and brutalization, and even being made dead.
The reality that not all people are positively valued in their society makes SRV so important (Kendrick,
1994). It can help not only to prevent bad things from happening to socially vulnerable or devalued people,
but can also increase the likelihood that they will experience the good things in life. Unfortunately, the
good things in life are usually not accorded to people who are devalued in society. For them, many or
most good things are beyond reach, denied, withheld, or at least harder to attain.Instead, what might be
called “the bad things in life” are imposed upon them, such as the six experiences listed above. This is why
having at least some valued social roles is so important. In fact, a person who fills valued social roles is
likely to be treated much better than people who have the same devalued characteristics, but who do not
have equally valued social roles. This is because when a person holds valued social roles, attributes of
theirs that might otherwise be viewed negatively are much more apt to be put up with, or overlooked, or
“dismissed” as relatively unimportant.
Enhancing the perceived value of the social roles of a person or class is called social role valorization, and
doing so is role-valorizing, There are two major broad strategies for pursuing this goal for (devalued)
people: (a) enhancement of people’s social image in the eyes of others, and (b) enhancement of their
competencies, in the widest sense of the term. Image enhancement and competency enhancement form
a feedback loop that can be negative or positive. That is, a person who is competency-impaired is highly
at risk of suffering image-impairment; a person who is impaired in image is apt to be responded to by
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CHCDIS008 Facilitate community participation and
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others in ways that delimit or reduce the person’s competency. But both processes work equally in the
reverse direction. That is, a person whose social image is positive is apt to be provided with experiences,
expectancies, and other life conditions which are likely to increase, or give scope to, his/her competencies;
and a person who displays competencies is also apt to be imaged positively.
Role-valorizing actions in the image-enhancement or competency-enhancement domains can be carried
out on four distinct levels and sectors of social organization.
• The individual;
• The individual’s primary social systems, such as the family;
• The intermediate level social systems of an individual or group, such as the neighborhood,
community, and services the person receives;
• The larger society of the individual or group, including the entire service system.
• Combining these different dimensions and levels yields a 2×4 matrix for classifying the major
implications of SRV, as shown in Table 1 (adapted from Thomas, 99).
For those who wish to improve the social situation of devalued people, SRV constitutes a very high-level
systematic framework to guide such action. In addition to providing a very coherent conceptual
foundation, SRV also points to high-level principles and strategies for shaping services, as well as to
innumerable specific practical action measures. These principles, strategies, and action measures are
thoroughly spelled-out in the SRV literature. In fact, SRV is one of the most fully articulated broad service
schemas in existence. For example, within each of the eight boxes in Table 1, innumerable more specific
role-valorizing actions can be imagined, and indeed, a great many have been explicitly identified (Thomas,
99). Even in just the few words of the short definition of SRV (stated above), there is incorporated an
enormous amount of explanatory power and implied actions which can give people much food for thought
in their whole approach to human service. If implemented, SRV can lead to a genuine address of the needs
of the people served, and thus to a great increase in service quality and effectiveness.
Table 1. Social Role Valorization Action Implications

Level Of Action	Primarily To Enhance Social Images	Primarily to Enhance Personal Competencies
Individual Person	Arranging Physical & Social Conditions for a Specific Individual that are Likely to Enhance Positive Perceptions of That Individual by Others	Arranging Physical & Social Conditions for a specific Individual that are Likely to Enhance the Competencies of That Individual
Primary Social Systems	Arranging Physical & Social Systems that are Likely to Enhance Positive Perceptions of a Person In & Via this System	Arranging Physical & Social Conditions of A Person’s Primary Social System that are Likely to Enhance that Person’s Competencies
Intermediate & Secondary Social Systems	Arranging Physical & Social Conditions in Secondary Social Systems that are Likely to Enhance Positive Perceptions In & Via Those Systems-of People in Them, & Others Like Them	Arranging Physical & Social Conditions in Secondary Social Systems that are Likely To Enhance the Competencies of People in Them

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Entire Society of an Individual, Group or Class of People

Arranging Physical & Social Conditions Throughout Society that Are Likely to Enhance Positive Perceptions of Classes

Arranging Physical & Social Conditions Throughout Society that Are Likely to Enhance the competencies of Classes of People

SRV is a social science concept and is thus in the empirical realm. It rests on a solid foundation of wellestablished social science theory, research, and empiricism within fields such as sociology, psychology,
and education and pedagogy, drawing upon multiple bodies of inquiry, such as role theory, learning
theory, the function and power of social imagery, mind-sets and expectancies, group dynamics, the social
and psychological processes involved in unconsciousness, the sociology of deviancy, and so forth. SRV
weaves this body of knowledge into an overarching, systematic, and unified schema.
Under the social role valorisation theory, society has an obligation to prevent devalued portrayals of
individuals with a disability such as:
• ‘Alien’, ‘other’ or separate to those without a disability
• Sick, diseased and contagious
• The object of dread, menace or as a sinner
• Requiring pity
• Viewed as charity
• The subject of ridicule
• The holy innocent
• A child or as a child again
• Sub-human or not quite human
• Already dead or almost dead
SRV is not a value system or ideology, nor does it prescribe or dictate value decisions. Decisions about
whether to implement SRV measures for any person or group, and to what extent, are ultimately
determined by people’s higher-order (and not necessarily conscious) values which transcend SRV and
come from other sources, such as their personal upbringing, family influences, political and economic
ideas, worldviews, and explicit religions. What people do in their relationships and services, or in response
to the needs of their clients, or for that matter in any other endeavors, depends greatly on their values,
assumptions, and beliefs, including those they hold about SRV itself. However, SRV makes a big point of
how positive personal and cultural values can be powerfully brought to bear if one wishes to pursue
valued social roles for people. For example, in most western cultures, the Judeo-Christian value system
and liberal democratic tradition are espoused and widely assented to, even if rarely actualized in full. SRV
can recruit such deeply embedded cultural values and traditions on behalf of people who might otherwise
be devalued and even dehumanized. Every society has values that can be thusly recruited to craft positive
roles for people (Wolfensberger, 1972, 1995a).
As a social science schema, SRV is descriptive rather than prescriptive. That is, SRV can describe certain
realities (e.g., social devaluation), and can say what are the likely outcomes of doing or not doing certain
things in regard to those realities, in what has come to be called the “if this…then that” formulation of
SRV (Wolfensberger, 1995b).
For example, SRV points out that if parents do things that help others to have a positive view of their child
and that help the child acquire skills needed to participate positively in the community, then it is more
likely that the child will be well-integrated into the community. If one does not emphasize the adult status
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of mentally retarded adults, and/or does not avoid things which reinforce their role stereotype as “eternal
children” (such as referring to adults as children, engaging adults in children’s activities, and so on), then
one is likely to perpetuate the common negative stereotype that mentally retarded adults really are
overgrown children, with all the negative consequences that attend this stereotype. However, once
people learn SRV, they themselves have to determine what they think about it, whether they believe in
its power, to what extent (if at all) they want to apply it in valorizing the roles of a person or class, and
even to what extent they want to valorize other people’s roles. For example, while SRV brings out the high
importance of valued social roles, whether one decides to actually provide positive roles to people, or
even believes that a specific person or group deserves valued social roles, depends on one’s personal
value system, which (as noted above) has to come from somewhere other than SRV.
The ideas behind SRV first began to be generated by the work that was being conducted by Wolfensberger
and his associates at the Training Institute for Human Service Planning, Leadership and Change Agentry,
which he directs at Syracuse University. One major source of these ideas was an on-going effort on the
part of Wolfensberger to continually explore, advance, and refine the principle of normalization–an effort
that began almost as soon as normalization first appeared on the scene. For example, since normalization
was first explicitly formulated in 1969, several books, numerous articles, chapters, and other publications
(several hundred altogether) have been written and disseminated on the topic (see, for example, Flynn,
in press; Flynn & Lemay, in press; Flynn & Nitsch, 1980; Wolfensberger, 1972; Wolfensberger & Glenn,
1973, 1975; and Wolfensberger & Thomas, 1983), which successively clarified and helped to increase
comprehension of the meaning and application of normalization. This process involved a concerted effort
to systematically incorporate into teaching and training materials the deepening understanding which had
been reached in the course of: (a) thinking, writing, and teaching about normalization over the years; (b)
its increasing incorporation into actual human service practice; and (c) numerous normalization-based
service assessments, mostly using the PASS tool (Wolfensberger & Glenn, 1973, 1975, reprinted in 1978).
There were also continuous attempts to deal with frequent misconceptions and even “perversions” of the
concept of normalization (see Wolfensberger, 1980a, in press), often due to the ease with which the term
“normalization” itself could be (and was) misconstrued or misapplied.
As part of the refinement of normalization, Wolfensberger and his Training Institute associates developed
a service evaluation instrument that came to be known as PASSING, which stands for “Program Analysis
of Service Systems’ Implementation of Normalization Goals” (Wolfensberger & Thomas, 1983, 1988).
PASSING was designed to assess the quality of human services in relation to their adherence to SRV. The
major action implications of SRV are spelled out in much more detail in PASSING than in any other
publication to date. However, the term “Social Role Valorization” had not yet been coined when PASSING
was printed. PASSING thus incorporates mostly SRV concepts while still using the earlier normalization
language. The development of PASSING contributed much to the insight that actions to achieve the
ultimate as well as intermediate goals and processes of SRV can all be classified as dealing with either
image and/or competency enhancement.
Aims of Social Role Valorisation theory
• To create or support socially valued roles for people in their society
• To eradicate or reduce socially devalued roles and any images that convey these devalued roles
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1.1 WORK WITH THE PERSON WITH DISABILITY TO IDENTIFY THEIR STRENGTHS,
INTERESTS, ABILITIES AND SUPPORT REQUIREMENTS SO THEY MAY ENGAGE WITH
A SOCIAL NETWORK WITHIN THE BROAD COMMUNITY
Persons with disabilities and others who face barriers have the same range of interests, skills, values,
aspirations and concerns as any other Australian. Effective workers can assist people who face barriers
to identify and develop their own capacities to have a cherished life.
Considerations to Help Identify and Develop Capacities
• Learning to know who people are and the kinds of things about which they are passionate.
• Finding out about people’s gifts and talents and helping youth see these in themselves. Where
can people contribute to their community and to themselves? How do people’s gifts and talents
give expression to their opportunities to have successful careers?
• Learning how someone’s disability impacts on his or her life. Does an individual learn things in a
similar or different way than others? What does the individual need help with to give expression
to his/her capacities and make a contribution?
Methods of Respectful Interaction
Helping clients who face barriers discover their strengths, interests and potential means that workers
need to be able to interact with them in ways that are respectful. This means that workers:
• Remember that the person is a complete human being. If the person has a disability, this may
limit his or her ability to do certain things, but it does not in any way make the person inferior
or limit his or her human rights.
• Do not make assumptions about people. Stereotypes based on inaccurate assumptions can limit
your ability to work effectively with the clients.
• Think first of the person’s interests, assets and capabilities – what s/he can do – and help the
individual build on them systematically. Consideration of limitations and particular needs (that
is, additional to those needs we all have) comes second. Assist the individual to try and build
from capacities.
• Learn to communicate with people in ways that are respectful and empowering, especially
when in front of other people. This means addressing people by using language that reinforces
their positive qualities.
• Learn to listen to youth when they express desires for change. All people have the right to
change their mind or decide to do something different. This means that we stand by people
when they make their decisions, even when we think those decisions are wrong.
• Learn that there are often other things going on in a person’s life that may have an impact on
them. You may need to be prepared to help people find other sources of support to address
some issues they are facing.
• Learn to understand how people with disability want to live with their life dreams.
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1.2 RESEARCH, IDENTIFY AND NETWORK WITH RELEVANT SERVICES TO EXPLORE
COMMUNITY INCLUSION OPPORTUNITIES FOR THE CLIENT
Community integration, inclusion and participation
Including older people and people with a disability in community life helps build more inclusive and
diverse communities. Community integration, while diversely defined, is a term encompassing the full
participation of all people in community life.
It helps to enrich community life for everyone. It also helps break down barriers and promote better
understanding.
What is inclusion?
Inclusion is the process whereby every person (irrespective of age, disability, gender, religion, sexual
preference or nationality) who wishes to can access and participate fully in all aspects of an activity or
service in the same way as any other member of the community. Inclusion requires time, space, effort
and resources but it creates a society which is:
• Fairer
• More cohesive
• Richer.
Inclusion vs Integration in the Community
Inclusion is often confused with integration. Integration means the physical presence of a person with
disability. This may mean specialised classes or segregated group activities outside of mainstream classes
in an education setting. It can also mean a person with disability being in a mainstream class but having a
separate program or not enjoying the same social and learning outcomes as other class members.
What is inclusive education?
“There is a world of difference between, on the one hand, offering courses of education and training and
then giving some students who have learning difficulties (intellectual disability) some additional human
or physical aids to gain access to those courses, and, on the other hand, redesigning the very processes of
learning, assessment and organisation so as to fit the objectives and learning styles of the student. But
only the second philosophy can claim to be inclusive.”
Inclusive Learning, Report on Learning Difficulties and/or Disabilities Committee, UK 1996
Inclusive education is accessible by all – people are not turned away.
Inclusive education involves adjusting curriculum, assessment practices, systems, teaching styles and the
physical environment to allow all people to participate equally. The emphasis is on the provider making
changes to enable the student to participate fully in all classroom and other activities. This is now a
legislative requirement for all adult education providers under the Education Standards 2005 and forms
part of the requirements to most funding agreements.
Most adult education providers are warm and welcoming, but inclusion may also require:
• Nondiscriminatory enrolment practices. This often involves discussion with the person concerned
(not just their referring agency) as to what outcomes they are expecting and what they will require
to achieve these outcomes
• Adjustments to learning tools (e.g. large print texts, adaptive computer technology)
• Assessment of individual learning styles and allowances for a different learning tempo
• Consideration of social strategies
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CHCDIS008 Facilitate community participation and
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The Australian Bureau of Statistics article Community participation of people with a disability
(2006) looks at:
• trends in community participation of people with a disability
• how participation varies with the type and severity of disability
• barriers to community participation, including the attitudes of people they live amongst.
Access and Inclusion Strategies
Access and inclusion means different things to different people. Processes and outcomes for access and
inclusion cannot be prescriptive, and must take into account the diverse needs of individuals and the
nature, strengths, priorities and resources of a community. The common elements of access and inclusion
are the removal or reduction of barriers to participation in the activities and functions of a community, by
ensuring that information, services and facilities are accessible to people with various disabilities.
Inclusion of people with disabilities into everyday activities involves practices and policies designed to
identify and remove barriers such as physical, communication, and attitudinal, that hamper individuals’
ability to have full participation in society, the same as people without disabilities. Inclusion involves:
• Getting fair treatment from others (nondiscrimination);
• Making products, communications, and the physical environment more usable by as many people
as possible (universal design);
• Modifying items, procedures, or systems to enable a person with a disability to use them to the
maximum extent possible (reasonable accommodations); and
• Eliminating the belief that people with disabilities are unhealthy or less capable of doing things
(stigma, stereotypes).
Disability inclusion involves input from people with disabilities, generally through disability-focused and
independent living organizations, in program or structural design, implementation, monitoring, and
evaluation.
A person’s ability to access information, services and facilities is affected by a number of factors, including
the degree and type of disability, which can vary considerably between individuals.

An example of how access and inclusion matters To appreciate the diverse facets of access and inclusion, imagine that you are a person who uses a wheelchair and you wish to visit your local community centre. You are able to drive your own car and therefore do not have to use public transport. When visiting your community centre: • You ring to check the accessibility of the venue and are assured that it is accessible. You arrive and park in an accessible parking bay, however you cannot get to the footpath as there is no ramped kerb from the parking bay to the footpath. • You make a long detour through the parking area and when you get to the front door find it is too heavy for you to open. You wave and someone opens the door for you. • You get to the reception counter. It is high. The receptionist sees you and comes out from behind the counter and answers your query.

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CHCDIS008 Facilitate community participation and
social inclusion

• You are directed to the enrolment desk for community courses. Your chair cannot fit under the desk, however the receptionist comes to your side of the counter and provides you with a clipboard so you can fill in your form. • You prepare to pay your enrolment fee. The cashier’s desk, however, is upstairs and as there is no lift, you have to wait while the receptionist arranges for the cashier to come to you with a receipt book. • You wait in the foyer for the cashier and look at the noticeboard. You see a flyer and pamphlets promoting a community consultation about proposed changes to zoning in your district. As a resident you are interested and are pleased that the pamphlet holder is located where you can reach it. You notice the venue for the consultation, and know that it is not wheelchair accessible. • You bump into a friend and decide to have a coffee. However you skip the idea when you see that the entrance to the coffee shop is up a large step. • You decide to visit the toilet prior to going home and are pleased to find that it is accessible.

To demonstrate the application to a Disability Access and Inclusion Plan (DAIP), the access and inclusion
barriers encountered in the above example have been applied to the seven desired outcomes.
• Barriers to services and events: The reception desk in the foyer was too high for a person in a
wheelchair to be able to communicate comfortably and therefore access services at the centre.
• Barriers to physical access: In this instance the kerbs, footpaths, weight of doors, access to desks,
the cashier counter and the step to the coffee shop all created physical barriers.
• Barriers to accessible information: It was good that there was a notice board in the community
centre foyer and also that the pamphlets were displayed where they are within your reach.
• Barriers due to lack of staff awareness: The receptionist was aware that the counter was high –
and took the trouble to come to your side of the counter and answer your query. You appreciate
this good customer service.
• The staff member saw you try to use the enrolment desk and was aware that it did not provide
sufficient knee clearance space for a wheelchair user. While disappointed that the desk was not
accessible to you, you were pleased to be provided with a clipboard to use as an alternative.
• Barriers to participate in making a grievance: Staff awareness, counter heights to write a
complaint and information not available in an alternative format meant that it would be difficult
for this person to make a complaint.
• Barriers to participate in public consultation: The person with disability did not have the same
opportunity as others to participate in the community consultation because the consultation
venue was not accessible.
In addition to the above DAIP outcome areas, there were also barriers to opportunities to socialise. The
lack of physical access at the coffee shop resulted in the loss of an opportunity to socialise with a friend
and inclusion into the community.
If a person with a hearing or vision impairment was visiting the same local community centre as the one
used in the above example, they would have faced different barriers.
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CHCDIS008 Facilitate community participation and
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Identifying solutions to access barriers requires careful thought and informed planning. Solutions to
access barriers may not always involve major expenditure and can benefit the whole of the community.
Designing access for people of all ages and abilities
The following section highlights design implications for access. There are many different types of
disability, but there are implications for service planners and providers in three major areas of disability:
physical, including people who use wheelchairs, people who have difficulty walking and people who have
difficulty with finger or hand control
sensory (vision, hearing)
people with disability that affect communication and thought processes.
People with physical disability
People who use wheelchairs
Although the number of people who use wheelchairs is small compared with other physical disability
groups, the implications for designers are, in many ways, the greatest. If the needs of a person who uses
a wheelchair are considered by designers of facilities used by the general public, then the vast majority of
people (including people with prams, goods or shopping trolleys) will also benefit.
Design considerations for people who use wheelchairs include:
• avoidance of abrupt vertical changes of level (eg kerbs, steps, ruts, gutters) to ensure a continuous
accessible path of travel
• avoidance of excessive slope (camber) across the direction of travel on a footpath, which makes
control of the wheelchair difficult
• provision of adequate forward reach and available clearance under basins, tables and benches to
allow access for the person using the wheelchair as well as their wheelchair footrests and front
wheels
• provision of adequate doorway width and space within rooms to allow for wheelchair dimensions
and turning circles
• avoidance of surface finishes which hamper wheelchair mobility (eg gravel, grass or deep-pile
carpet) and surfaces that do not provide sufficient traction (eg polished surfaces).
People who experience difficulty walking
People who experience difficulty walking may have disabilities that arise from medical conditions
including stroke, lower limb amputation, cerebral palsy, Parkinson’s disease and arthritis.
This description includes those people who:
• use a walking aid (crutches, stick, frame, guide dog)
• wear a leg brace or have an artificial limb
• have limited physical stamina
• have stiff or painful back, hips, knees or ankles
• have uncoordinated movements
• walk slowly
• have balance problems.
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CHCDIS008 Facilitate community participation and
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Design considerations for people who experience difficulties walking include:
• specific attention to steps and handrail design to ensure adequate support and a feeling of
confidence and ease when negotiating steps
• provision of cover from weather, as slowness of movement can result in greater time spent along
walkways and getting into buildings
• provision of seating in waiting areas, at counters and along lengthy walkways to reduce fatigue
• awareness that a ramp can prove difficult for some ambulant people, steps and lifts providing
useful alternatives
• identifying access hazards associated with doors, including the need to manipulate a handle while
using a walking aid and difficulty moving quickly through swinging doors
• providing surface finishes that are slip-resistant, evenly laid and free of hazards to minimise risk
of injury
• minimising street clutter caused by signs and billboards and placing these away from the main
pedestrian flow.
People who have difficulty holding and/or manipulating objects
Problems associated with manipulation and holding may be due to arthritis, neurological conditions (such
as Parkinson’s disease, multiple sclerosis or cerebral palsy), nerve injuries and upper limb (finger, hand or
arm) amputation.
Design considerations include:
• the operation of fittings such as door handles, switches, lift buttons and taps, (generally levers are
preferable to knobs)
• the operation of switches or buttons (large switches or push buttons that can be used by the palm
of the hand are preferable to switches or lift buttons that need finger operation) while sensor
devices may assist some people.
People with sensory disability
People with sensory disabilities may have partial or complete loss of sight or hearing
Design considerations for people who may have partial or complete loss of sight include:
• providing ways they can identify changes in direction, changes in level, hazards and obstacles such
as projecting signs and windows
• attending to the size, colour, colour contrast, location, illumination and type of signs
• providing for clear, even illumination levels in and around buildings so they are not dangerous
and confusing
• planning so that a person who is unable to see will know whether a lift has arrived at the floor or
whether it is going up or down
• being aware that escalators can be difficult to use and that well-designed stairs or ramps are a
useful alternative.
Considerations when designing facilities or services for people who are deaf or who have a hearing
impairment include:
• providing information that is both written and spoken in public buildings such as transport
terminals and airports (eg visual display boards as well as voice announcements)
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CHCDIS008 Facilitate community participation and
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• providing an audio loop system or other appropriate hearing augmentation systems to assist
people who use hearing aids in public places such as auditoriums and conference facilities.
People with disability which affects communication and thought processes
People with a wide variety of disabilities, including intellectual, cognitive and psychiatric disability, may
have significant difficulty when it comes to asking for and understanding information. Clear information
also assists children and people from culturally and linguistically diverse backgrounds.
Design and service provision considerations when planning for people who have intellectual, cognitive or
psychiatric disabilities include:
• need for clear signage
• need for clear pathways through a building
• provision of information with clear instructions
• service provision through personal assistance
• well-planned, uncluttered environments.

Activity 1: Social networks In this activity you will reflect on your own individuality. • What makes you who you are? Develop a list of attributes/characteristics that reflect your individuality. • Develop a list of things about yourself you would want to maintain as you age in order to keep your individuality in-tact. • How important are social networks in your life? Why is it important for older people to maintain relationships throughout their lives? There is no feedback for this activity.

1.3 MATCH RELEVANT SERVICES AND NETWORKS TO THE NEEDS OF THE PERSON,
TAKING INTO ACCOUNT THEIR CULTURAL AND INDIVIDUAL DIFFERENCES
There are a number of services and social networks to meet the needs of the people with disability.
Information about how they are relevant to people with disability is provided below.
Networks and advocacy for people with disabilities
The following organisations provide networks or advocacy for people with disabilities:
• Able Australia – offers support to people living with multiple disabilities
• Action on Disability within Ethnic Communities (ADEC) – offers assistance to people from
culturally and linguistically diverse backgrounds living with a disability and their carers and
family
• Arts Access Victoria – creates opportunities for people with a disability to participate in and
experience the arts
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CHCDIS008 Facilitate community participation and
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• Association for children with a disability – offers free information and support, training and
NDIS funded supports.link to service profile
• Belonging Matters Inc. – offers education and support to help people with a disability to live
fulfilling lives in the community
• The Disability Advocacy Resource Unit – offers a directory of disability advocacy organisations
based on geographic location
• DisAbility Connections (Victoria) – a network of more than 1000 people with disabilities and
their families or carers
• DiVine – an online community for and by people a disability
• First Peoples Disability Network Australia – the national peak organisation for Aboriginal and
Torres Strait Islander people with a disability and their families
• Women with Disabilities Victoria – advocates for the rights of women with disabilities
• VALID -The Victorian League for Individuals with a Disability is an advocacy group for adults with
intellectual disabilities and their families.
Self Advocacy Groups
• Self Advocacy Resource Unit (SARU) – provides support and information for self advocacy
groups in Victoria.
• Organisations for people who are blind or visually impaired
• Blind Citizens Australia – provides a united voice of Australians who are blind or vision impaired
• Guide Dogs Victoria – provides orientation and mobility services to Victorians who are blind or
vision impaired
• Vision Australia – provides blindness and low vision services.
Organisations for people who are deaf or hearing impaired
• Better Hearing Australia (Vic) – an independent not for profit hearing service
• Deaf Australia – an advocacy and information organisation for Deaf people who are bilingual –
using both English and Auslan
• Deaf Children Australia – works to remove barriers to the personal development and social
inclusion faced by children and young people who are deaf or hard of hearing
• Deaf Sports Australia – facilitates and supports the participation of deaf Australians in all levels
of sport
• Deaf Victoria – a non profit organisation that provides information and referrals about deaf and
deafness issues
• vicdeaf – provides information, programs and education to deaf and hard of hearing adults
through its diverse range of services
• Wimmera Hearing Society Inc.- is a voluntary hearing support organisation operating in the
Wimmera region.
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CHCDIS008 Facilitate community participation and
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Organisations for people who are deafblind
• Able Australia – provides services to people who are deafblind or living with multiple
disabilities.
Organisations for people with intellectual disability
• VALID – Victorian Advocacy League for Individuals with Disability (VALID) is an advocacy
group for adults with intellectual disabilities and their families. VALID also supports a
number of groups and runs the annual ‘Having a Say’ conference that connects people with
intellectual disability.
• Reinforce – self-advocacy group for people with an intellectual disability.
Organisations for people with an Acquired Brain Injury (ABI)
• arbias – provides support services to people with an ABI
• BrainLink – provides support and services for people with an ABI and their families and carers
• Brain Injury Matters – a self advocacy group for people with an ABI.
Organisations for people who have a mental health illness
The following organisations provide support for people with mental health issues:
• Alzheimer’s Australia (Victoria) – advocates for the needs of people living with all types of
dementia and provides support services, education and information
• Anxiety Disorders Association of Victoria – provides help and support for anxiety and
depression, including “grass-roots” support, information, and resources
• beyondblue – provides information and support for people with mental health issues
• Mental Health Foundation of Australia (Victoria) – aims to promote mental health and
attitudes to mental health and to encourage mental health research
• Mind Australia – is a leading provider of community mental health services
• SANE Australia – is a national charity helping all Australians affected by mental illness.
• See our Mental Health Services section.
Organisations for people with communication difficulties
The following organisations provide support to people with communication difficulties:
• Amaze (formerly Autism Victoria)
• Aspergers Victoria provides information and support to those living with Asperger Syndrome
• Autistic Family Support Association (AFSA) – assists and supports individuals with ASD by
providing emotional and practical support for parents, carers and families
• BrainLink – support for people with acquired brain disorders
• Communication Rights Australia – is a human rights advocacy and information organisation for
people with little or no speech
• Huntington’s Victoria – supports and assists people affected by Huntington’s Disease (HD)
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CHCDIS008 Facilitate community participation and
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• Laryngectomee Association of Victoria Inc. – is a support group for people who have
laryngectomees and those with similar vocal conditions
• Parkinson’s Victoria – provides information and resources to people with Parkinson’s, their
family,carers and health professionals
• SCOPE Communication Resource Centre – recognises and promotes businesses and services
where people with communication difficulties are heard and understood
• Yooralla Communications Devices Scheme – provides quality, sustainable and flexible services
• Speech Pathology Australia – is the national peak body for the speech pathology profession in
Australia.
Organisations for people with education and training difficulties
The following organisations support people with education and training difficulties:
• Down Syndrome Victoria – works to empower individuals with Down syndrome for a lifetime of
meaningful inclusion in the community
• Dyslexia Victoria – provides awareness and teaching solutions
• SPELD Victoria – provides support for people with dyslexia or other learning disabilities.
Organisations for people with physical disabilities
The following organisations provide support for people with physical disabilities:
• AQA – support for people with a spinal cord injury.
• Arthritis Australia – provides support and information about arthritis
• Arthritis Victoria – represents Victorians living with arthritis and many other muscoskeletal
conditions
• Australian Leukodystrophy Support Group – raises funds to provide counselling, support and
information to families
• Cerebral Palsy Support Network – provides information and support services
• Cystic Fibrosis Victoria – promotes research and awareness of cystic fibrosis as well as
education, support and advocacy
• Epilepsy Foundation – provides services to people living with epilepsy and works to raise
awareness of the condition
• MND Australia – support for people with motor neurone disease
• MND Victoria – support for people with motor neurone disease
• MS – support for people with multiple sclerosis
• Muscular Dystrophy Australia – provides a range of resources including information, programs
and research information
• National Stroke Foundation – raising awareness, preventing stroke, facilitating research,
improving treatment for stroke survivors
• Physical Disability Australia – works to remove barriers through systematic advocacy to
government and promotes rights
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CHCDIS008 Facilitate community participation and
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• Scope – supports people with physical, intellectual or multiple disabilities.
• Spina Bifida Foundation Victoria
• SpinalHub – community website for people with a spinal cord injury.
• Stroke Association of Victoria – support service for people re-entering their lives after having a
stroke
• Yooralla – supports people with physical, intellectual and multiple disability.
1.4 WORK WITH THE PERSON TO ACTIVELY ENGAGE IN A SOCIAL NETWORK AND
IDENTIFY ANY SUPPORTS THEY MAY NEED
Role of Social Educator and Supervisor
• Social Educator – this means that you have a role in helping your client to understand what is
involved in being part of the community and helping the community, in turn, to understand more
about people with disabilities.
• Supervisor – you may have direct responsibility for developing community integration plans with
your client and setting the support services in place to make these plans a reality. You may also
have a role as a community educator to change attitudes towards people with disabilities
Creating and supporting socially valued social roles
Involves providing people with a disability with:
• Dignity
• Respect
• Acceptance
• A sense of belonging
• An education
• Development and exercise of one’s capacities
Focus on the following aspects:
Holding high expectations
• Balancing risks
• Identifying support requirements for involvement
• Identification of role models
Supporting people with their needs and wants
Types of communicating
People communicate by:
• speaking and hearing
• writing and reading
• gesturing
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CHCDIS008 Facilitate community participation and
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• using posture
• making eye movements.
People supporting people with a disability need to know these different communication styles and
methods, as each requires different ways of both perceiving the communication and responding to it.
Assistive technologies
The Independent Living Centres of Australia define assistive technology as:
… any device, system or design, that allows an individual to perform a task that they would otherwise be
unable to do, or increase the ease and safety with which a task can be performed, or anything that assists
individuals to carry-out daily activities.
Other common terms you may be familiar with include aids and equipment or home healthcare.
Assistive technology can include simple products such as those that assist you to open a jar or bottle, or
turn a tap or open a door. Complex technologies can include specialised computers, powerdrive
wheelchair controllers, home automation and environmental control systems. They can also include
environmental design and home modifications or a different technique or way of doing a task.
(Source: Independent Living Centre Australia)
Communication assistive technologies include:
• aids for low vision (including book alternatives, large key boards, magnifiers, screenreading
software, tactile devices and more)
• aids for low hearing (alerting devices, voice amplifiers, specialised phones and more)
• aids for verbal communication (speech generating devices, tablets and smartphones, switches,
visual communication items such as alphabet and choice boards and much more).
You can learn more about these technologies by contacting the South Australian Independent Living
Centre (ILC).
The use of some or all of these technologies means family, friends and support workers need to respond
appropriately to the communication method. It may be that you need to watch, rather than listen, if
someone uses an alphabet board. You may need to obtain Braille versions of books for people who have
a visual impairment. You may need to allow more time to have a conversation for someone who can
speak, but whose tempo may be slower than usual.
Read the information on augmentative and assistive technologies.
Listening in practice
• Ask people how they prefer to be addressed and respect their wishes.
• Give people information about the support you’re providing in advance and in a suitable format.
• Don’t assume you know what people want because of their culture, ability or any other factor –
always ask.
• Ensure people are offered ‘time to talk’, and a chance to voice any concerns or simply have a chat.
• If a person receiving support does not speak English, translation services should be provided in
the short term and culturally appropriate services provided in the long term.
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CHCDIS008 Facilitate community participation and
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• Staff working for service providers should have acceptable levels of both spoken and written
English.
• Overseas staff working for service providers should understand the cultural needs and
communication requirements of the people for whom they are supporting.
• People providing support should be properly trained to communicate with people who have
cognitive or communication difficulties.
• Schedules should include enough time for staff to properly hand over information between shifts
or when other carers are taking over support.
• Services should involve people when information resources are produced to ensure the
information is clear and answers the right questions.
• Services should provide information material in an accessible format (in large print or on DVD, for
example) and wherever possible, provide it in advance.
• Find ways to get the views of people to whom you’re providing support and respect their
contributions by acting on their ideas and suggestions.
(Source: United Kingdom Social Care Institute for Excellence (SCIE))
1.5 WORK WITH THE PERSON TO IDENTIFY ANY POSSIBLE BARRIERS TO
PARTICIPATION AND INCLUSION AND DEVELOP STRATEGIES TO OVERCOME THESE
Barriers to participation and inclusion
• Stigma
• Lack of skills development
• Behaviours of concern
• Transport difficulties
• Problems of accessibility
• Low financial support
Overcoming barriers to participation and inclusion
• Adopt person-centred support strategies and an individual approach (not group or congregate
approach) to skills development and community connection
• Have high expectations about what can be achieved
• Build alliances within the community
• Provide open choices and opportunities for community participation and inclusion
You should:
• Research, identify and network with relevant services to explore community inclusion
opportunities for clients
• Match relevant services and networks to individual requirements
• Identify and access resources
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CHCDIS008 Facilitate community participation and
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1.6 IDENTIFY AND ACCESS APPROPRIATE RESOURCES ACCORDING TO
ORGANISATION POLICY AND PROTOCOLS
There are a number of resources and networks we can use for people with disability, according to
organisation policy and protocols.
Relevant networks and services in the broader community
Community support: A person with a disability, like any member of the community, is able to access a
range of general services including community health, early childhood and education services, sport and
recreation, maternal and child health services, and other community services.
The following departments can be contacted to get help:
• Departments information and publications
• Departments funded advocacy services
• Disability related legislation
• Peak / industry bodies
Disability support services provided under the National Disability Agreement
In Australia, a variety of government and non-government services are available to people with disability
in Australia. Government-funded services have commonly been provided under the National Disability
Agreement (NDA) but many of these will progressively transition to the National Disability Insurance
Scheme (NDIS).
The National Disability Insurance Scheme (NDIS) has two parts:
➢ NDIS plans (sometimes known as individually funded packages) for eligible people with a disability,
and
➢ Information, linkages and capacity building or ILC.
Both parts contribute to the overall goal of the NDIS to enable people with disability to live an ordinary
life. Not-for-profit community clubs and associations are fundamentally part of the fabric of the
community at a local level.
Figure 1.6: Community support services for the person with disability
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CHCDIS008 Facilitate community participation and
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Community Disability Support Services in Victoria (Australia)
1. Action on Disability in Ethnic Communities: ADEC empowers people with a disability from nonEnglish speaking backgrounds, their carers, and families to fully participate as members of the
Victorian community.
2. Arthritis and Osteoporosis Victoria is one of the largest musculoskeletal not-for-profit
organisations in Australia representing people who live with arthritis, osteoporosis, back pain and
over 150 other conditions affecting muscles, bones and joints.
3. Asperger Syndrome Support Network: The Asperger Syndrome Support Network (Vic) is a
volunteer group of parents, carers, partners, professionals and individuals with Asperger
Syndrome who provide support to those living with the syndrome.
4. Association for Children with a Disability: The Association of Children with a Disability is an
information, support and advocacy body for children with a disability and their families.
5. Asthma Foundation of Victoria: The Asthma Foundation of Victoria provides independent advice,
education, counselling and support to people with asthma and their family and carers.
6. Technical Aid to the Disabled: TAD Victoria volunteers make custom equipment for people with
a disability throughout Victoria.
7. Victoria Independent Living Centre: The Independent Living Centre is a state-wide service that
provides impartial information and advice on assistive technologies to enhance the quality of life
for people with disabilities across Victoria.
8. Multiple Sclerosis Society of Victoria: The MS Society provides care and support to people with
MS, their families and carers.
9. Muscular Dystrophy Australia: Muscular Dystrophy Australia provides services and supports to
people with muscular dystrophy and their families. They provide quality-of-life and community
support programs as well as contributing to research.
10. My-Time: My-Time groups provide local support for parents and families caring for a young child
with a disability or chronic medical condition.
11. National Disability Abuse and Neglect Hotline: The National Disability Abuse and Neglect Hotline
is an Australia-wide telephone hotline for reporting abuse and neglect of people with disability
who are using government funded services.
12. National Heart Foundation: The Heart Foundation funds cardiovascular research, develops
guidelines for health professionals, informs the public and assists people with cardiovascular
disease and their families.
13. National Stroke Foundation: The National Stroke Foundation works with the public, government,
health professionals, patients, carers and stroke survivors to reduce the impact of stroke on the
Australian community.
14. Parkinson’s Victoria: Parkinson’s Victoria provides information to the community about
Parkinson’s and supports research into the disease.
15. Scope Victoria: Scope supports people with a disability to achieve their potential in welcoming
and inclusive communities.
16. SPELD Victoria: SPELD provides information and services to children and adults with specific
learning difficulties and those who care for, teach, and work with them.
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17. State Trustees: State Trustees helps Victorians manage and administer their finances. For more
than 70 years, they have provided Will writing services, Deceased Estate Administration, and
managed the finances of those who need help.
1.7 PROVIDE INFORMATION ABOUT OPTIONS AVAILABLE TO THE PERSON WITH
DISABILITY, FAMILY AND/OR CARER AND/OR RELEVANT OTHER
It is the responsibility of the worker to provide information about the options available to the person
with disability, family and/or carer and/or relevant other.
Some general tips for successful communication to provide information about options available to the
person with disability. Family, carer or relevant other:
• use a normal tone of voice—do not raise your voice unless asked to
• be polite and patient—do not rush the conversation
• speak directly to the person rather than the person with them
• ask the person what will help with communication—there are different ways to communicate
• don’t pretend to understand—let the person know you are having difficulty; try asking yes or no
questions
• be flexible—reword rather than repeat anything that is not understood
• only refer to the person’s disability if necessary or relevant
• offer assistance if it appears necessary, but respect the person’s wishes if they don’t accept your
offer
• avoid saying anything that implies the person with disability is superhuman, courageous or
special
• relax—everyone makes mistakes; apologise if you believe you have embarrassed someone.
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Self-check assessment
Question 1: In a sentence or two explain why you think each of the following could be a possible barrier
to participation and inclusion for a person with a disability.
• Stigma: how others view the person with a disability can be a barrier. Members of the community
can often have negative attitudes to people with disabilities, the person is stigmatised by the
disability.
• Skills: lack of social skills can be a barrier to participation. Lack of experience and knowledge can
hinder participation in many activities
• Behaviour. Challenging behaviours can be a huge barrier to community participation
• Transport: lack of transport or access to cheap transport can be a barrier to participation
• Accessibility: impaired mobility and sensory deficits can be a barrier to participation
• Finance: limited finances can be a barrier to participation, many community activities have a cost
attached to them.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_______________________________________________________________________
Question 2: Answer these questions on stereotypes associated with culture:
• What stereotypes are applied to people from your cultural group and how do you think you would
feel if you were treated as if the stereotype was true?
• Can you think of any stereotypes that influence your thinking? Eg, do you expect people from
certain occupations/age groups to always behave in a certain way?
• What stereotypes do you have of older people and people with a disability?
• Why is it important that we, as workers, are aware of the stereotypes that might hold?
_____________________________________________________________________________________
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CHAPTER 2: ASSIST PERSON AND RELEVANT OTHERS
TO DEVELOP AND IMPLEMENT A COMMUNITY
SUPPORT PLAN AS PART OF THE INDIVIDUALISED
PLAN
A community support plan is developed to ensure people with disability have the opportunities to actively
participate and be part of the wider community and support networks.
2.1 SUPPORT PERSON TO DEVELOP AN INDIVIDUALISED PLAN TO PARTICIPATE IN
THE COMMUNITY, INCLUDING ALL NECESSARY SUPPORTS REQUIRED FOR
MAXIMUM PARTICIPATION
Support person should develop an Individualised plan so that people with disability have the opportunity
to involve in the society and other support networks. These plans should be monitored by the support
person, client itself, family members or other close relatives to ensure the proper implementation of the
care plan.
Provide information to the client to monitor their own plan: The client’s self-monitoring of his care plan
helps to maintain the continuous and better support to the client by the disability support workers. It is
very important and urgent that the client by itself monitor the progress of his own plan. The client can
seek feedback from the other support providers in the monitoring process.
So, all the members involved in the support service to person with disability should be involved in the
process of feedback related to the delivery of care plan and have the following benefits and rights:
1. Change the strategies that are not working
2. Adopt more successful strategies
3. Successful outcomes should be reported
4. Develop new goals and strategies
Provide information and get feed-back form the relevant others to implement and review the care plan:
The successful implementation of the care plan includes the achievement of the goals set in the care plan
and meets the satisfaction of the client and his support providers. The support service requires the regular
review and monitoring of the support service to meet the goals set for a care plan by using the available
resources.
The review of the care plan should include the following characteristics:
1. Maintenance and development of the skills of the client.
2. Built independence and strengths of the client
3. Improve the well-being of the client
4. Maintain balance between your duty of care and dignity of risk of your client.
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Figure 2.1: Review the needs of a person with disability
The following relevant others or experts can be contacted to review the care plan for the person with
disability:
➢ Health Professionals: Nurse, Medical practitioners, dentists
➢ Recreation: Recreation officer
➢ Employment coordinator, job coordinator
➢ Occupational therapists
➢ Physiotherapists
➢ Speech pathologists
➢ Family members and friends
➢ Community development workers
➢ Teachers and trainers
2.2 ASSIST PERSON TO ESTABLISH THEIR REQUIREMENTS IN ORDER TO MAXIMISE
THEIR PARTICIPATION IN NEIGHBOURHOOD AND LOCAL COMMUNITY LIFE
Identification of the needs and preferences of the client that are not met
The following persons can be contacted by the disability support worker to review the person-centred
care plan made for the person with disability:
1. All the members of the family
2. Discussion with the client to know the unmet needs of the care plan
3. Near relatives of the client
4. All other members included in the care plan
5. Supervisor
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6. Care plan coordinator
The supervisor, client and the relevant individuals can be contacted by the face to face meetings or by
telephone or by taking the advance appointment form the concerned persons. The progress of the care
plan should be recorded in the form of written notes for the future references.
The following actions should be taken by the disability support worker to support the unmet needs of the
client:
➢ Try to convey the message to the client that they are the controller of their own care plan so that
they can give the exact information and recommendations to amend the care plan as per their
requirement, comfort and satisfaction.
➢ The needs of the care plan changes from person to person. The client needs also changes with
time so the individualised plan should be changed accordingly.
Figure 2.2: Un-met needs of a person with disability
The disability support worker should include the following factors while counselling the client:
1. Support the client self determination
2. Support the client courtesy
3. Support client empathy
4. Show non-judgemental support
5. Respect the individual differences
Support the self-determination of the client: To support the self-determination of the client, the
following factors should be considered by the disability support worker:
1. The client and his support circle should be aware of their rights and responsibilities.
2. Give more rights/power to the client to change his care plan as per his satisfaction.
3. Information should be provided for the informal choices.
4. Information should be in the easy language.
5. Provide the information about the complaint procedures regarding the care plan.
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2.3 ASSIST THE PERSON TO IDENTIFY AND ACCESS COMMUNITY OPTIONS AS
IDENTIFIED IN THE INDIVIDUALISED PLAN
It is the requirement that support worker should assist the person with disability to identify and access
community options as identified in the individualised plan.
Cover a broad range of areas including:
• Social
• Educational
• Vocational
• Physical
• Intellectual
• Emotional
• Psychological
• Relationships
• Cultural
• Spiritual
To assist the person, the support worker must:
• Sets out goals and strategies to facilitate community participation and inclusion
• Sets out goals for community participation and strategies and actions for achievement
• Requires review dates to consider progress being made with a modification of goals and actions
if required
• Identifies any required resources and services to achieve success
2.4 FACILITATE ACCESS TO OPPORTUNITIES THAT ESTABLISH CONNECTIONS
THROUGH SHARED INTERESTS WITH OTHER COMMUNITY MEMBERS IN LINE WITH
FUNDING, BUDGETARY OR FINANCIAL REQUIREMENTS
Worker should facilitate access to opportunities that establish connections through shared interests with
other community members in line with the following:
• Funding
• Budgetary
• Financial requirements
Accommodation and Housing
Accommodation support includes:
• Institutions home facilities
• Group transitional accommodation
• Hostels
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• Supported Residential Services
• Aged Care Facilities (low care, high care, independent living)
Funding, budgetary and financial sources includes:
• Federal, State or Local
• Voluntary
• Non-for-profit organisations
• Commercial organisations
• Charity organisations
2.5 ASSIST PERSON AND THEIR FAMILY AND/OR CARER AND/OR RELEVANT OTHER
TO SELECT ACTIVITIES THAT WILL ENHANCE INCLUSION
The specific skilled workers always required to fulfil the changing needs of the client. Australian
government regularly arrange the training workshops to train the workers to uplift their skills required for
the specific care plans designed to facilitate the person with disability.
Inclusion is a term used by people with disabilities and other disability rights advocates for the idea that
all people should take action to freely, openly accommodate people with disability for example by
providing ramps and accessible toilets in meeting facilities. One of the easiest ways to do this is through
what is known as ‘universal design’. The concept of inclusion emphasizes universal design for policyoriented physical accessibility issues, such as ease-of-use of physical structures and elimination of barriers
to ease of movement in the world, but the largest part of its purpose is on being culturally
transformational. Inclusion typically promotes disability studies as an intellectual movement and stresses
the need for disabled people—the inclusion-rights community usually uses the reclaimed word “cripple”
or “crip” instead—to immerse themselves, sometimes forcibly, into mainstream culture through various
modes of artistic expression. Inclusion advocates argue that melding what they term “disability-art” or
“dis/art” into mainstream art makes integration of different body types unavoidable, direct, and thus
positive. They argue it helps able-bodied people deal with their fears of being or becoming disabled,
which, unbeknownst to the person, is usually what underlies both the feelings of “inspiration” and feelings
of pity s/he may have when watching a disabled person moving in his or her unusual way(s), or in
participating in activities that obviously draw attention to the person’s condition(s). Inclusion advocates
often specifically encourage disabled people who choose to subscribe to this set of ideas to take it upon
themselves to involve themselves in activities that give them the widest public audience possible, such as
becoming professional dancers, actors, visual artists, front-line political activists, filmmakers, orators, and
similar professions.
Benefits of inclusion
To help the person select activities that enhance inclusion, it is worth discussing the
benefits to the person of social inclusion before you start the selection process. This
discussion will provide a context for the person’s selection of activities.
The benefits of inclusion include:
• greater opportunities available
• greater choice
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• more highly regarded role in community
• reduced isolation
• new social groups and new interests
• opportunities to form friendships and meaningful relationships
• sense of connectedness to community
• opportunity to practise and learn relationship skills
In Victoria, Human Services department provide the following services to disability support workers to
upgrade their skills:
Disability workforce learning and development resources:
➢ Furthering inclusive learning and development (Field): Field is an initiative of the Victorian
Department of Health & Human Services and provides a range of professional development services
to the department’s disability funded National Disability Services
➢ National Disability Services (NDS) is the national industry association for disability services,
representing over 600 not-for-profit organisations. Collectively, our members operate several
thousand services for Australians with all types of disability. NDS’s members range in size from small
support groups to large multi-service organisations, and are located in every State and Territory across
Australia.
➢ Community Services and Health Industry Skills Council: Community Services & Health Training
Australia LTD (CSHTA) is the National Industry Training Advisory Body (ITAB) for the community
services and health industries.
➢ Community Services & Health Industry Training Board Victoria (CSITB) is the principal source of
advice to Government on the industry’s training needs. They provide impartial and strategic advice to
government, small, medium and large enterprises and training providers alike.
➢ Australian Apprenticeships: Australian Apprenticeships encompass all apprenticeships and
traineeships. They combine time at work with training and can be full-time, part-time or school-based.
2.6 SUPPORT OTHER WORKERS TO IMPLEMENT THE INDIVIDUALISED PLAN
ACCORDING TO REQUIREMENTS OF THE PLAN
The disability support worker should be aware of the rules, procedures, budget and legislative restrictions
of the organisation while amending the person-centred plan as per the demand of the client.
The changes in the care plan and monitoring need to be according to the organisation’s policies and
procedures. These will cover such issues as:
➢ Frequency of monitoring of care plan after change.
➢ Client involvement is must.
➢ Tools to be used to access the authenticity of the care plan.
➢ Privacy and confidentiality of client information should be maintained.
➢ State Disability Service Standards should be followed.
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If there is no progress in working through a support plan, arrange a review to look at what is happening
and make changes to the support plan if necessary. If you are unsure about what needs to do, talk to the
coordinator or supervisor for advice. To maintain the high standards of the service delivery in the care
plan the Australian government established the National Standard for Disability Services department.
Figure 2.6: Maintain a high standard of service delivery to a person with disability
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Self-check assessment
Question 1: Describe the importance of the review of the person-centred care plan.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
Question 2: Describe the methods to measure the effectiveness of the person-centred care plan.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________
Question 3: Describe the ways to respond to the unmet needs of a person in the care plan.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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CHAPTER 3: DEVELOP STRATEGIES TO MINIMISE
ISOLATION FOR PERSON WITH DISABILITY
Successful implementation of the individualised plan depends on factors including:
• Necessary supports provided to the client
• Assisting the client and their family/carer to select activities that will enhance inclusion
• Providing positive support and effective role models to promote development and/or
maintenance of skills
• Support from all stakeholders to implement the plan
Strategies to minimise isolation
• Should support requirements should include devices, aids and environmental modifications
• Should be consistent with the normalisation principle so that people with a disability have an
opportunity to benefit as for others in society
• Should be based on the least restrictions principle, which enables clients with a disability to
participate as much as possible, with the least restrictions, in everyday activities such as
education, health and employment
3.1 IDENTIFY SUPPORT REQUIREMENTS AND MODIFICATIONS NEEDED FOR
DEVICES, AIDS AND ENVIRONMENT AND DEVELOP STRATEGIES TO DEAL WITH
THESE IN CONJUNCTION WITH THE PERSON, THEIR FAMILY AND/OR CARER
AND/OR RELEVANT OTHER
Support Requirements:
In Australia, several support services are available for people with disability. The role of the worker is to
ensure they adjust individualise plan and strategies, on ongoing basis, to meet the requirements of an
individual.
The National Disability Insurance Scheme (NDIS) provides national disability support based around
individual needs and choices of people who have a permanent and significant disability. The scheme will
enable people to achieve their life goals and participate in social and economic life. This will mean that
eligible clients will make the decisions about support requirements including who will provide them.
It is important to work with clients with a disability to identify their strengths, interests, abilities, support
requirements, in order to help them engage with the wider community. This includes the following:
• at any stage of the life span
• living alone
• sharing with others, such as a partner, family or carer
• living in supported community accommodation.
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Support networks available to people with disability
3.2 IDENTIFY SUPPORT OR DEVICES REQUIRED TO ASSIST WITH COMMUNICATION
USING BASIC COUNSELLING APPROACHES
People with a disability are very likely to have had bad experiences of being involved in organisations,
largely as a result of being devalued. Be prepared to listen to accounts of these past experiences of being
hurt, and be sensitive in helping clients to understand that negative attitudes by other people are
inappropriate and unfair.
As workers and community members, it is our responsibility to compensate for this past mistreatment,
and to strive to become conscious of our current lack of awareness of devaluing practices, approaches
and attitudes.
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TAKING AN INDIVIDUAL APPROACH TO INCLUSION
Community participation should be pursued by one individual at a time. Group approaches are
inappropriate, because they can never treat people as individuals. By utilising the particular talents,
strengths, interests and aspirations of each individual with a disability, involvement in local organisations
and social networks is encouraged. Work with local organisations and networks, and actively seek their
involvement with each individual. This will help to remove any negative feelings and underlying prejudices
that may exist.
You should work with clients to identify appropriate social networks and to clarify any support
requirements they may have. This may include:
Building on the skills of
the person so that they
can participate in social
networks
Identifying associations
and networks of
individuals that share the
person’s interests
Leaming about the
social networks in the
immediate
neighbourhood and the
local area.
Ask the following
questions:
With whom would the
person enjoy spending
time ?
Where could the
person make a
difference?
Who could add to their
knowledge and
experience?
What roles could the
individual undertake in
the social network?
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3.3 DETERMINE PHYSICAL BARRIERS TO PARTICIPATION AND IDENTIFY SOLUTIONS
WITH THE PERSON WITH DISABILITY
Physical Barriers
Physical barriers should be identified and solutions found in order to involve people with a disability. The
following solutions relate to design considerations for people who may have partial or complete loss of
sight, or who have mobility problems requiring the use of walking frames and sticks or wheelchairs.
Examples of solutions to physical barriers affecting building entry and exit points include:
• Access to lifts
• Ramps
• Improved lighting
• Improved signage in terms of size, colour contrast, location and illumination
• Identifying changes in direction and levels
• Removal of hazards such as projecting signs and windows
• Clear and even illumination in and around buildings
• Colour-contrasted handrails for stairs/walls
• Tactile tiles in contrasting colours at the tops and bottoms of steps.
• Design considerations for buildings are particularly important for people who use wheelchairs.
The following need to be considered to ensure that physical barriers do not exist:
• Avoid abrupt vertical changes in ground levels, to ensure a continuous, accessible path of travel.
• Avoid excessive slope across the direction of travel on a footpath, which makes it difficult to use
a wheelchair.
• Provide adequate forward reach and available clearance under basins, tables and benches.
• Provide sufficient doorway width and space within rooms to allow for wheelchair dimensions and
turning circles
• Avoid surface finishes that hamper wheelchair mobility and traction.
• Physical barriers can also be overcome by the redesign of fittings such as door handles, switches,
lift buttons and taps. This includes push buttons, which can be pressed by the palm of the hand
and are preferable to switches or buttons that need to be operated with the fingers.
• Physical aids include computers; touch pads can be used to allow access to the exact spatial layout
of screen contents.
3.4 RECOGNISE OWN LIMITATIONS IN ADDRESSING ISSUES AND SEEK ADVICE
WHEN NECESSARY
It is important to know your limitations especially when you are unfamiliar with the person. You should:
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Areas of limitation
When a person’s needs or demands are outside of your role, you still need to handle the issue
professionally.
By being familiar with your organisation’s policies and procedures, you should be prepared to respond
appropriately to both time critical and non-urgent demands. You need to be familiar with your
organisation’s protocols or procedures for dealing with these situations.
There are some circumstances where demands may be beyond your limitations.
You may find that an issue or task is outside of your limitations because:
• you lack the necessary skills and knowledge
• you lack information
• it is not in your job role
• it is not in the person’s plan
• you lack the physical ability
• you lack the resources
• it may cause danger of injury to you or the person.
know your
job
description
recognise
your
limitations
explain the
situation to
the person
ensure the
person is in
a safe
environment
contact your
supervisor
for
assistance
document
the incident
as soon as
practical
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3.5 IDENTIFY AND ASSESS BARRIERS TO COMMUNICATION AND SOCIAL
PARTICIPATION CAUSED BY COGNITIVE DEFICITS AND DEVELOP SOLUTIONS
Challenges with communication are common for many people with intellectual disability and, while
counselling practitioners need a solid theoretical basis to their work, they also need to ensure that their
practice is flexible enough to respond effectively to the needs of this broad client group (O’Driscoll, 2009).
The communication styles of people with intellectual disability vary, as they do with all people. Some may
be very articulate, some very talkative, and others may have very limited or no verbal communication
(Gallagher, 2002).
Depending on the individual client’s communication style, needs and limitations, counsellors may need to
talk more or talk less, make more statements than usual, give more suggestions, prompt more, rephrase
the other person’s words and ideas, or ‘loan them the words’ more than usual (Booth & Booth, in
Gallagher, 2002).
IQ is not a useful indicator of a person’s communication capacity. Two people with the same measured IQ
can be very different in their practical abilities as well as their verbal fluency. Nor is a person’s vocabulary
a good indicator of their level of comprehension or communication ability (Booth & Booth, in Gallagher,
2002). In the same way, a person’s chronological age may not be an adequate measure of their maturity
(Dossetor et al., 2005).
Poor communication ability can have a wide impact on a person’s ability to negotiate the systems
necessary to live well – for example to access banks, Centrelink, the Public Trustee, medical services and
so on. It is important for counselling practitioners to take these challenges into account, to enable clients
to take full advantage of the support services available to them, and to assist them in communicating their
experiences and needs to others.
In the literature about counselling people with intellectual disability, there is often no distinction between
people with ‘milder’ forms of impairment and more ‘severe’ forms of impairment. In addition, people with
more ‘severe’ communication difficulties are often deliberately excluded from the research. There is a
real absence in the literature about how to offer counselling, treatment and support to people with
intellectual disability who have very limited verbal ability or who have more ‘severe’ forms of impairment.
More work needs to be done to better understand and respond to the needs of this group.
3.6 DISCUSS TRAVEL AND TRANSPORT ISSUES WITH THE PERSON AND IDENTIFY
STRATEGIES TO ADDRESS THESE
Clients with a disability may experience barriers to travel and transportation. Solutions to these barriers
include:
• Modifying cars to accommodate particular disabilities, such as paraplegia
• Transporting support equipment such as wheelchairs in motor vehicles and buses
• Booking taxis, including taxis to accommodate clients with wheelchairs
• Using public transport and travel concessions
• Car-pooling, and use of specially designed buses by organisations involved with clients with a
disability
• Using personal support on outings.
Overcoming mobility problems is an important aspect of normalisation based on enabling a client with a
disability to participate as much as possible and with the least restriction on their everyday activities. The
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issue of travel and transportation should be included in individualised community support plans. This
process should include:
• Identifying goals and strategies with individuals to overcome any travel and transport issues
• Assessing risk factors to health and safety, and putting controls in place
• Reviewing goals and strategies, and making any required adjustments
• Establishing processes to evaluate the ongoing success of goals and strategies.
3.7 PUT IN PLACE PROCESSES TO EVALUATE AND ENSURE ONGOING SUCCESS OF
STRATEGIES
There are a number of strategies that we have to put in place to ensure ongoing success, such as:
• Consideration of goals as still being relevant, challenging and achievable
• Adequacy of resources and services to achieve goals
• Evaluation of strategies and actions to achieve community participation
• Progress being made in terms of community participation and inclusion
• Areas for improvement
• Adequacy of controls over risk factors to health and safety
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Self-check assessment
Question 1: Discuss your work with clients with a disability to identify and overcome barriers to their
participation in community groups.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
Question 2: Describe how you should use your knowledge and skills to promote and raise awareness of
community inclusion.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________
Question 3: Describe what is meant by ‘accommodating individual choices and options’.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
Question 4: Provide examples of adjustments made by organisations to accommodate clients with a
disability.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
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CHAPTER 4: DETERMINE RISKS ASSOCIATED WITH
SUPPORTING COMMUNITY PARTICIPATION AND
INCLUSION
There are a number of risks associated with community participation and inclusion. These risks can be
minimised by balancing your duty of care requirements.
4.1 CONDUCT LOCATION OR ACTIVITY RISK ASSESSMENT SPECIFIC TO THE
PERSON’S CIRCUMSTANCES
Duty of care:
Concern for your duty of care means that you should conduct a risk assessment of any planned activities
and their locations.
Conducting a risk assessment involves the following steps:
1 Establishing the
context of the risk
analysis.
2 Identifying the risks
associated with the
activity and location(s).
3 Undertaking a risk
assessment of the
activity and location(s).
4 Controlling/reducing
the risks associated
with the activity and
location(s).
5 Monitoring and
reviewing the risk
management of the
activity.
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4.2 DISCUSS ELEMENTS OF RISK WITH THE PERSON AND APPROPRIATE OTHERS
Elements of risk
You should communicate and consult with individual services users when determining risks associated
with community participation and inclusion. This means that a communication plan should be
developed with individuals to directly involve them in safeguarding their health and welfare. You should
ensure that communication is a two-way process involving listening as well as providing information on
all aspects of the risk strategy involving an activity and its location(s).
You should discuss identified risks with clients in terms of their individualised community support plans,
the potential of the risk to cause injury or illness, and ways to control the risk.
4.3 WORK WITH THE PERSON AND APPROPRIATE OTHERS TO IDENTIFY AND
DEVELOP STRATEGIES TO REMOVE OR REDUCE RISK
You should work with clients and appropriate others to identify and develop strategies to remove or
reduce risk where possible. This should occur in accordance with organisational policy and procedures
and legislative requirements. You should use your eyes and ears to identify risks to clients and your coworkers, and report any concerns to your supervisor.
This is particularly important when working in a client’s home or in a community setting, where you
should:
• Check where all the exits are located and ensure that they are not obstructed.
• Check that all locks are in working order.
• Make sure that you are able to open all the doors without having to find keys.
• Learn skills that will be useful in an emergency, such as:
o first aid
o cardiopulmonary resuscitation emergency and response procedures
o fire emergency response procedures for notification and containment of fire use of
fire-fighting equipment.
Practical strategies need to be considered, taking into account the policies, protocols and procedures of
your organisation and at the same time ensuring that the client’s legal rights to community participation
and inclusion are achieved.
Learner Resource CHCDIS008
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Responsibility: Director of Studies
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Developed by CAQA Resources
Einstein College of Australia Provider No:22459 CRICOS: 03223E ABN: 46 129 237 092
CHCDIS008 Facilitate community participation and
social inclusion
Self-check assessment
Question 1: Describe the problems for clients caused by travel and transportation issues, and suggest
solutions that can be applied.
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Question 2: List examples of where an individual with a disability can be involved in the community.
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Learner Resource CHCDIS008
Version 1
Responsibility: Director of Studies
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Last Updated: 11 May 2020
Developed by CAQA Resources
Einstein College of Australia Provider No:22459 CRICOS: 03223E ABN: 46 129 237 092
CHCDIS008 Facilitate community participation and
social inclusion
REFERENCES
1. Quality Framework for Disability Services 2007
http://www.dhs.vic.gov.au/ds/kci/quality.html
2. Disability Discrimination
http://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/disabilitydiscrimination
3. Dignity of Risk
http://www.disabilitypracticeinstitute.com/services/%E2%80%9Cdignity-of-risk%E2%80%9D/
4. Duty of Care
http://codasouth.org/807-2/
5. Convention on the Rights of Persons with Disabilities (CRPD)
https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-withdisabilities.html
6. Disability financial support
http://www.dhs.vic.gov.au/for-individuals/disability
7. Disability financial support from the Victoria government
http://www.dhs.vic.gov.au/for-individuals/disability/individual-support-packages
8. How to become a disability support worker in Australia: careers in disability services
https://www.careerfaqs.com.au/careers/how-to-become-a-disability-support-worker-in-australiacareers-in-disability-services
9. National Standards for Disability Services
https://www.dss.gov.au/our-responsibilities/disability-and-carers/standards-and-qualityassurance/national-standards-for-disability-services
10. Human Services Quality Framework (HSQF)
https://www.qld.gov.au/community/documents/community-organisations-volunteering/humanservices-quality-framework
11. Elements of case management
http://www.community.nsw.gov.au/kts/case-management/elements#monitoring
12. Figure 1.1: Finding the needs of a person with disability
https://catracalivre.com.br/geral/emprego-trabalho/indicacao/cinco-vagas-para-pessoas-comdeficiencia-com-salario-de-ate-8-mil-reais/
13. Figure 1.2: Record the needs of the person with disability
https://www.ncdhhs.gov/assistance/disability-services
14. Figure 1.3: Record the rights, preferences of the person with disability
https://rightsinfo.org/un-just-criticised-uks-record-disability-rights/
15. Figure 1.4: Communicate the needs of the person with disability to his family
https://www.cdc.gov/ncbddd/disabilityandhealth/features/key-findings-communityprevalence.html
16. Figure 1.5: Found resources for the person with disability
https://alis.alberta.ca/tools-and-resources/resources-for-persons-with-disabilities/
17. Community support services for the person with disability
Source: http://www.dhs.vic.gov.au
18. Figure 1.7: Maintain documentation for the person with disability
http://www.itu.int/en/Pages/accessibility.aspx
19. Figure 2.1: Review the needs of a person with disability
Learner Resource CHCDIS008
Version 1
Responsibility: Director of Studies
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Last Updated: 11 May 2020
Developed by CAQA Resources
Einstein College of Australia Provider No:22459 CRICOS: 03223E ABN: 46 129 237 092
CHCDIS008 Facilitate community participation and
social inclusion
https://au.pinterest.com/IntlReviews/disabled-travel-information/
20. Figure 2.2: Un-met needs of a person with disability
http://newirin.irinnews.org/disabled-refugees-battle-through-the-balkans/
21. Figure 2.3: Budgetary constraints applied to the needs of a person with disability
http://newirin.irinnews.org/disabled-refugees-battle-through-the-balkans/
22. Figure 2.4: Modified service delivery to a person with disability
23. https://www.citylab.com/design/2014/02/electric-car-designed-especially-peoplewheelchairs/8385/
24. Figure 2.5: Provide training opportunities for a person with disability
http://keywordteam.net/gallery/876941.html
25. Figure 2.6: Maintain a high standard of service delivery to a person with disability
http://keywordteam.net/gallery/876941.html
26. Figure 3.1: Maintain the service quality system for the person with disability
http://stm.fi/en/disability-services
27. Figure 3.2: Barriers in service delivery for the person with disability
https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html
28. Figure 3.3: Quality services provide to the person with disability
http://www.getyourselfactive.org/category/news/
29. Figure 3.4: Regularly review the needs of the person with disability
http://www.picquery.com/wheelchair-transportationservices_eZxfef2o8nFSg4FPMH8mOQGbdh7kRdu41D0YcCzNNLprBqXHB2vQP8s7g0FqIrIW*Pv0iZdEu
lBTvYryZp3iqw/