STUDENT ASSESSMENT
CHCDIS008 Facilitate community participation and social inclusion
BEFORE YOU BEGIN
Please refer to the following assessment details.
ASSESSMENTS |
DOCUMENT USED BY ASSESSOR TO ASSESS YOU |
WHERE (Location of Assessment) |
WHEN (Assessment Duration/ Due Date) |
Assessment Summary/ Cover Sheet to record results of all assessment tasks and determine competency |
Classroom/ Real workplace/ simulated environment |
N/A |
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Assessment Task 1 – Observation & Logbook |
Assessment Task 1 – Observation & Logbook Assessor Checklist in the Work Placement Record Book |
Real workplace/ simulated environment |
Refer to timetable |
Assessment Task 2 – Case study |
Assessment Task 2 – Case Study Result Page |
Classroom |
Refer to timetable |
Assessment Task 3 – Written Test |
Assessment Task 3 – Written Test Result Page |
Classroom |
Refer to timetable |
This page is intentionally made blank.
ASSESSMENT SUMMARY / COVER SHEET
(This sheet is in the Student Assessment pack)
This form is to be completed by the assessor and used a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Management System unless all relevant paperwork is completed and attached to this form. |
Student Name: |
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Student ID No: |
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Final Completion Date: |
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Assessor Name: |
Karen Buot |
Unit Code/ Title |
CHCDIS008 Facilitate community participation and social inclusion |
Please attach the following documentation to this form |
Result |
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Assessment Task 1-Observation & Logbook |
Observation Checklist in the Work Placement Record Book (1 assessor observation) Work Placement Record Book attached (2 workplace supervisor observations) |
S / NYS |
Assessment Task 2- Case Study |
Case Study attached |
S / NYS |
Assessment Task 3-Written Test |
Written Test attached |
S / NYS |
S = Satisfactory; NYS = Not Yet Satisfactory
Final Assessment Result for this unit |
C / NYC |
C = Competent; NYC = Not Yet Competent
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. |
Signature: ____________________________ Date: ____/_____/_____ |
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. |
Signature: ____________________________ Date: ____/_____/_____ |
Administrative use only
Entered onto Student Management System |
________________ Date |
Initials |
ASSESSMENT TASK 1 – OBSERVATION & LOGBOOK
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
This assessment is to be undertaken in a fully equipped a fully equipped disability support care facility.
For this assessment, you are to be observed on 3 separate occasions (2 observations by your workplace supervisor and 1 observation by your assessor).
Part A
For this task you are to identify and plan community engagement option for the client. You must plan activities for the clients depending on their needs and complete the community engagement template. To complete this task, you are required to:
Complete the individualised community engagement plan template provided at the back of the Work Placement Record Book that is also included in this assessment.
Complete the template based on the information collected from the client.
Identify relevant opportunities for community engagement with supports that are required for maximum participation.
You must complete a community engagement plan for three (3) clients.
You must ensure that any community engagement decision made is in accordance with:
Funding requirements
Budgetary and financial requirements specific to your organisation.
Part B
For this task you must demonstrate your ability to:
Research, identify and network with relevant services to explore community inclusion opportunities for the client
Match relevant services and networks to the needs of the person, considering their cultural and individual differences
Work with the person to actively engage in a social network and identify any supports they may need
Work with the person to identify any possible barriers to participation and inclusion and develop strategies to overcome these
Assist the person to identify and access community options as identified in the individualized plan
Facilitate access to opportunities that establish connections through shared interests with other community members in line with funding, budgetary or financial requirements
Assist person and their family and/or carer and/or relevant other to select activities that will enhance inclusion
Support other workers to implement the individualized plan according to requirements of the plan
Assist clients and their families to select other activities that enhance inclusion
Support other workers to implement the individualised care plan
Identify support requirements and modifications needed for devices and aids
Recognise own limitations in addressing issues and seek advice when necessary
Discuss and resolve transport issues
Develop strategies to ensure ongoing participation
Conduct risk assessment of location and activity
Discuss risks with the client and identify strategies to overcome them
Your 3 observations will be observed as follows:
2 observations by your host employer / workplace supervisor that will be verified by your assessor from your College
1 observation by an Assessor from your College
(These are to be recorded in your Work Placement Record Book that will be given to you by your assessor)
To be assessed on: _______________________
ASSESSMENT TASK 2 – CASE STUDY
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
You are to read each of the following case studies and answer the questions that follow.
Your assessment task will be due on: ____________________________
ASSESSMENT TASK 2 – CASE STUDY
Please complete below
Student Name: |
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Student ID No: |
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I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. |
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Student Signature: |
Date: |
Please refer to the instructions below regarding completing this assessment
You are to read each of the following case studies and answer the questions that follow. Print Clearly Answer all questions Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you QUESTIONS |
Case study 1: Larry Brogan
Larry is 17 years old and has mild intellectual disability. Larry is active and healthy. Larry has attended preschool. He is slow in learning due to developmental delays. He finishes his secondary school with good grades. Larry did have behavioural issues throughout school years. He required behavioural management classes. Larry does not have many friends. Larry had emotional outbursts quiet often at school. Larry’s main behavioural issue included mannerism. Larry is able to manage his activities of daily living by himself. Larry walks independently at home but requires wheel chair for long distance travelling. Larry lives at home with his family. Larry has two other siblings, younger brother(Tim) who is autistic and lives at home. Larry’s sister (Rimy) also has intellectual disability, she lives in the government supported accommodation. Larry is very good at music. He has taken piano classes at primary school. He plays piano at home as well. His parents are very proud of him. Larry’s parents are from Fiji. Their primary language is Hindi but they speak good English too. Larry and his siblings are born in Australia. Larry’s parents do not have financial budget to support Larry as they have other two kids with disability to look after. Larry wants to pursue his career into music. He expressed his wish to his case manager that he wants to do further studies in music. You are working as a disability support worker in Rosedale team. You have been asked to support Larry and his family to engage in social networks within the broader community. You have to support Larry to get vocational skill development program into music field. Options: Certificate 11 in music, advanced piano classes from local council club |
List two (2) strengths and interests of Larry that will help him to engage in social network in the given scenario?
What are Larry’s current needs as per given scenario?
Write any two (2) type of support services required to help Larry’s engagement in the community?
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What would be your main area of concern while facilitating Larry’s social networking?
Name the team members or support groups which you will involve helping Larry’s in the given scenario?
What are the two (2) main barrier to engage Larry in community and list the strategies to overcome these barriers?
Barriers |
Management Strategies |
Name any one (1) method you would use to raise awareness about Larry’s talent in the community?
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Write any three (3) methods you would use to provide information to Larry about services available for Larry?
List the two (2) options available that can be discussed with Larry to support his needs?
As a disability support worker, how do you think you have supported the client’s needs in the given scenario? Describe the approach you have used. Answer in 50-100 words.
Case study 2: Philips
Phillips, a 39-year-old male, spent most of his life so far in a disability support centre. When he was turning 40, his centre decided Phillips could live on his own. The centre set Phillips up with limited support in a flat and never saw him again. Phillips went from having 24-hour support, to a 1 hour visit every fortnight by a support person to assist him with budgeting. Phillips felt frightened and became sad. He stopped going out. The only friends he knew were in the centre and he had lost them. Phillips couldn’t communicate easily, he didn’t know what he wanted and within a year and a half a mental illness developed and he was accessing the mental health system. Phillips met the local disability support worker who is based in Phillips’s suburb. They met weekly to talk, and develop a relationship. Gradually, the worker drew in people to support Phillips to achieve his goals to own his own home, gain employment, become a DJ and be involved in the football club. The worker linked Phillips to different people that supported him with various interests. One included a mentor from the local church. Phillips met a few men his age and identified the person he felt most comfortable with. The mentor was a similar age and they started going out together. As Phillips came to trust the mentor, they went to the pub regularly, had a meal and played pool. Phillips attended a modified DJ course through a University and he completed the course and was presented with a certificate. He was then linked with a DJ mentor for a few hours every week to build up his DJ skills. He is now a DJ once a week for a local community radio station and has become well known in his area. |
Do you agree with the initial decision taken by disability support centre to discharge and sent Phillips to live independently in his home? You must answer yes or no for this question?
Mention any two (2) strategies those worked in support of Phillips and encouraged him in social inclusion?
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List the qualification that helped Philips to gain confidence on his DJ skills.
Name any one (1) member from the community that supported Philips participation in the community?
Case study 3: Stacy
Stacy has an acquired brain injury from a car accident and use a wheelchair. She is very interested in local tourism events and activities. She was unable to obtain the information from a tourism information centre in a large provincial region in Victoria. The barriers consisted of: Physical access: The kerb, footpaths, weight of doors and access to desks were physical barriers. Services and events: The receptionist sat at a desk that was too high for comfortable communication. Accessible information: The brochures on tourism activities and locations were out of reach. Lack of staff awareness: The receptionist remained behind the desk. She looked down at Stacy when she should have come out from behind the counter to sit at eye level. Participation in tourism events and activities. Stacy was told that she would be unable to participate in the boardwalk tour, as it was not suitable for wheelchairs. Lodging a complaint: The complaints forms were not available when Stacy asked whether she could make a written complaint. |
Explain two changes you suggest to the tourism information centre to ensure an inclusive access to the centre and its services.
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Do you believe Stacy has basic human rights under international and Australian regulations to participate in local tourism events and activities? Answer in “yes” or “no”.
Before you hand in your assessment, make sure that you:
Re-check your answers and make sure you are happy with your responses
Have written your Name, Student ID and Date and signed it.
Assessor’s Judgement:
Result: Satisfactory / Not Yet Satisfactory
Comments: |
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. |
Name: _______________________________ Signature: ____________________________ Date: ____/_____/_____ |
ASSESSMENT TASK 3 – WRITTEN TEST
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements.
Student Instructions
This is an open book written test. Therefore, you are allowed to bring books/ resources that can help you to answer the test.
Your assessor will set a date and time for this open book written test.
On the test date:
Your assessor will set ground rules including no phones, talking, etc.
Your assessor will pass a copy of the assessment to you.
Your assessor will allow time for reading and questions before commencing assessment.
You will have 1.5 hours for this assessment. You are not to leave the classroom within 15 minutes of commencement of the assessment.
Once assessment has commenced, no communication between students is allowed.
If you repeatedly talk, or are caught cheating, you will be removed from the classroom, and reported to student administration. Your assessment will be marked as “incomplete”
Remember – assessments are a participatory process, so your assessor can help re-word questions, but cannot lead to answers.
Once completed, your assessment will be marked accordingly.
In the event that a question is not answered correctly, your assessor will discuss the response with you to determine if you did not know the answer or did not understand the question.
In order to achieve competency, all questions MUST be answered correctly.
This assessment will be done on: _____________________
ASSESSMENT TASK 3 – WRITTEN TEST
Please complete below
Student Name: |
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Student ID No: |
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I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. |
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Student Signature: |
Date: |
STUDENT INSTRUCTIONS
Please refer to the instructions below regarding completing this assessment
This is an open book written test. In the time allocated, you are to answer all of the following questions. Make sure you: Print or write or type clearly Answer all questions Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you Do not talk to your classmates. If you are caught talking, you will be asked to leave and your assessment will not be marked. Do not cheat or plagiarise the work of others. Anyone caught cheating will automatically be marked Not Yet Competent for this unit. There are NO EXCEPTIONS to this rule. |
QUESTIONS
PART A
Explain briefly how to support the client with disability to identify and engage in social networks? Write your answer in 20-30 words.
Define the term social networks in 20 -30 words? List any three (3) advantages of social networks.
List any four (4) social networks that are available to support people with disability?
What are basic human rights of clients with disability as per United Nations Convention on the Rights of Persons with Disabilities (United Nations 2006)?
Write four (4) methods to identify the needs and support requirements of people with disability?
What are five (5) main communication strategies you would implement as disability support worker to maintain positive interaction with your client?
Write any two (2) relevant legislations applicable to safeguard rights of people with disability?
List the five (5) policies and procedures relevant to the providing care to the clients with disability?
Name four (4) possible risks associated with client’s participation in the community?
List the five (5) methods disability support worker can use to represent information to clients to engage them in community program?
Part B: Complete the given below tables.
You are required to complete five (5) tables as per requirement of each table.
Complete the following table by providing two (2) examples for each barrier for clients in terms of their social participation and inclusion.
Barrier |
Examples |
1.1-Financial |
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1.2-Transport |
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1.3-Accessibility |
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1.4-Skills |
Write at-least two (2) short term and long-term strategies for each of the following barriers mentioned in the table to facilitate client’s involvement in the community.
Barriers |
Short term strategies |
Long term strategies |
2.1-Financial |
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2.2-Transport |
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2.3-Accessibility |
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2.4-Skills |
Complete the following table of physical barriers with at least two (2) management strategies for each barrier that prevent client’s participation in the community.
Physical Barriers |
Management Strategies |
3.1-Toilet are not wheelchair accessible |
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3.2-Council hurdles for instance: Extended bushes on the pathway |
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3.3- Restaurant furniture on the footpath |
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3.4-Access to enter the building |
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3.5-Poor lighting |
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3.6- Uneven surface |
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3.7- Narrow checkouts at the supermarket. |
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3.8- Unreachable benches, counters and ATM’s |
Complete the given below table with any three (3) resources to meet each of the following needs, so that client can maintain their social networking in the community.
Need |
Resources |
4.1-Transport Services |
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4.2-Mobility aids |
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4.3-Communication |
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4.4-Personal |
Complete the table with the issues arise from the various types of the transport system that inhibits client’s participation in the community. Write two (2) common issues/problem and two (2) management strategies of each problem.
Mode of transport |
Common Problem/Issues |
Management strategies |
5.1-Private car |
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5.2-Taxis |
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5.3-Buses and trams |
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5.4-Trains |
Part C – True or False Statements
You are required to tick/circle the ten (10) true or false statements.
It is necessary to have interpreter with clients if they have language barrier to assist with communication. |
True / False |
A disability support worker should always seek assistance from the experienced team member if they are unable to manage the clients behaviour |
True / False |
An individualised support plan does not involve the input from the allied health team members regarding client’s progress. |
True / False |
Lack of funding is the major factor to support the management of barriers related to client participation in the community |
True / False |
Antenatal malnutrition and drug use in pregnancy increases the risk of having congenital abnormality |
True / False |
Client participation is not required to evaluate the community integration plan |
True / False |
Person centred practice does not focus on the social model of disability. |
True / False |
Strength based approach considers unique strengths and capabilities of the clients not their limitations. |
True / False |
Active Support improve the quality of life of people with disability and increase work satisfaction for disability service staff. |
True / False |
A Disability Support Worker does not have a duty of care towards the person with a disability that they are supporting when working within a community environment |
True / False |
Before you hand in your written assessment, make sure that you:
Re-check your answers and make sure you are happy with your responses
Have written your Name, Student ID and Date and signed it.
Assessor’s Judgement:
Result: Satisfactory / Not Yet Satisfactory
Comments: |
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. |
Name: _______________________________ Signature: ____________________________ Date: ____/_____/_____ |