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

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 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:

Student ID No:

Final Completion Date:

Assessor Name:

Karen Buot

Unit Code/ Title

CHCDIS008 Facilitate community participation and social inclusion

Please attach the following documentation to this form

Result

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

Final Assessment Result for this unit

C / NYC

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: ____/_____/_____

Entered onto Student Management System

 ________________

Date

Initials

Student Name:

Student ID No:

I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Student Signature:

Date:

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

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

Barriers

Management Strategies

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.

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.

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: ____/_____/_____

Student Name:

Student ID No:

I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Student Signature:

Date:

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.

Barrier

Examples

1.1-Financial

1.2-Transport

1.3-Accessibility

1.4-Skills

Barriers

Short term strategies

Long term strategies

2.1-Financial

2.2-Transport

2.3-Accessibility

2.4-Skills

Physical Barriers

Management Strategies

3.1-Toilet are not wheelchair accessible

3.2-Council hurdles for instance: Extended bushes on the pathway

3.3- Restaurant furniture on the footpath

3.4-Access to enter the building

3.5-Poor lighting

3.6- Uneven surface

3.7- Narrow checkouts at the supermarket.

3.8- Unreachable benches, counters and ATM’s

Need

Resources

4.1-Transport Services

4.2-Mobility aids

4.3-Communication

4.4-Personal

Mode of transport

Common Problem/Issues

Management strategies

5.1-Private car

5.2-Taxis

5.3-Buses and trams

5.4-Trains

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

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: ____/_____/_____