CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY :
| Student first name: __________________________________________________________________________ Student last name: __________________________________________________________________________ |
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This Student Assessment Booklet includes all your tasks for assessment of CHCDIS007 Facilitate the empowerment of people with disability.
| ABOUT YOUR ASSESSMENTS |
This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.
| Assessment Task | About this task |
| Assessment Task 1: Written questions | You must correctly answer all questions to show that you understand the knowledge required of this unit. |
| Assessment Task 2: Case studies | You are to read two case studies and complete the questions for each. |
| Assessment Task 3: Research project | You are to research and report on three types of disability. |
| Assessment Task 4: Workplace project | There are two parts to this task: |
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to this unit:
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
| Assessment Requirements | Due date |
| Agreement by the student | ||
| Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. | ||
| Have you read and understood what is required of you in terms of assessment? | ¨ Yes | ¨ No |
| Do you understand the requirements of this assessment? | ¨ Yes | ¨ No |
| Do you agree to the way in which you are being assessed? | ¨ Yes | ¨ No |
| Do you have any special needs or considerations to be made for this assessment? If yes, what are they? _____________________________________________________________________________________________ | ¨ Yes | ¨ No |
| Do you understand your rights to appeal the decisions made in an assessment? | ¨ Yes | ¨ No |
Student name: ________________________________________________________________________________
Student signature: _________________________________________________ Date: _____________________
Assessor name: _______________________________________________________________________________
Assessor signature: ________________________________________________ Date: _____________________
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Written questions | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 1: WRITTEN QUESTIONS | ||
| Task summary: | ||
What do I need in order to complete this assessment?
When do I do this task?
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Question 1
How did society view and treat people with a disability in our history?
Question 2
Explain the difference between the social and medical model of service.
| Social model: | |
| Medical model: |
Question 3
Describe the role of the United Nations in the movement of disability rights.
Question 4
In your own words, describe the purpose of Article 19 under the UNCRPD.
Question 5
Provide an explanation for each of the following terms.
| Self-directed | |
| Person-centred | |
| Strengths-based | |
| Human rights approach | |
| Active support |
Question 6
Describe what an individual with a disability might have experienced historically, having lived in an institutionalised environment.
Question 7
List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or territory that are related to protecting human rights in disability services.
| Your state or territory’s legislation | |
| Legislation 1: | |
| Legislation 2: | |
| Commonwealth legislation | |
| Legislation 1: | |
| Legislation 2: | |
Question 8
Identify the 6 National Standards that apply to disability service providers.
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| 6. |
Question 9
| Billy is a quadriplegic and lives in residential care. He spent several days with bed sores on his buttocks. Due to his condition he was not able to verbally communicate his levels of pain and symptoms, which included redness, rashes and broken skin. Billy is meant to be fully examined for bedsores and other lesions every day. After 4 days, a new worker raised concerns to management however they decided it was best to wait until the next day to provide treatment. |
| Jaycee is 72 and lives in a residential care facility. She is in care due to a range of physical disabilities and illnesses that have left her husband and family unable to care for her. Her husband, her son (Kellan) and his wife often come to visit her, usually every weekend. They spend lots of time with her and it is clear they care deeply for her wellbeing. Jaycee loves their visits and her spirits are always high when she knows it is the weekend and her family are coming. Jaycee has another son, Warwick, who visits her sporadically. He never stays long and rarely asks the care team about her health or how she is going. You can tell by Jaycee’s body language and the tension between the two that the relationship is strained. Jaycee does not discuss Warwick much, and you can see that she is relieved when he leaves. Jaycee’s husband passes away suddenly from a heart attack. Jaycee’s son and daughter-in-law are busy sorting out the family home, packing up items and supporting their own children through the grief of losing a grandparent. Suddenly Warwick’s visits to his mother increase. He is coming several times a week. Kellan mentions that he is concerned with Warwick’s sudden interest in his mother – there have been arguments over money since their father passed away. He asks you, as one of Jaycee’s carers, to mention his concerns to the team as he has his suspicions on Warwick’s true intentions. One day, you are passing by Jaycee’s room and hear Warwick talking rapidly to Jaycee. You can tell by his tone of voice that he is being persuasive and pushy. You backtrack and enter the room to ask Jaycee if she would like a cup of tea or if she needs anything. She looks uncomfortable and says no, she is fine. Later that afternoon Jaycee tells you that Warwick is trying to get her to transfer the family home to him rather then Kellan and his wife, who already have their own home. Jaycee does not want to do this, but he is being very forceful and says he will keep coming to visit her until she gives in. She is scared to tell Kellan because the family is going through so much right now. |
Question 10
| Janessa advises her supervisor that she needs to undergo surgery to address some issues with a physical disability. Later that day, she is very surprised when some of her colleagues start asking her about her surgery. She hadn’t mentioned it to anyone yet! Apparently her supervisor sent out an email to all staff letting them know Janessa was having specific type of surgery and would be on leave for a week. |
Has Janessa’s employer breached her rights to privacy? Explain your answer.
Question 11
| Peta’s support worker Trish tells her she should take part in a new clinical trial for her disability. Peta is told it would be a good opportunity for her to see if the new medications will help her. Peta is not too sure, however Trish already signed Peta up to participate in the trial the day before she told her, as a surprise and as she is sure the results will be positive. Trish does not know too much about the success of the drug or its side effects but she believes Peta will appreciate it when she feels better from it. |
What should Trish have provided Peta with prior to signing her up to participate in the trial?
Question 12
| Andy is overly protective of his elderly dad Jeff, who resides in a local residential facility. Andy visits Jeff a few times a week and sometimes on the weekends makes an effort to take him out to the shops. Jeff enjoys having playing chess and having an ice cream in the park, however as Jeff is getting older Andy is worried about risking his dad from getting sick or falling over outside, so suggests they play chess inside and not have any more ice cream. Whilst playing chess Andy always lets his dad win. Jeff is never taken out to the park for an ice cream for months and always wins the indoor game of chess. Andy thinks it is for the best and a good risk management strategy to prevent him from both injury and illness. |
What are your thoughts about Andy’s approach with his dad? In your response, refer to dignity of risk.
Question 13
| Nigel is blind. He has an office job – his workplace has provided adaptive technology so he can do his work. Every day Nigel’s carer takes him to work. He is able to use a cane to manoeuvre around the workplace. Nigel was allocated a guide dog after working in the office for a few months. This is very exciting for Nigel as he can finally be independent and get to work by himself. Nigel’s dog has been in the workplace for two weeks now. Nigel’s manager has called him into his office. The manager expresses his deep sorrow – Nigel can no longer keep his job. Two members of staff have complained about the dog. One of the staff members stepped in dog faeces on the grass outside the office, and the other one has developed hay fever, which she believes is due to an allergy to animals. Nigel is distraught – the dog is meant to make things easier for him, not make him lose his job! |
Question 14
Review the Code of Practice for the Prevention and Management of Occupational Violence in Disability Services. What type of disability services does this code address?
Question 15
Provide three examples of occupations that are most commonly referred to as mandated reporters for suspected cases of child abuse and neglect.
| 1. | |
| 2. | |
| 3. |
Question 16
| Noopur has an intellectual disability and resides in a state government-run group home. She is unable to feed herself and relies on staff to feed her through her feeding tube into her stomach 4–5 times per day. Upon inspection of the group home, it is found that Noopur’s feeding tube is infested with maggots at the site where the tube entered her stomach. The investigation also found that she was not following her rehabilitation programme, her bed linen was not regularly cleaned and unsafe hoisting was being used to transfer her in and out of bed. |
Explain the type of misconduct in this scenario. In your answer, refer to work health and safety
Question 17
Provide an example of when you may be required to seek additional help from more experienced staff.
Question 18
Access the information at the following website:
7 Tech Breakthroughs That Empower People with Disabilities: http://mashable.com/2011/10/05/tech-disabled/#JwRiAVaITsku
Select one of the devices in this article. For the device you have selected, complete the following questions:
| What is the device? | |
| Who will benefit from using it? | |
| How does it work? | |
| How is it empowering? |
Question 19
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| 3. |
| Jemima is 24 months old. She is able to crawl and make babbling noises. She spends ages amusing herself banging her blocks together. She does not yet stack them on top of each other. She does not appear to understand the meaning of the word ‘No’. When she wants something she will say ‘Ah ah ah ah’, but she does not yet form any recognisable words. She also has temper tantrums. |
| Cerebral palsy: | |
| Epilepsy: | |
| Multiple sclerosis: | |
| Tourette’s syndrome: |
| Legally blind |
| Low vision |
| 1. | |
| 2. |
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| 2. | |
| 3. |
| Condition | Support group |
| Genetic factors | |
| Physical trauma | |
| Psychological trauma | |
| Chronic lifestyle conditions | |
| Acquired brain injury |
Question 20
Explain the principles and aims of empowerment.
Question 21
Provide a definition of active listening, including ways in which you would demonstrate this communication skill. Explain why it is such an important skill for someone working in disability services.
Question 22
Identify, in your state or territory, at least two disability advocacy services and how to access them.
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| 2. |
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to each question | o |
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Case study 1 | ||||
| Case study 2 | ||||
| Reflective questions | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ______________________________________________________________________________
Student name: _________________________________________________________________________________
Date: _________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 2: CASE STUDIES |
| Task summary: You are to read the case studies and complete the questions that follow. You are also required to answer the reflective questions at the end of this task. |
What do I need in order to complete this assessment?
When do I do this task?
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
| Case Study 1: Emma |
| Emma is of strict Catholic background. She resides alone in a group home village where she is looked after for her intellectual disability needs. The units in the village are located close to each other and have single occupancy or multiple occupancy. All residents in the village have a type of intellectual disability. Support workers attend to each unit regularly, providing in-home visits across all units. One of the male support workers, Chris (who provides Emma with in-home care and assistance) forced himself upon her to engage in sexual intercourse on a number of occasions. He saw this as an opportunity to challenge Emma’s Catholic beliefs and practices. After the incident happened, Emma became withdrawn from others in the residential community and stopped interacting with them like she used to. Emma tentatively raises the occurrence with another support worker, Phil, who is visiting the village one day. Phil assures her that Chris would not have behaved that way intentionally and laughed it off, insisting he was probably just joking around because he is not a religious person, and he was known to the others for his jovial nature and sense of humour. She was also advised to do as she is told by Chris to keep out of his way and off his bad side. Emma never mentioned this again to any of the other workers and was made to accept the situation. She was led to believe that this type of occurrence was part of Chris’s role. Chris continued to rape her upon his visits and, as a result, she became completely withdrawn from the community. |
| 1. |
| 2. |
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to this case study | o |
| Case Study 2: Ryo |
| Ryo is a 17-year-old boy who has cerebral palsy and severe spastic quadriparesis. Ryo cannot mobilise himself or bear his own weight, and he is required to use a wheelchair. He is not able to verbally communicate with people much – only make certain sounds now and then. Ryo lives in a residential care facility where his mother, Kumiko, comes to visit daily. One morning whilst assisting in changing Ryo’s clothes, Kumiko notices bruising on his left femur. Symptoms of the bruising appear suspect of a potential fracture. Kumiko informs the staff on duty and a medical specialist comes to review the symptoms. The medical specialist confirms that Ryo has sustained a fracture most likely two days prior, and he shows prominent symptoms of physical abuse. The physical trauma appears to have occurred by being hit with a hard object, or by Ryo being pushed or tipped out of his wheelchair. Kumiko raises an investigation into the residential staff and services, however no reporting or documentation of Ryo’s injury is ever recorded. The occurrence of Ryo’s injury never gets resolved. |
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to this case study | o |
| Reflection questions |
| 1. | |
| 2. | |
| 3. |
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to these questions | o |
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCDIS007 Facilitate the empowerment of people with disability | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Research project | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 3: RESEARCH PROJECT | |||
| Task summary: You are to conduct research and report on three different disabilities. | |||
What do I need in order to complete this assessment?
- Access to research material (such as textbooks, journals, the Internet etc)
- Access to a computer (if you prefer type out your answers).
When do I do this assessment?
- You will do this task in your own time.
- Write in the due date as advised by your assessor: _________________________________
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, or you have not completed all parts of the template, they will talk to you about resubmission. You will need to do one of the following:
- Answer the questions that were incorrect or incomplete in writing.
- Answer the questions that were incorrect or incomplete verbally. .
Instructions:
For this task you will need to complete a number of research reports, using the templates provided.
You are required to demonstrate your knowledge of a number of types of disability.
Choose one type of disability from each area below. You might like to highlight or circle each one you choose.
| List 1 (select one): |
| Select one of the below to research and report on: Fragile X syndrome (FXS)Down syndromeDevelopmental delayPrader-Willi Syndrome (PWS)Foetal alcohol spectrum disorder (FASD) |
| List 2 (select one): |
| EpilepsyTourette’s syndromeAlzheimer’s diseaseParkinson’s diseaseMultiple sclerosis |
| List 3 (select one): |
| Muscular dystrophySpina bifidaCerebral palsySpinal cord injuryCystic fibrosis |
Research all three disabilities you have chosen and fill out the template for each one, providing as much detail as you can. Make sure you use your own words and provide a list of the sources you research (that is, the website address, textbook name and page number, etc).
| Disability 1 |
| Disability: |
| Description |
| Impairment |
| Causes |
| Characteristics |
| Support services |
| Source material researched |
| Disability 2 |
| Disability: |
| Description |
| Impairment |
| Causes |
| Characteristics |
| Support services |
| Source material researched |
| Disability 2 |
| Disability: |
| Description |
| Impairment |
| Causes |
| Characteristics |
| Support services |
| Source material researched |
| What do I need to hand in for this task? | Have I completed this? |
| Answers to disability type 1 | o |
| Answers to disability type 2 | o |
| Answers to disability type 3 | o |
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