chc40312 certificate iv in disability - tafe nsw web viewcertificate iv in disability chc40312...

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CHC40312 Certificate

IV in Disability 20

15Semester 2,

Personal & Community Services Macquarie Fields

ONLINE Learner Assessment Booklet

Foreword

To all Community Services Learners,

Welcome to Macquarie Fields College of TAFE Community Services Section. We trust that your studies in 2014 will be enjoyable, fulfilling and will provide you with opportunities for academic learning and professional development. We hope that the learning will enhance your personal awareness, and increase your employment and career prospects. We look forward to working closely with you.

National Course Code: CHC40312

Course qualification and name Certificate IV in Disability

TAFE NSW Course Number: CHC40312 Version: 1

Course Outcomes: This qualification addresses work in residential group homes, training resource centres, day respite centres and open employment services, other community settings and clients' homes.

These workers: - Apply knowledge and skills gained through qualifications and/or previous experience to provide training and support to people with disabilities to enhance their ability to achieve greater levels of independence, self-reliance and community participation - Report to service managers and may liaise with health professionals and other service agencies- May work without direct supervision and may be required to supervise and/or coordinate a limited number of lower classified workers.

Occupational titles may include: - Behavioural support officer - Development officer - Disability officer - day support - Disability support officer / worker - Employment coordinator (disability) - Job coordinator - Lifestyle support officer - Local area coordinator

Certificate IV in Disability CHC40312 ONLINE Assessment Booklet Version 1 Semester 2, 2015Owner: Community, Health, Hospitality & Service Skills FacultyDisclaimer: Printed copies of this document are regarded as uncontrolled. Page | 2

- Marketing coordinator - Project officer (life enhancement team) - Residential care officer - Senior personal care assistant - Social educator - Social trainer - Supervisor

REQUIREMENTS AND ADVICE FOR LEARNERS PARTICIPATING IN WORK PLACEMENT

Some or all of the following advice will apply to you, depending on your course and the type of organisation where you will be undertaking work placement.

COMMUNITY AND CHILDREN'S SERVICES WORK PLACEMENT REQUIREMENTS AND ADVICE

Volunteer/Learner DeclarationBefore commencing each work placement where you will come into contact with children, you will be required to sign and provide a NSW Commission for Children and Young People Volunteer/Learner Declaration. This form declares that you are not prohibited from working with children and young people.

NSW Working with Children CheckDepending on the organisation's work placement policy and procedures, you may also be required to complete a NSW Working with Children Check.

For more information visit the NSW Commission for Children and Young People website at:http://www.kids.nsw.gov.au/

LEARNER RESPONSIBILITIES IN WORK PLACEMENT

To help you understand your responsibilities in the workplace, you will be given a Learner Code of Conduct which indicates expected standards of behaviour in the workplace. Learners who have committed a breach of discipline or who are assessed as presenting a significant risk to themselves or others during work placement may be prevented from undertaking or continuing work placement. This may mean they will not complete the course. If you require any further information talk to your teacher.

LEARNER READINESS FOR WORK PLACEMENT

Generally, work placements will only occur after there has been a reasonable amount of Learner/teacher contact. Wherever possible, an assessment event will be undertaken by Learners to determine work placement readiness. Based on the evidence provided, the teacher will form a


judgement as to the Learner's readiness to benefit from workplace learning and perform workplace duties with:

· the required level of expertise· due regard to ethical conduct· avoidance of behaviour posing an unacceptable level of risk to themselves, workplace employer/employees or clients/customers, including those in vulnerable circumstances.

If you require any further information about any work placement requirements, talk to your teacher.

In many TAFE NSW courses, some of the learning and assessment occurs in the workplace or a simulated workplace. A simulated workplace is very similar to a real workplace and may have clients, but is usually within a TAFE NSW campus.

TAFE NSW has a responsibility to protect members of the public (and the Learners themselves) from being harmed by Learners taking part in workplace or simulated workplace learning. If there is evidence that your skills or behaviour could present a risk to yourself or other people in the workplace, you may not be allowed to participate in a work placement, at least for a period of time.

To help you understand your responsibilities in the workplace, you will be given a code of practice which indicates expected standards of behaviour. Your teacher will explain to you and your workplace supervisor the range of duties for which you have the skills and knowledge. You must not carry out duties other than those indicated by your teacher.

You need to take particular care if workplace clients are people who may be in vulnerable circumstances - for example, people who are frail, children, young people, people with a disability or people who are receiving a type of service which may put them in vulnerable circumstances (for example, massage therapy or nursing care).

A NSW Commission for Children and Young People Volunteer/Learner Declaration must be signed by Learners in courses where contact will be made with children and young people. This form declares that the Learner is not prohibited from working with children and young people. In some circumstances Learners may be required to undertake a criminal records check or a Working with Children Check. Your teacher will give you more information about this.

Learners who have committed a breach of discipline or who are assessed as presenting a significant risk to themselves or others during work placement may be prevented from undertaking or continuing further work placement. This may mean they will not complete the course.

Your teacher or an enrolling officer can provide you with more information about this policy. If you are unsure about whether it may prevent you from completing a course you could discuss the matter


with a staff member of TAFE NSW Counselling and Career Services.

What you must do to complete the course: The course structure below shows what you must do to complete this course. The units/modules are arranged in groups and sometimes also in subgroups.

You must complete each group as specified as well as following the course completion instructions. If a course contains optional groups there will be a statement at the top of the course indicating how many you must do. At the top of any group containing optional subgroups there will be a statement saying how many you must do.

This course has been designed to reflect the packaging requirements for the Certificate IV in Disability (CHC40312) (TAFE NSW course CHC40312), under the Community Services Training Package (CHC08 Version 4.0). The Community ServicesTraining Package Version 4.0 states the following rules for this qualification:

15 units are required for award of this qualification including:- 10 core units- 5 elective units

A wide range of elective units is available, including:- Group A electives which are recommended for culturally aware and respectful practice- Other relevant electives listed in CHC40312- Units of competency to address workplace requirements and packaged at the level of this qualification or higher in Community Services and/or Health Training Packages- Where appropriate, to address workplace requirements, up to 3 units of competency packaged at the level of this qualification or higher in other relevant Training Packages or accredited courses where the details of those courses are available on the TGA or other public listing

The importance of culturally aware and respectful practiceAll workers in the disability sector need foundation knowledge to inform their work with Aboriginal and/or Torres Strait Islander clients and co-workers and with clients and co-workers from culturally and linguistically diverse backgrounds. This foundation must be provided and assessed as part of a holistic approach to delivery and assessment of this qualification. Specific guidelines for assessment of this aspect of competency are provided in the Assessment Guidelines for the Community Services Training Package.

Group A electives - recommended for culturally aware and respectful practiceWhere work involves a specific focus on Aboriginal and/or Torres Strait Islander and/or culturally diverse clients or communities, one or both of the following electives is recommended:


* HLTHIR403C Work effectively with culturally diverse clients and co-workers * HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people

To satisfy the Training Package requirements, this TAFE NSW course has beenstructured as follows:

Group 1 - Core Units--------------------All eight core units must be completed

Group 2 - Core Elective Units------------------------------You must select a total of two (2) units from this group - choosing at least one(1) unit from each subgroup as follows:

Subgroup 1- Choice 1: WHS Processes / Safety Procedures Subgroup 2- Choice 2: Behavioural Support Units

You may complete the remaining two (2) units from these subgroups as part of theseven (7) elective units that must be completed.

Group 3 - Elective Units------------------------You must complete at least three units from this group. This group contains 4 subgroups.

Subgroup 1 - Group A Elective Units Recommended for Culturally Aware Practice Subgroup 2 - Other Relevant Elective Units Listed in CHC40312 Subgroup 3 - Units at Cert IV or Higher from CHC08 and/or HLT07 Subgroup 4 - Units at Cert IV or Higher from Any Other TP or Accredited Course No more than three units may be chosen from this group.

NOTES FOR LEARNERS------------------

1. LEARNER SUPPORTLearners who require support to meet their learning goals may co-enrol in the Learner Support course (TAFE Course Number 9999). Talk to your teacher if you think you may require learner support.

RECOGNITION


If you have completed other relevant training, you may be eligible to have units of competency from previous training counted towards completion for this course. Talk to your teacher or workplace trainer if you think you may be eligible for recognition of units previously completed.

Course Elective Completion : At least 7 elective module/units must be completed. These may be chosen from groups 2, 3

Group 1 CORE UNITS All module/units must be completed

NSWModule/Unit

Code

NationalModule

Code Module/Unit Name Nominal

Hours CHCCS400C Work within a relevant legal and ethical

framework 40

CHCCS411C Work effectively in the community sector 50 CHCDIS301C Work effectively with people with a disability 40 CHCDIS302A Maintain an environment to empower

people with disabilities 75

CHCDIS405A Facilitate skills development and maintenance

50

CHCDIS410A Facilitate community participation and inclusion

60

CHCDIS411A Communicate using augmentative and alternative communication strategies

70

CHCICS402B Facilitate individualised plans 60

Group 2 CORE ELECTIVE UNITS All subgroups must be completed At least 2 module/units must be completed

Subgroup 1 CHOICE 1: WHS PROCESSES/ SAFETY PROCEDURES At least 1 module/unit must be completed

NSWModule/Unit

Code

NationalModule


HoursHLTWHS300A Contribute to WHS processes 20


Subgroup 2 CHOICE 2: BEHAVIOURAL SUPPORT UNITS At least 1 module/unit must be completed

NSWModule/Unit

Code

NationalModule


Hours CHCICS305B Provide behaviour support in the context of

individualised plans 40

Group 3 ELECTIVE UNITS Subgroup 4 must be completed At least 3 and no more than 5 module/units must be completed

Subgroup 1 GROUP A ELECTIVE UNIT RECOMMENDED FOR CULTURALLY AWARE PRAC You may choose electives from this group

NSWModule/Unit

Code

NationalModule


Hours HLTHIR403C Work effectively with culturally diverse

clients and co-workers 30

Subgroup 2 OTHER RELEVANT ELECTIVE UNITS LISTED IN CHC40312 You may choose electives from this group

NSWModule/Unit

Code

NationalModule


Hours CHCAD401D Advocate for clients 40

CHCCOM403A Use targeted communication skills to build relationships

60

CHCDIS313A Support people with disabilities who are ageing

40

CHCICS406B Support client self-management 60


Requirements to receive the qualification: To achieve qualification CHC40312, Certificate IV in Disability (TAFE NSW course Number CHC40312), learners are required to complete 15 units of competency, comprising:

- 8 core units from Group 1- At least 2 and no more than 4 units from Group 2 (2 core elective choice units and the remaining 2 elective units which may be selected) - at least 3 and no more than 5 elective units from Group 3

Recognition: TAFE recognises the skills and knowledge you have gained through previous studies, work and life experiences. We call this RECOGNITION.

If you are given recognition for a unit/module you do not need to do it. In some cases recognition may allow you to complete your course faster.

If you want to apply for recognition for any unit/module in your course you should obtain a copy of the Recognition Guide for that unit/module and discuss it with your teacher.

Assessment of employability skills: Employability skills are integral to workplace competency readiness and are embedded and explicit within each unit of competency. As such, they must be integrated holistically into the design, customisation, delivery and assessment of qualifications. Employability skills include:

communication team work problem solving initiative and enterprise planning and organising self-management learning technology

This section of the assessment booklet will provide you with information about:1. Community Services Section- contact details2. Criteria for performance level and grading3. Our assessment policy (including policies related to Assessment Cover Sheets and

Extensions)4. Copies of Assessment Cover Sheets and Extension Application Form5. Learners’ guide to assessments6. Information for culturally and linguistically diverse Learners 7. Some useful suggestions on how to prepare a good assessment and links to information

about American Psychological Association (APA) style of referencing.


Units to be assessed in this booklet

As a gap course for Learners who have already completed certificate III Disabilities/Aged Care/ Community Services or are existing workers, this book will cover the following assessments. Learners with other previous courses identified as having more gaps will receive an individual learning plan and additional resources and assessments.

CHCAD401D Advocate for clientsCHCCOM403A Use Targeted communication skills to build relationshipsCHCDIS302A Maintain an environment to empower people with disabilitiesCHCDIS313A Support people with disabilities who are ageingCHCCS400C Work within a legal and ethical frameworkCHCCS411C Work effectively in the community sectorCHCDIS405A Facilitate skills development and maintenanceCHCDIS410A Facilitate community participation and inclusion CHCDIS411A Communicate using augmentative and alternative communication CHCDIS301C Work effectively with people with a disabilityCHCICS305B Provide behaviour support in the context of individualised plansCHCICS402B Facilitate individualised plansCHCICS406B Support client self-management HLTHIR403C Work effectively with culturally diverse clients and co workersHLTWHS300A Contribute to WHS processes

Macquarie Fields Community Services Contact Details

Name Telephone Email LocationGricel Mendez Head Teacher

9829 0362 [email protected] M.1.02

Sharon BolstadFull Time Teacher Disability Coordinator

9829 0283 [email protected] MG16

Mary GrigoriadisFull Time teacher Disability

9829 0269 [email protected] M.1.03

Library 9829 0237 A Block


mailto:[email protected]



Assessment Policy

Units are continuously assessed throughout the semester. Assessment tasks include written essays and reports, in-class tests, role-plays and in-class oral presentations. Some work will require collaboration with fellow Learners in a group. In some assessments, you may be marked as a group.

Submission – Due date and late Assessments

You will lose marks for late submission of assessments unless you have requested and received an extension from your class teacher within the appropriate time before the assessment due date.

This policy applies to all Learners

All assessments are to be submitted in the first half-hour of class on the date due or will be considered to be late. If you require an extension, you need to discuss this with your unit teacher.

1. Extensions for submission of assessments will only be given if a written request has been given to the class teacher on the extension request form one week prior to the due date. The teacher is responsible for considering your request and must sign the completed extension request form. The teacher will give a maximum of 1 week of extension (an extension form is included in this booklet). Requests for longer extensions must be discussed with the class teacher. The pressure of TAFE assessment workload is not an acceptable reason for an extension. Teachers may give the whole class an extension at their own discretion. If this occurs, Learners will be notified verbally in class (not by emails).

2. If a Learner is unable to sit a class test or a class presentation, they must notify the class teacher prior to the assessment due date. Requests to sit the test or deliver the presentation on another day need to be made by completing the extension request form. If a Learner does not notify the class teacher prior to the assessment due date, a zero mark may apply for the assessment item.

3. If a Learner is late for the presentation of a fellow Learner, they will be unable to enter the assessment room until that presentation is completed, and will be required to wait quietly outside the room.

4. The penalties for late submissions of assessments (without extensions) are:


Submitted within 7 days after the due date:15% of the total assessment mark will be deducted;

Assessments submitted 7 – 14 days after the due date: 25% of the total assessment mark will be deducted;

Assessments submitted more than 14 days after the due date should be referred to the Head Teacher unless an extension has been negotiated with the teacher.

5. When a Learner is caught cheating under examination conditions, he/she will automatically receive no marks for the assessment event. All instances of cheating will be formally recorded in the class Roll Book by the subject teacher.

6. When individual assessments are set (as opposed to group assessments), Learners are required to submit their own (original) work for the assessment. If a class teacher receives work from two Learners which is substantially identical, both Learners will receive a fail grade for that assessment.

7. Plagiarism involves submitting or presenting work in a course as if it were the Learner’s own work done expressly for that particular unit when, in fact, it is not.

You must always acknowledge sources and quotations. Failure to do so is considered plagiarism. There are a number of ways of referencing and it is advisable to ask your teacher for more details. Remember to include a reference list (called Bibliography) at the end of your work.

Most commonly, plagiarism exists when:

the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work;

parts of the work are taken from another source without reference to the original author; or the whole work, such as an essay, is copied from another source.

collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism. It also includes cheating or other academic misconduct by others.

any other academic misconduct includes tampering or attempts to tamper with examination scripts, class work, grades or class records;

failure to abide by directions of an academic member of staff regarding the individuality of work to be handed in;

acquisition, attempted acquisition, possession or distribution of examination materials or information without the authorisation of the academic member of staff;

impersonation of another Learner in an examination or other class assignment; falsification or fabrication of clinical, practical or laboratory reports; or non-

authorised use of tape recording of lectures.


Referencing

When preparing a reference list or bibliography, Learners will be required to use the American Psychological Association (APA) referencing system. More information on referencing will be provided throughout the year.

Layout and Format Required (Written Assessments)

Each assessment MUST have a COVER SHEET stapled to the front. You will find a cover sheet included in this booklet. Your teacher will sign your assignment cover sheet to verify that they have received your assignment;

Preferably TYPE your assessments or WRITE LEGIBLY in INK. Word processing facilities are available in the library;

If typing, use at least space and a half between lines;

Write or type on ONE SIDE of the each sheet of paper only;

Leave a 4 cm MARGIN of on the left-hand side of the page and include your name on each page;

Pages should be NUMBERED consecutively and STAPLED together at the TOP LEFT HAND CORNER. Please do not use paper clips or pins. Paper clips are not secure and your sheets may be lost. Pins are hazardous;

You may place your whole assessment in one plastic sleeve but do not place each page in a separate plastic sleeve inside a folder;

Keep to the prescribed length for the assessment. Part of the art of writing is to say what is important in the given word limit. You may lose marks if your work falls short of, or exceeds the stated length by a significant amount (approximately 10%);

Always proofread your assessment before submission. Preferably leave some time (a day or two) between preparing your final submission and proofreading. This helps maximise your result by ensuring your writing makes sense and you have neither left any important material out, not made any errors;

Always keep a photocopy of your assessment. This is insurance for you in the event of your assessment going astray;


Some assessments will be marked pass/fail and some will be graded. Your teacher will explain how the grading system;

Assessment marks are generally regarded as final and re-marking of any assessment will only be considered if the assessment has received a FAIL grade. Please see the Head Teacher if you are requesting a re-mark. Re-marked assessments can only be re-marked to 50% i.e. to a pass.

A re-submission of a failed assessment will only be considered if you have failed within 10% of a pass grade. For ungraded assessments, you will need to discuss the matter with your teacher.

Assessment items will be returned to Learners in class. If you are unable to collect your assessment in class, please provide your teacher with a self-addressed and stamped envelope to ensure that your assessment will be returned to you. Assessments that have not been collected / returned as per the policy will be shredded at the end of the semester.


Assessment Task - Cover SheetLearner Name:

Qualification Name National CodeUnit/s Name Unit/s Number

Name of Activity Version AQF LevelDate Handed In

Please note that TAFE is required to retain all completed assessments, where practical, for a period of six (6) months (or in accordance with regulatory/licencing requirements) after

the completion of a Learner’s studies.Assessor Feedback

oWritten

o Electronic

o Verbal

o Practical

Assessor’s Comments:

Satisfactory UnsatisfactoryAssessor’s Signature: Date:

Learner Feedback on AssessmentLearner’s Comments: Would you like to make any comments about this assessment?

Also by signing at the bottom you are signing that this assessment is your work.

Learner’s Signature: Date:


COMMUNITY SERVICESEXTENSION APPLICATION FORM

Learner Name: Teacher:

IDENTIFY THE ASSESSMENT TASK FOR WHICH YOU ARE REQUESTING AN EXTENSION

Assessment Task Number:

Component Number:

Name of Assessment Task:

REASON FOR EXTENSION (IF FOR REASONS OF ILLNESS, PLEASE ATTACH MEDICAL CERTIFICATE).

Teacher’s signature:

Date:

NB: Applications for extension must be lodged at least 1 week prior to the due date.


Staff use only

Extension approved/denied:

New due date:

Advice on writing good assessments!

There are many ways of writing a good assessment, and these are just some of the suggestions that may help you.

1. Firstly, you need to research a particular topic that you are writing about.

Research means gathering class notes, books, journal and newspaper articles and any other information that you find on the internet that relates to the topic of your assessment.

2. Secondly, you need to summarise how different sources relate to your chosen topic, and organise them.

Read each selected source for understanding; Jot down its key points and mark any sentences you may wish to quote; Use these key concepts to rewrite the information clearly and concisely, turning key

words into thoughtful sentences which are your own; Key concepts can also be summarised in visual forms such as graphs, diagrams or

timelines.

3. Now, organise your notes into something meaningful which means that you have to divide your topic into main headings and subheadings.

The first section is usually an introduction, giving an overview of the topic, defining terms of your general argument.

The middle sections are used to develop, explain and elaborate on points or progressively impart information.

The last section, a conclusion, draws together your findings or concisely summarises your opinion.

4. It’s time to write the first draft of your assessment. How do you do that?

Synthesise or pull together related data from all your summarised research sources, linking ideas into paragraphs of information which show your understanding of the topic;

Decide where to include direct quotations to support your opinion, or where to insert visuals (pictures, graphs, tables) to enhance understanding;

Write a first draft of your assignment, using this data and working within the structure of your presentation plan.


5. Now, that you have a first draft of your assessment, you will need to edit it (or rewrite it) so that it clearly shows your understanding of the chosen topic.

Edit your draft, which means rewrite the information that you have put together in your first draft and organise the layout, or titles, subtitles, fonts and spacing. It helps to leave your writing aside for a time before doing this review.

Re-write to get it right!

6. Finally, you will need to acknowledge your sources within your assessment so that you avoid any plagiarising. Plagiarism means to directly copy information into your assignment without acknowledging its source. It is both dishonest and risky.

Remember to continually keep referencing your work, acknowledging the specific sources of your direct quotes and accurately recording the bibliographic details of all the information sources used. These may be print as well as electronic.

7. Now, you are ready to write up a final list of all sources that you have used in writing your assignment.

This complete list of all your references in your assignment is called a Bibliography and is written at the end of your assignment. A Bibliography is a list of all the sources you have used to gather information. Your teacher has asked you to use an American Psychological Association (APA) style of referencing. To find out more about writing a bibliography and about APA style of referencing go to:

http://www.usq.edu.au/library/infoabout/ref_guides/default.htm

Congratulations, you now have a winning assignment!

N.B Some segments and ideas for the above document have been downloaded fromhttp://www/swsi.tafensw.edu.au/Learnerservices/library/infolit/presenting/present01.htm


http://www/swsi.tafensw.edu.au/studentservices/library/infolit/presenting/present01.htm



Learner Assessment Guide - Unit

Unit Code: Maintain an environment to empower people with disabilities

Unit name: CHCDIS302A

Unit Purpose: This unit describes the knowledge and skills required by the worker to facilitate the empowerment of a people with disability by fostering self-determination, independence and strengths.

Elements:

1. Work to enhance the independence and 'self-determination' of the person with a disability

2. Foster the independence of a person with a disability

3. Contribute to the development and review of policy and legislation related to disabilities and disability services

Reporting of assessment outcomesYour result will be recorded and reported to you as Competent or Not yetCompetent

To obtain a competent outcome

The learners result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency and grading criteria.

The learner is able to satisfactorily apply all elements, the performance criteria, the essential knowledge and skills and the critical aspects of assessment specific to the unit in a range of situations. The learner uses known information in relevant situations.

To obtain a not yet competent gradeThe learner has not provided sufficient evidence to demonstrate achievement of all elements, performance criteria, the essential knowledge and skills and the critical aspects of assessment specific to the unit.

If you are unable or do not provide sufficient evidence for this unit, the assessor will provide you with feedback and guidance on what you will need to do before you can attempt to achieve this unit of competency again.


1. Requirements to successfully complete this unit of competency

Assessment method

Assessment Grading

Assessment Date Assessment Venue

Self-Reflection Competent or Not Yet Competent

Out of class

Quiz Competent or Not Yet Competent

MOODLE

Workplace/Work placement

Competent or Not Yet Competent


What Learner will needYou will need access to Moodle-online resource http://swsi.moodle.tafensw.edu.au

To access Moodle you will need a username and password which can be requested on enrolment and is usually printed on your receipt of payment.

The Disability Support Worker Text Book

Recognition and creditCredit may be applicable for previous study. You may be eligible to apply for recognition for previous learning, experience and skills. Talk to your teacher to discuss what credit or recognition you can apply for. Additional recognition information is available on the TAFE NSW- SWSi internet site .

More about assessment"Every Learner's Guide to Assessment in TAFE NSW" provides information you need to know about assessment including information about the kinds of assessment, how you will be accessed and a checklist to confirm that you have all the information to support your study. Every Learner studying in TAFE NSW can access a copy of Every Learner's Guide to Assessment in TAFE NSW on SWSI internet. Copies are provided by your teacher when you receive your assessment guides.

Learner support and servicesYou will receive a copy of the Institute Learner Services Guide A-Z on enrolment. The guide and links to the following support services are all available on the SWSI internet

Aboriginal Learner support Counselling and career advice Disability services International Learner services Library services


http://swsi-web01.squiz.net/__data/assets/pdf_file/0019/53650/Student-Services-Guide-2014-MC13-261_issuu-and-web.pdf

http://swsi-web01.squiz.net/__data/assets/pdf_file/0020/54722/assessment_guide.pdf

https://www.tafensw.edu.au/courses/assessment/assets/pdf/assessment_guide.pdf

http://swsi-web01.squiz.net/apply-and-enrol/get-your-skills-and-qualifications-recognised

Multicultural education Learner association

Learner acknowledgement – receipt of assessment informationOnce you commence study you will be required to sign or acknowledge that you have received the Learner assessment guidelines for the course and units of competency in which you have enrolled.




LEARNER ASSESSMENT GUIDE

Unit of competency name Facilitate skills development and maintenance

Unit of competency number CHCDIS405A

Unit Purpose

This unit describes the knowledge and skills required by the worker to develop, implement and review formal skills development/maintenance plans with a person with a disability.

Elements and Performance Criteria1. Assess learning ability and needs of person with disability2. Develop person-centred skill development/maintenance plan3. Implement skills development/ maintenance plan4. Evaluate skills development and review plan5. Use incidental learning opportunities to enhance skills development

Reporting of assessment outcomes

Your result will be recorded and reported to you as Competent or Not yetCompetent.







Requirements to successfully complete this unit of competency

Assessment method

Assessment Grading



MOODLE

Case Study and short answers


Out of class

Workplace/Work placement Reflection


Workplace/ Work placement

What you will need

You will need access to Moodle-online resource http://swsi.moodle.tafensw.edu.au





Unit of competency name Facilitate community participation and inclusion


Unit Purpose

This unit describes the knowledge and skills required by the worker to develop and facilitate strategies for individual participation in various community settings, functions and activities to enhance the psychosocial well being and lifestyle of a person with a disability.

Elements

1. Support the person with a disability to identify and engage in social networks within the broad community

2. Assist the person with a disability and relevant others to develop and implement individualised community support plan

3. Develop strategies to minimise isolation for person with a disability

4. Determine risks associated with supporting community participation and inclusion






To obtain a not yet competent gradeThe learner has not provided sufficient evidence to demonstrate achievement of all elements,


performance criteria, the essential knowledge and skills and the critical aspects of assessment specific to the unit.



Assessment method

Assessment Grading


Portfolio Competent or Not Yet Competent

Out of class


MOODLE



Workplace / Work placement

What you will need






Unit of competency name Communicate using augmentative and alternative communication strategies


Unit Purpose

This unit describes the knowledge and skills required by the worker to communicate with people who have complex communication needs (CCN) through effective use of augmentative and alternative communication (AAC) strategies and systems.

Augmentative and alternative refers to methods that replace or supplement speech to address the needs of people whose oral speech skills limit their ability to meet their participation and communication needs.

Elements

1. Identify the current communication ability and needs of the person

2. Develop effective augmentative and alternative communication strategies

3. Implement augmentative and alternative communication strategy

4. Monitor, report and review communication strategies


Your result will be recorded and reported to you as Competent or Not yetCompetent.To obtain a competent outcome



To obtain a not yet competent gradeThe learner has not provided sufficient evidence to demonstrate achievement of all elements,


performance criteria, the essential knowledge and skills and the critical aspects of assessment specific to the unit.



Assessment method Assessment Grading Assessment Date Assessment Venue

Role Play & Documentation/Self-Reflection

Competent or Not Yet Competent Out of class

Story/Communication Book


Quiz Competent or Not Yet Competent MOODLE

What you will need






Unit of competency name Work effectively with people with a disability

Unit of competency number CHCDIS301C

Unit Purpose

This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability

Elements

1. Demonstrate an understanding of the delivery of quality services for people with disabilities

2. Communicate effectively with people with a disability

3. Demonstrate the capacity to support rights, interests and needs of people with disabilities

4. Demonstrate the capacity to provide support across a range of disability types

5. Respond to situations of risk or potential risk to people with disabilities










Assessment method

Assessment Grading


Written task Presentation


Out of class


MOODLE




What you will need








Unit of competency name Facilitate individualised plans

Unit of competency number CHCICS402A

Unit Purpose

This unit describes the knowledge and skills required to develop, implement and monitor support requirements

for people to sustain quality of life according to individualised plans.

Elements:

1. Establish and maintain appropriate relationship with the client2. Provide information about the planning process3. Facilitate development of the individualised plan4. Determine risks associated with supporting the individualised plan5. Implement and review individualised plan6. Complete documentation, including writing or amending an individualised plan










Your teacher will advise you of assessment requirements for this unit of competency.

Assessment method

Assessment Grading


Person Centred Plan


Out of Class


MOODLE




What you will need






Unit of competency name Provide behaviour support in the context of individualised plans

Unit of competency number CHCICS305B

Unit Purpose

This unit describes the knowledge and skills required to support and engage people to use positive and adaptive responses in their daily routines

Elements1. Follow daily lifestyle routines2. Contribute to the development of a behaviour support plan3. Provide support to the person to use positive and adaptive responses4. Complete documentation


Your result will be recorded and reported to you as Competent or Not yetCompetent









Assessment method

Assessment Grading


Behaviour Support Plan


In Class


MOODLE




What you will need






Unit of competency name Support people with disabilities who are ageing


Unit PurposeThis unit describes the knowledge and skills required to support a person with a disability who is ageing.

The unit covers identifying current and future needs, supporting the rights and interests of the person, independent thinking and action and understanding and supporting a person with a disability who has dementia

Elements1. Assist people with disabilities who are ageing to identify their current and future needs2. Support the interests and needs of people with disabilities who are ageing3. Encourage and support people with disabilities who are ageing to exercise independent action and thinking4. Support the interests, rights and needs of people with disabilities with pervasive age related changes, including people with dementiaReporting of assessment outcomes




Assessment method Assessment Grading Assessment Date

Assessment Venue

Case Study Competent or Not Yet Competent Out of class



Competent or Not Yet Competent Workplace/Work placement







What you will need






Unit of competency name Work effectively with culturally diverse clients and co-workers

Unit of competency number HLTHIR403C

Unit Purpose

This unit deals with the cultural awareness required for effective communication and cooperation with persons of diverse cultures

Respect cultural awareness in work practice Accept cultural diversity as a basis for effective workplace and professional relationships Communicate effectively with culturally diverse persons Resolve cross cultural misunderstanding


Your result will be recorded and reported to you S/U Satisfactory S or Unsatisfactory U. Requirements to successfully complete this unit of competency

To successfully complete this unit you need to achieve Satisfaction in all assessment tasks.


Assessment Venue

4 x Quizzes Competent or Not Yet Competent

MOODLE

Case Study Pages:

328-329 Complete Extension Activity The client from Bosnia- Herzegovina questions 1-4


Out of class

What you will need


To access Moodle you will need a username and password which can be requested on enrolment and is usually printed on your receipt of payment. The Disability Support Worker Text Book, Pens, something to write on



Unit of competency name Advocate for clients

Unit of competency number CHCAD401D

Unit Purpose

This unit describes the knowledge and skills required by the worker to support clients to voice their opinions orneeds and to ensure their rights are upheld.





Assessment Venue

Case Scenario Competent or Not Yet Competent

Out of class


MOODLE

Workplace/Work placement Competent or Not Yet Competent


What you will need






Unit of competency name Work within a relevant legal and ethical framework

Unit of competency numberCHCCS400C

Unit Purpose

This unit describes the knowledge and skills required to work within a legal and ethical framework that supports duty of care requirements.



To successfully complete this unit you need to achieve Satisfaction in all assessment tasks. What you will need




Pens, something to write on

This unit will be delivered

This unit will be delivered via a combination of face to face to delivery, Moodle, and the workplace.


Assessment Venue


MOODLE




LEARNER ASSESSMENT GUIDEUnit of competency name Work effectively in the community sector

Unit of competency number CHCCS411C

Unit Purpose

This unit of competency describes the skills and knowledge required to work effectively in a community work or service delivery setting with communities, clients, carers, staff, visitors, suppliers and others to meet established work requirements





Assessment Venue


MOODLE



What you will need



The Disability Support Worker Text Book, Pens, something to write on





Unit of competency nameUse targeted communication skills to build relationships

Unit of competency number CHCCOM403A

Unit Purpose

This unit describes the knowledge and skills required to apply specific workplace communication techniques to build and maintain relationships with clients and colleagues based on respect and trust.




Assessment method Assessment Grading Assessment Date Assessment Venue

Role Play & Documentation /Self-Reflection




Competent or Not Yet Competent Workplace/Work placement

What you will need




Pens, something to write on





Unit of competency name Contribute to WHS processes

Unit of competency number HLTWHS300A

Unit Purpose

On completion of this unit of competency you should be able to demonstrate workplace performance required by an employee to contribute to OH&S processes where there is responsibility for own work outputs and possibly limited responsibility for the work output of others. You will: Plan and conduct work safely Support others in working safely Contribute to OHS participative processes Contribute to hazard identification, OHS risk assessment and risk control activities Participate in the control of emergency situations





Assessment Venue

Questions Competent or Not Yet Competent

Out of class


MOODLE

Case Study Competent or Not Yet Competent

In Class

What you will needYou will need access to Moodle-online resource http://swsi.moodle.tafensw.edu.auTo access Moodle you will need a username and password which can be requested on enrolment and is usually printed on your receipt of payment. The Disability Support Worker Text Book, Pens, something to write on

This unit will be delivered This unit will be delivered via a combination of face to face to delivery, Moodle, and the workplace.


Assessment Plan Summary

Course Name and Number CHC40312Certificate IV Disability

Unit Name and Number CHCDIS302A - Maintain an environment to empower people with disabilities

Elements CHCDIS302A - Maintain an environment to empower people with disabilities

1. Work to enhance the independence and ‘self-determination’ of the person with a disability

2. Foster independence of a person with a disability3. Contribute to the development and review of policy and

legislation related to disabilities and disability servicesSection/College Community Services / Macquarie FieldsAssessor/s Mary Grigoriadis

AQF Level 3

Assessment ToolsSelf-ReflectionQuizWorkplace/Work placement

Graded/Pass/Fail/Must Pass Ungraded. Ungraded- Grade Code 42.

Due date TBA


ASSESSMENT TASKS: MAINTAIN AN ENVIRONMENT DESIGNED TO EMPOWER PEOPLE WITH DISABILITIES CHCDIS302A

Task 1 (200 words)

1.Briefly describe how you took your first steps towards independence as an adult. What support did you seek and why? (200 words)

Task :2 (300 words)A service user has approached you before a case planning meeting stating that they would like to move out of home, but they don’t want to upset their parents. (The service user is 28- years-old and works in supported employment. The person takes public transport to and from home and has an active social life.)

(a)Outline the process you would take to ensure the person with a disability above is supported in making a decision. (100 words)

(b)Name 3 things you could do/say to support this person with a disability to take independent action? (100 words)

(c ) Name at least three (3) strategies that can be put in place in a group home setting to

promote independence of people with a disability?(100 words)

TASK :3 (150 words)

The supported accommodation facility in which you work has strict rules regarding the conduct of its clients. The manager is inflexible in her approach and directs workers to restrict the visiting rights of the clients so that noise and mess is kept to a minimum.

Describe how you would uphold the right of a 30-year-old client living in this facility to have visitors of their choice and to have a birthday party in the shared lounge room one Saturday night.

(Don’t forget DSS here)


TASK :4 (150 words)

CASE STUDY

Edward and Leyla are undertaking road safety training with a support worker. The support worker has been explaining road rules, dangers to be aware of when crossing the road and the responsibilities of both pedestrians and drivers. Edward became agitated when the support worker asked them to practice in the lounge room how to look both ways (left, right, left) before crossing the road. They had a simulated curb setup using cushions on the floor. Edward stated that it was his right not to look both ways and that he just wanted to cross the road.

In reference to the above scenario, list and explain both Edward’s and the support worker’s

(a)responsibilities

(b) duty of care, further considerations for safety/training and

(c) give examples of how to approach this situation

Task 5 (100 words)

Assume that you are a worker in a group home. Mr Appleby has recently been admitted. He uses a wheelchair and has difficulty hearing, although he does have a hearing aid fitted. His vision is reasonable as long as he is not in the bright sunlight. You need to introduce yourself to him as one of the workers who will be looking after him.

Below, write down what you would say to him as your first self-introduction and make a note of the things that you would keep in mind to make sure that this communication was as effective as possible, eg: things about the environment, the way you speak to him etc.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task 6 (100 words)

Name at least five (5) topics that you would include in a discussion with a service user who has asked you about sexually related matters? (Dot point your answers and explain the main points of each one )

1.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


MARKING GRID : MAINTAIN AN ENVIRONMENT DESIGNED TO EMPOWER PEOPLE WITH DISABILITIES CHCDIS302A

AC NYC

Q1.Personal experience of achieving independence explained

Q2(a) Outlined process of helping service user achieve independence

(b)Names at least 3 things that worker could say/do to support PWD achieve independence

(c )Names at least three (3) strategies that can be put in place in a group home setting to promote independence of people with a disability

Q3 Described how you would uphold the right of a 30-year-old client living in this facility to have visitors of their choice and to have a birthday party in the shared lounge room one Saturday night.

Q4. listed and explained both Edward’s and the support worker’s

(a)responsibilities

(b) duty of care, further considerations for safety/training and

(c) give examples of how to approach this situation

Q5.write down what you would say to him as your first self-introduction and make a note of the things that you would keep in mind to make sure that this communication was as effective as possible, eg: things about the environment, the way you speak to him etc.

Q6. Named at least five (5) topics that you would include in a discussion with a service user who has asked you about sexually related matters? (Dot point your answers and explain the main points of each one )


Assessment Plan SummaryCourse Name and Number

Certificate IV in Disability Work CHC40312

Unit Name and Number Facilitate individualised plans CHCICS402AFacilitate community participation and inclusion CHCDIS410AProvide behaviour support in the context of individualised plans CHCICS305B

ElementsFacilitate individualised plans CHCICS402A

1. Establish and maintain an appropriate relationship with the client2. Provide information about the planning process3. Facilitate the development of the individualised plan4. Determine risks associated with supporting the individualised plan5. Implement and review individualised plan6. Complete documentation including writing or amending and

individualised plan

Facilitate community participation and inclusion CHCDIS410A1. Support the person with a disability to identify and engage in social

networks within the broad community2. Assist the person with a disability and relevant others to develop and

implement individualised community support plan3. Develop strategies to minimise isolation for person with a disability4. Determine risks associated with supporting community participation and

inclusion

Provide behaviour support in the context of individualised plans CHCICS305B1. Follow daily lifestyle routines2. Contribute to the development of a behaviour support plan3. Provide support to the person to use positive and adaptive responses4. Complete documentation

Section/College Community Services / Macquarie FieldsAssessor/s Mary GrigoriadisAQF Level 4Graded/Pass/Fail/Must Pass

Ungraded

Assessment Tools CHCICS402A – PlanCHCDIS410A – Self-Reflection and portfolio

Due date TBA


CO-ASSESSED

CHCICS402A – Facilitate individualised plans

CHCDIS410A – Facilitate community participation and inclusion

CHCICS305B – Provide behaviour support in the context of individualised plans

Assessment 1 – weighting 50%

(PLEASE DO NOT USE CLIENT’S REAL NAME)

Develop a comprehensive service, skills development OR a care/health plan for a client within your workplace/work placement.

Explain the procedures you follow from the first introduction to the client through to case closure.

Describe the steps in the process of plan development, what kinds of information you would need to gather, collate and analyse and how it would contribute to the plan.

You can use an existing plan that has already been created for a client. However, you will need to ensure it includes all the following details, if not, please add to plan or explain

separately.

Your plan should include the following and have at least three (3) goals to achieve one being in the community:

1. Consideration and integration of appropriate cultural issues 2. Describe how you will support client to participate in community activities 3. How your organisation will protect individual and family rights4. Identification of immediate, short and long-term needs5. Development of action plan6. Processes of monitoring/reviewing effectiveness of case plans7. Assessments for change or on-going intervention8. Successful negotiation with all stakeholders9. Procedures and processes for case closures

Please do not forget to address the other points at the start of this assessment.



1. List the ways staff can identify the needs, interests, abilities and requirements of a client with a disability

2. People with disabilities have rights that staff must uphold. List what you consider to be the six most important rights

3. What are some general risks associated with community participation?

4. What are some of the physical barriers that might prevent or reduce a person’s ability to participate? List six examples and briefly explain how they might affect participation.

5. Complete a portfolio of resources in your local area, specifically relating to community integration for people with a disability. The folder should contain information about services, programs and facilities that might be useful to people with a range of different disabilities.

Include information relating to:

1 x Service provider 1 x Agency or Government support service 1 X Aid supplier 1 x Club/entertainment venue 1 x Recreation and leisure facility 1 x Transportation option company

You might collect brochures and pamphlets for the various providers, you can download information from the internet or you could consult with people who work in various facilities.

Index your portfolio by drawing up a contents page on which the various facilities or services are listed.

Complete an introductory page on which the options for and applications of each listed facility or service are summarised.

Please answer:

How would you make this information available to clients?



Course Name and Number

Certificate IV in Disability Work CHC40312

Unit Name and Number Communicate using augmentative and alternative Communication strategies CHCDIS411AUse targeted communication skills to build relationships CHCCOM403A

ElementsCommunicate using augmentative and alternative Communication strategies CHCDIS411A

1. Identify the current communication ability and needs of the person2. Develop effective augmentative and alternative communication strategies3. Implement augmentative and alternative communication strategy4. Monitor, report and review communication strategies

Use targeted communication skills to build relationships CHCCOM403A1. Communicate effectively with clients and staff2. Contribute to the implementation of effective communication strategies3. Use specific communication techniques to maintain constructive

interaction4. Facilitate discussions5. Identify communication strategies to build relationships with clients who

are involuntary or present communication challenges

Section/College Community Services / Macquarie FieldsAssessor/s Mary Grigoriadis

AQF Level 4Graded/Pass/Fail/Must Pass

Ungraded (must pass)

Assessment Tools Role Play & Documentation/Self-ReflectionCompleting story/communication bookQuiz

Due date TBA

CHCCOM403A Use targeted communication skills to build relationships


ROLE PLAY

Work in pairs. Pretend you are unable to speak, write or read. You can make limited gestures, such as nodding and pointing, but your fine motor skills are limited.

Try communicating the following information to your partner


What you will be doing tomorrow?

What are your hobbies or interests?

Swap roles after 10 minutes and repeat

DOCUMENTING

1. Write down what you find difficult /easy about trying to understand what the other person was saying (when you were the client).

2. Write down what you found difficult/easy about trying to communicate your information to the other person (when you were the social educator).

Include the following in when answering questions 1 & 2:

How did it make you feel having these restrictions?

What did your partner do that assisted communication?

What did your partner do that hindered communication?

How would it change your life if you had these communication needs


Online MOODLE QUIZ

CHCDIS411A – Communicate using augmentative and alternative communication


You are to create a story book, communication board/page, or communication book for one of your clients. Or you can create a nursery rhyme, song etc. (choose one only).

It is to have both pictures and words and a sequence i.e. it has to make sense not be made up of random pictures on a page. You may use the Picture Communication System on MOODLE, sign pictures or song samples available on MOODLE. You can present in any form e.g. PowerPoint, Word, as a small booklet, pamphlet, on a keyring etc.



Course Name and Number

Certificate IV in Disability CHC40312

Unit Name and Number CHCDIS405A Facilitate skills development and maintenanceCHCDIS313A Support people with disabilities who are ageing

ElementsFacilitate skills development and maintenanceCHCDIS405A

1. Assess learning ability and needs of person with disability2. Develop person-centred skill development /maintenance

plan3. Implement skills development/ maintenance plan4. Evaluate skills development and review plan5. Use incidental learning opportunities to enhance skill

developmentCHCDIS313A Support people with disabilities who are ageing

6. Assist people with disabilities who are ageing to identify their current and future needs

7. Support the interests and needs of people with disabilities who are ageing

8. Encourage and support people with disabilities who are ageing to exercise independent action and thinking

9. Support the interests, rights and needs of people with disabilities with pervasive age related changes, including people with dementia


AQF Level 3 & 4Assessment Tools Part 1 – Short Answers

Part 2 – Case Study and Short answersPart 3- Case study and short answersPart 4- Workplace reflectionPart 5 - Quiz

Graded/Pass/Fail/Must Pass

Ungraded must pass

Due Date TBA


Assessment 1 - CHCDIS405A Facilitate skill development and maintenance Date Due TBAStatus Ungraded (Must Pass)Participation Individual (must be your own work)Format Written Weighting 25%

1. List some skills clients might be supported to develop.2. How can staff enhance skills development using incidental learning opportunities?3. Describe how staff should support the implementation of person-centred skills

development plans.4. List the areas that staff should document skills development in.5. Explain the assessment process that staff might use to assess the learning ability and

needs of a person with a disability.6. Describe strategies to evaluate and review a skills development plan.

Please ensure you have at least one paragraph answers for each question.


Case StudySteven is an 18 year old man with a moderate intellectual disability. He has little speech, needs assistance with walking and preparation of meals. Steven has very low expressive language with form content and use disorders. Steven is able to communicate by pointing or nodding. Steven has recently moved into supported accommodation with three other males. The house is staffed 24 hours a day with social educators who assist Steven and the other residents with their needs. During the week Steven attends a day program and on the weekend he participates in routine chores and whatever outings are planned and organised by staff. Steven has no contact with family but he does have an advocate.

1. How might staff assess Steven’s skill development/maintenance needs?2. Identify some skills development and/or maintenance opportunities for inclusion in Steven’s

individualised plan.3. Document assessment outcomes in line with organisation guidelines regarding Steven’s

assisting with meal preparation. 4. How might staff use appropriate communication techniques, to engage Steven in identifying

the learning goals?5. Identify and describe a range of learning strategies and opportunities to address Steven’s

goals (to be more independent in his environment). 6. Identify other relevant personnel that might be involved in the development of Steven’s skills

development/maintenance plan.7. How should staff evaluate and review Steven’s skills development plan?


Assessment 3 - CHCDIS313A Support people with disabilities who are ageing Date Due TBAStatus Ungraded (Must Pass)Participation Individual (must be your own work)Format Written Weighting 25%

CHCDIS313A Support people with disabilities who are ageing Assessment 3: Using the same scenario assume that Steven is 48 years old. He has been experiencing changes in his behaviour and ability to complete tasks. He also has had a number of "accidents" in his toileting routines. He also forgets things and seems confused at times.

1. What are some of the physical, psychological and social changes you may see in Steven as he gets older?

2. As a worker what are some of the considerations you may have to make when reviewing his individual plan?(e.g. dysphasia, incontinence, etc)

3. What other services/stakeholders would you have to link with to address Steven's changing needs?

4. Provide a brief explanation of your understanding of the aspects and effects of dementia as it relates to a person with a disability.

Assessment 4 - CHCDIS313A Support people with disabilities who are ageing Date Due TBAStatus Ungraded (Must Pass)Participation Individual (must be your own work)Format Workplace observation Weighting 25%

Learners will need to complete a reflection in the workplace by observing clients with disabilities who are aging and answer the following questions. Please make sure you consult with workers and managers when answering the questions below. 1. Does the agency have any policies and procedures regarding clients with disabilities who are aging? 2. How does the organisation provide a range of supports that identify, document and respond to individual current and future needs?3. What are some of the issues carers face when dealing with people with disabilities who are aging?4. What strategies are implemented to assist the individual to maintain or increase degree of independence?



Course Name and Number CHC40312 Certificate IV in Disability

Unit Name and NumberCHCDIS301C Work effectively with people with a disability

ElementsCHCDIS301C Demonstrate an understanding of delivery of quality services for people with disabilities

1. Communicate effectively with people with a disability2. Demonstrate the capacity to support the rights, interests and

needs of people with disabilities1. Demonstrate a capacity to provide support across a range of disability types2. Respond to situations of risk or potential risk to people with disabilities3. Work effectively with people with a disability


AQF Level 3

Assessment ToolsOnline Quiz

Graded/Pass/Fail/Must Pass Ungraded. Ungraded- Grade Code 42.Due date TBA


Assessment

Date Due TBAStatus Ungraded (Must Pass)Participation Individual (must be your own work)Format Online Quiz Weighting 100%

All Learners must complete an online multiple choice quiz on Moodle. Learners must achieve 80% or more to pass.

You will need access to Moodle-online resource http://swsi.moodle.tafensw.edu.au to access your quiz.


Assessment Plan SummaryCourse Name and Number

CHC40312 Certificate IV in Disability

Unit Name and Number CHCDIS405A Facilitate skills development and maintenance

ElementsCHCDIS405A Facilitate skills development and maintenance

1. Assess learning ability and needs of person with disability2. Develop person-centred skill development /maintenance

plan3. Implement skills development/ maintenance plan4. Evaluate skills development and review plan5. Use incidental learning opportunities to enhance skill

development


AQF Level 3 & 4Assessment Tools Part 1 – Short Answers

Part 2 – Case Study and Short answers

Graded/Pass/Fail/Must Pass

Ungraded must pass

Due Date TBA


1. List some skills clients might be supported to develop.2. How can staff enhance skills development using incidental learning opportunities?3. Describe how staff should support the implementation of person-centred skills

development plans.4. List the areas that staff should document skills development in.5. Explain the assessment process that staff might use to assess the learning ability and

needs of a person with a disability.6. Describe strategies to evaluate and review a skills development plan.

Please ensure you have at least one paragraph answers for each question.



Case StudySteven is an 18 year old man with a moderate intellectual disability. He has little speech, needs

assistance with walking and preparation of meals. Steven has very low expressive language

with form content and use disorders. Steven is able to communicate by pointing or nodding.

Steven has recently moved into supported accommodation with three other males. The house

is staffed 24 hours a day with social educators who assist Steven and the other residents with

their needs. During the week Steven attends a day program and on the weekend he

participates in routine chores and whatever outings are planned and organised by staff. Steven

has no contact with family but he does have an advocate.

1. How might staff assess Steven’s skill development/maintenance needs?

2. Identify some skills development and/or maintenance opportunities for inclusion in

Steven’s individualised plan.

3. Document assessment outcomes in line with organisation guidelines regarding

Steven’s assisting with meal preparation.

4. How might staff use appropriate communication techniques, to engage Steven in

identifying the learning goals?

5. Identify and describe a range of learning strategies and opportunities to address

Steven’s goals (to be more independent in his environment).

6. Identify other relevant personnel that might be involved in the development of

Steven’s skills development/maintenance plan.

7. How should staff evaluate and review Steven’s skills development plan?


Suggested resources for qualification deliveryThis resource list has been developed to support the delivery of the CHC40308 Certificate IV in Disability from the CHC08 Community Services Training Package.

This resource list is for the training package qualification as a whole. It is intended to assist Registered Training Organisations in delivering the qualification or particular units of competency within the qualification that are being addressing. The list includes materials that support these units of competency.

Peak organisations, websites and online resources

Anti-Discrimination Board of NSWwww.lawlink.nsw.gov.au/adb

Investigates and conciliates complaints of discrimination, harassment and vilification.

Carers NSW

www.carersnsw.asn.au

Carers NSW is an association for relatives and friends who are caring for people with a disability, mental health problem, chronic condition or who are frail aged.

Disability Council of NSW

www.disabilitycouncil.nsw.gov.au

The Disability Council of NSW is the official advisory body to the State Government on disability matters. It also provides advice to the Commonwealth on the effect of national policy at a State level. The Council seeks to provide best quality advice to Government and promote a positive vision of the future for all people with disability.

Disability Peak BodiesAustralian Disability Organisations http://www.afdo.org.auBlind Citizens Australia http://www.bca.org.auBrain Injury Australia http://www.bia.net.auDeaf Australia http://www.deafau.org.auDeafness Forum of Australiahttp://www.deafnessforum.org.auNational Council on Intellectual Disabilityhttp://www.ncid.org.auNational Disability Services http://www.nds.org.auNational Ethnic Disability Alliance http://www.neda.org.auPhysical Disability Australia http://www.pdca.org.au

In Australia there are several national disability peak organisations that contribute to government policies about disability issues affecting Australian families and communities, to carry information between government and the community on social policy issues and to represent constituent views


http://www.pdca.org.au/

http://www.neda.org.au/

http://www.nds.org.au/

http://www.ncid.org.au/

http://www.deafnessforum.org.au/

http://www.deafau.org.au/

http://www.bia.net.au/

http://www.bca.org.au/

http://www.afdo.org.au/

http://www.disabilitycouncil.nsw.gov.au/

http://www.carersnsw.asn.au/

http://www.lawlink.nsw.gov.au/adb

Peak organisations, websites and online resources

NSW Family and Community Services (FaCS)

www.community.nsw.gov.au

FaCS promote the safety and wellbeing of children and young people and works to build stronger families and communities. The Department provides child protection services, parenting support and early intervention, foster care, adoption services and help for communities affected by disaster.

WorkCover NSWwww.workcover.nsw.gov.au

WorkCover NSW is a statutory authority within the portfolio of the Minister for Finance. Its primary objective is to work in partnership with the NSW community to achieve safe workplaces, effective return to work and security for injured workers.

People with Disability Australia Incwww.pwd.org.au

Represents the interests of people with all kinds of disability. Also provides advocacy services.

Aged Care Assessment Team (ACAT)www.hnehealth.nsw.edu.au

Assesses who require Community Aged Care Packages.


http://www.hnehealth.nsw.edu.au/

http://www.pwd.org.au/

http://www.workcover.nsw.gov.au/

http://www.community.nsw.gov.au/

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