CHCDIS301C Work effectively with people with a disability, and
CHCDIS302A Maintain an environment to empower people with disabilities
Assessor is to use this
cover sheet to record the results of all the assessments in these units.
Assessment Tasks Outcome
Units:
|
CHCDIS301C Work Effectively with People with a Disability, and
CHCDIS302A Maintain an Environment to Empower People with Disabilities
|
Student
ID:
|
|
Student’s
Name:
|
Assessor’s Feedback
Assessors:
Please return this cover sheet to the student, along with the assessment
results and feedback. A copy must be
supplied to the office and kept in the student’s file with the evidence. Please complete the table above.
Tasks
included in this assessment:
Assessment Tasks
|
Title
|
Satisfactory/ Not yet satisfactory
|
Assessor’s
Signature
|
Date
|
Re-submission Satisfactory/ Not yet satisfactory
|
Short-answer
questions
|
Assessment
1
|
||||
Case
study 1
|
Assessment
2
|
||||
Case
study 2
|
Assessment
2
|
||||
Case
study 3
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Assessment
2
|
||||
Case
study 4
|
Assessment
2
|
||||
Case
study 5
|
Assessment
2
|
||||
Case
study 6
|
Assessment
2
|
||||
Case
study 7
|
Assessment
2
|
||||
Assessor’s Feedback
|
|||||
Assessor’s name &
signature………………………………………………………
CHCDIS301C:
Work effectively with people with a disability
CHCDIS302A:
Maintain an environment to empower people with disabilities
Assessment
Instruction
To
achieve a competent result for
these units, you must satisfactorily complete all the assessment requirements
listed below.
Assessments for these
units are as follows:
Assessment
Number
|
Type of
Assessment
|
Description and
location
|
Assessment 1
|
Short Questions
|
There are 44 short
questions found in this booklet
|
Assessment 2
|
Case studies
|
You are required to answer the questions that
follow each case study.
|
Assessment 3
|
Personal journal
|
Each student is to keep a journal of their daily
activities while on clinical placements.
|
Assessment
4
|
Workplace
observation
|
Each student will be expected to cover some aspects
of this course at the workplace.
|
Assessment 1 – Short questions
Instructions to the student:
Please read all the information
given. If you do not understand any of the questions, please ask your
trainer/assessor for assistance.
You must answer ALL the
questions in your own words.
1.
List four types
of compensatory aids and/or modifications in the environment that may help
promote independence for a person with disability and enhance their strengths
and capabilities.
2.
Briefly explain
the meaning and basic principles for the following terms:
a.
Person-centred
practice
b. Strengths-based practice
c. Active Support
d. Lobbying
e. Self-Advocacy
f.
Social Justice
3.
Multiple Choice: Select the correct answer.
The
principles and practices of public speaking are:
a) Speak clearly
b) Direct communication skills – you may have to speak in front of a
group of people on behalf of your client at some stage
c) Laugh and smile a lot during public speaking
4.
How can your clients and/or their advocates
provide feedback on the services you are delivering?
5.
As a support worker, list two ways of
supporting a person’s independent action and thinking.
6.
Explain the importance of encouraging
people with disabilities and their advocates to voice out their views, report
and contribute to review of policies framework, legislations and empowerment.
7.
The Disability
Discrimination Act 1992 protects individuals across Australia from
direct and indirect discrimination, such as employment, education and access
and equity to services.
a) Give an example of where a person may be discriminated against
because of their disability.
b) What might be the consequence of this behaviour?
8.
Give two
examples of policies and procedures you may find in a workplace that relate to
empowering your clients.
9.
List three ways
you can promote independence in a person living with a disability.
10.
Explain one way
that you could work as part of a team to research and contribute to policies on
empowerment.
11.
List down three strategies
on how to encourage and support people with disability to express their ideas
and opinions.
12.
Briefly explain how you can protect client’s
confidentiality.
13.
Select the right
answer/s. A person
with speech and language disability will have problem with:
a)
Communication
b)
Daily activities of living
c)
Eating
d)
Drinking
e)
All the above
14.
List three legislations
that would apply to working in the disability sector.
15.
Explain briefly what access and equity mean
when working with people living with disability.
16. Using
the disabilities listed below, explain the impact each of these has on the
person.
Disability
|
Impact on the person
|
Acquired
Brain Injury
|
|
Autism
|
|
Hearing
Impairment
|
|
Paraplegia
|
|
Intellectual
disability
|
|
Schizophrenia
|
17.
As a carer, it is important that you demonstrate patience,
understanding, and respect for people’s cultural, religious or other
preferences. In this way, you can minimise any barriers arising from clients'
and co-workers' actions or beliefs, and ensure that they do not contribute to
breakdowns in communication, resulting in mistrust or conflict.
Name three
things that may cause conflict and mistrust.
18.
Why would it be important to include family
members, friends and any significant others in enhancing client’s needs,
interest, requirements and when taking part in decision making?
19.
List five underpinning values and philosophies of working with people
with a disability.
20.
Explain the meaning of the
following words in relation to people with disabilities.
a.
Empowerment
b.
Disempowerment
21.
List five different models used in working with clients in the
disability sector.
22.
Some people living with disabilities may display reportable,
inappropriate or uncharacteristic behaviour. Give five examples of these types
of behaviour.
23.
As a support worker of people with disabilities, it is very important
that we identify and respond to uncharacteristic or inappropriate behaviour
displayed. If you happen to encounter this situation, who would you report this
to?
24.
List down four types of support services available to people with
disabilities.
25.
Is it okay to use restraint on a person? Why or why not? Is there any
legislation that relates to this?
26.
Explain the role
of each of the following:
Independent Advocate
Public Trustee
Guardianship Board
27.
A woman with multiple sclerosis applied for a job
as a driver, was interviewed and offered the position. She stated her condition
on the application form and explained that it did not affect her driving. She
was then asked to provide a medical certificate; however, before she had a
chance to submit the certification, the employment offer was withdrawn.
What was this woman subjected to?
28.
List five rights and three responsibilities
of
a person with a
disability.
Rights:
Responsibilities:
29.
List down two key issues facing people with disabilities and their carers.
30.
It is important to consider your own personal values and attitudes when planning and
undertaking work with people with disabilities.
True/False
31.
Ongoing feedback and advice is not an important part of the communication
process as it is just a waste of time.
True/False
32.
When recognising potential difficult situations
with the client, it is necessary to communicate effectively where appropriate
to provide a brief intervention.
True/False
33.
When communicating with clients and individuals,
we should not demonstrate regard and respect nor pay attention to their needs
and rights as it is a waste of time and effort.
True/False
34.
Consider the
following scenario and answer the question that follows.
Lately you have noticed that your client
Myrtle Brown, who is a paraplegic, is experiencing swallowing difficulties. As
per your organisation’s policy, you immediately documented this information in
Myrtle’s progress note and referred Myrtle to your supervisor. Myrtle has been
referred to the speech pathologist.
How did you meet your duty of care in the
scenario above? Explain briefly.
35.
Briefly explain the benefits
of acknowledging that different clients have different requirements; for
example, some clients may have physical disability, some may be diagnosed with
intellectual disability and some may have cognitive disability. Why is it then
important that carers adopt positive practise to best address specific
requirements of each person?
36.
Refer to your
reading resources (PowerPoint slides) and fill in a brief description of each
stage of human development.
Period
|
Approximate age range
|
Brief description
|
Prenatal
|
||
Infancy
and Toddlerhood
|
||
Early
childhood
|
||
Middle
Childhood
|
||
Early
Adulthood
|
||
Middle
Adulthood
|
||
Late
Adulthood
|
37.
a) Name three factors that enhance human
development.
b) Name three factors that inhibit human
development.
38.
a) Give three
indicators of possible abuse or neglect.
b) For suspected abuse or neglect, what possible
course of action should be taken?
39.
Refer to your
reading resources (PowerPoint slides) and list three networks in the disability
sector.
40.
Define the term ‘duty of care’ in your
own words.
41.
List three ways
you would respond to situations of common risk to safety in working with people
living with disability.
42.
As a carer,
list two ways and strategies to be utilised to determine client’s level of
cognition in regards to activities of daily living and their awareness and
understanding of consent.
43.
What role does
the cultural interpreter play between the carer and the client during the service
delivery process?
44.
Select the correct
answer/s.
The principles and practices of public speaking are:
a. Speak
clearly
b. Direct
communication skills – you may have to speak in front of a group of people on
behalf of your client at some stage
c. All of the above
Assessment 2 – Case studies
Read
the following case studies and answer the questions that follow each.
Case Study 1
This is based on a young person’s
experience after acquiring a disability. Her name is Jocelyn.
Up until two years ago, if someone had
told me I would be living with quadriplegia, I would have thought it a very bad
joke. But life is an interesting journey, to say the least.
Following a freak accident whilst on holiday in late 2009, I found myself thrust into the world of spinal injury and the mountain of challenges it presents. At the time of the accident, I thought I had lost everything – in particular, my independence. Unable to move my hands or body below my chest, undertaking the simplest of tasks seemed impossible. As an occupational therapist and a person with a severe physical limitation, I'm a strong believer in the power of technology in helping people with disability gain back independence and integrate into the community.
The therapists who were helping me talked about options for communication and they discussed and showed me a number of alternatives. We talked about it and tried each one. I finally decided on a method of communication that I liked the most. A week before I left hospital, I was given an iPad and iPhone, which changed my life! Rather than rely on others to type for me, turn pages of a book, play music and games, I could now do this myself without a splint or any help. I can keep in contact with my family and let them know what I need, all at the touch of the magic screen! My support worker can help me with anything that I am not able to do with the iPad - I just have to ask!
Nowadays, I shop, communicate with friends, and even plan my wedding, all from my beloved iPad! My latest project is using the iPad as an environmental control unit to control my TV, lights and front door. I honestly believe that until there is a cure for spinal injury, technology and universal design is the key for people to master their environment and become valued contributors to the community. Can't wait to see what the future holds.
Following a freak accident whilst on holiday in late 2009, I found myself thrust into the world of spinal injury and the mountain of challenges it presents. At the time of the accident, I thought I had lost everything – in particular, my independence. Unable to move my hands or body below my chest, undertaking the simplest of tasks seemed impossible. As an occupational therapist and a person with a severe physical limitation, I'm a strong believer in the power of technology in helping people with disability gain back independence and integrate into the community.
The therapists who were helping me talked about options for communication and they discussed and showed me a number of alternatives. We talked about it and tried each one. I finally decided on a method of communication that I liked the most. A week before I left hospital, I was given an iPad and iPhone, which changed my life! Rather than rely on others to type for me, turn pages of a book, play music and games, I could now do this myself without a splint or any help. I can keep in contact with my family and let them know what I need, all at the touch of the magic screen! My support worker can help me with anything that I am not able to do with the iPad - I just have to ask!
Nowadays, I shop, communicate with friends, and even plan my wedding, all from my beloved iPad! My latest project is using the iPad as an environmental control unit to control my TV, lights and front door. I honestly believe that until there is a cure for spinal injury, technology and universal design is the key for people to master their environment and become valued contributors to the community. Can't wait to see what the future holds.
a) What resources were given to Jocelyn that encouraged and supported her
to be able to think independently?
b) A major issue for the person in the passage above was communication.
How did the therapists take this person’s preferences into account?
c) Using the resource (iPad) provided to Jocelyn, list four tasks that
Jocelyn had been able to do in promoting her independence and action of
thinking.
Case
Study 2
Michael has been
caring for Lee for three weeks now. Lee is autistic. Both Michael and Lee seem
to cope well and to understand each other without much trouble. The family is
very happy with their new carer. Michael also feels the relationship bond
between him, the family and Lee is at its best.
Every Wednesday
Lee goes for an outing. Today his outing is to the Zoorongot Zoo to see the animals
and maybe later play in a nearby park under supervision. Everything starts as
per plan and they both head to the Zoorongot Zoo
They get to the
venue and Lee appears very well settled and enjoying himself. Lunch time
approaches and Michael remembers that he has to feed Lee on time as Lee’s
regular medication must be taken after meals. He decides to ‘trust’ Lee to keep
playing at the park as he goes to fetch Lee’s lunch from the car park. He
constantly keeps an eye on him and Lee appears fine playing on the slides at
the park.
Note that
Michael does not tell Lee that he is leaving. He thinks Lee will be too
absorbed in the play and that he will find him still on the same spot playing
and enjoying when he returns with the lunch.
In what appears
like seconds to Michael, he quickly picks his lunch and sets back to the park,
hoping to find Lee on the same spot. Upon return, Michael cannot trace Lee. He
is gripped by fear, being a new carer, and thinks to himself, ‘I will keep
looking; maybe he is lost in the crowd.’ But 30 minutes lapses and Michael still
cannot find Lee.
He panics and
decides to call the police and family and a frantic search for Lee ensues.
Unfortunately Lee is nowhere to be found. Everyone is hoping that Lee is fine
somehow, but grave fears are held for him, considering he has an intellectual
disability because of his autism. The search goes on for days, and by the third
day, everyone is clearly ‘mourning the disappearance of Lee’. To confirm
everyone’s fears, three days after a vigorous search, Lee’s body is found
floating in a nearby Merida river, where he had wandered to while attempting to
look for his carer, Michael.
a.
Did
Michael fail in his duty of care? Briefly explain.
b.
Duty of
care level may change for many reasons. List at least 3.
c.
Do
you think Michael should have reported to his supervisor or family immediately after
he failed to locate Lee or at least to the police before buying time? Briefly
explain.
d. How should this reporting take
place?
e. Disability clients
have differing needs which are dependent on various factors. Name three such
factors.
Case Study 3
Polly is
suffering from dementia. She has difficulty expressing her disappointments, and
staff has to be very patient to gather what the causes of her distresses are.
When you go to her room this afternoon to provide her afternoon medication, you
find her pacing up and down and looking very distressed. Something is obviously
making her unhappy but she cannot verbalise it. You attempt to point out
various causes to her distress, but all she can say was it was none of those.
Polly is very distressed that she is now tapping her bed repeatedly. This is
very unusual and something you have not witnessed before or seen recorded about
Polly.
When you are
just about to give up, you remember Kate her daughter may be a good source of
information. But before you even phone Kate you think about Mercia, a more
experienced colleague who takes turn with you in looking after Polly. You phone
Mercia and she tells you to check Polly’s window or curtains if they are open,
as she is very particular about that. Mercia adds that Polly often complains ‘someone
is peeping at her’ through the open curtains or window. You check the windows
and the curtains and they are all intact.
Having had not
much luck with Mercia, you phone Kate. She quickly points out that her mother
Polly is very particular about her doona cover and her flowers in the pots. It
quickly occurs to you then that Polly’s doona cover is actually different. You then
ask Polly whether that is the cause of her unhappiness and she quickly says yes,
rather unhappy that it is ‘stolen’. Polly has lost her English language
proficiency and is left only with ‘yes’, ‘no’ or use of body language to
express her feelings. Because of Polly’s level of distress, once you realise
the issue is with the doona cover, you put her daughter Kate through to
reassure Polly in Spanish that her doona will be brought back to her once it is
dry.
You then ask her
if she can take you to the laundry section (body language and basic English)
and you help her understand that the doona cover is being washed and will be
returned as soon as it is ready. Polly relaxes and appears to understand what
you tell her.
1.
In this
scenario, the support worker has involved additional people (family and
workers) to help resolve Polly’s distressing issue. Who are the other
additional people that a support worker can reach out to when faced with issues
that they cannot resolve about a client. Provide two answers.
2.
Would you
say that the support worker in the above scenario has employed effective
communication to provide a brief intervention? Support your answer with an
example from the scenario.
3.
Would
you say that the support worker in the above scenario respected the client’s
individual differences, needs and rights? Explain with an example from the text.
4. Your
supervisor needs some feedback in relation to Polly this afternoon on how you
managed to calm her down. How would you report this?
5. You also have a
concern with Polly’s unusual behaviour of repeatedly tapping her bed. How would
you report this?
6. Kate later phones your manager
and complains that you had distressed her mom this afternoon and that if it
were not for her, Polly would have ended up with an emotional breakdown. In
resolving this misunderstanding (conflict), what are two issues you may need to
look at?
7. In Polly’s case, we can cite some samples
of different models for working in the disability sector that are required in
meeting clients’ needs: behaviour management, working with families, peer
support/help and lifestyle support. Briefly
elaborate on behaviour management by providing an example from the text
provided in the case.
Case Study 4
1.
You have been asked to carry out an initial
interview with Kristin, who is a 25-year-old woman with a mild intellectual
disability and schizophrenia. Describe how you would approach this interview,
including what communication skills you would use, especially to establish
rapport and build trust.
2.
Your organisation encourages clients to disclose
their disability to potential employers but Kristin is not happy with this. How
would you deal with this situation?
Case Study 5
You have been asked by
management to ensure your workplace promotes inclusiveness.
1.
What does the word ‘inclusiveness’ mean to you?
2.
Describe how ‘inclusiveness’ forms part of your
daily work role.
3.
How do you ensure you avoid cross-cultural
misunderstandings?
4.
How do you promote culturally safe work practices?
Case Study
6
How you would go about lobbying for an identified
need for your client group.
What methods would you use and why?
Case Study
7
You are planning a program to assist Stephen, a
young man with a brain injury, to manage his finances. You are made aware by
other staff that Stephen tends to spend quite a large amount of his money on
alcohol.
What would be needed in this program to address this issue?
Case Study 8
Tom is visually
impaired and is starting a new job next month. He will have to travel to and
from work by train.
Can you think of
strategies that will assist Tom with his growing independence?
Case Study 9
You are developing an individual plan for Murray,
who is 45, lives in a small town and has multiple sclerosis. Day activities are
limited in your area for people who do not have an intellectual disability.
Murray is depressed and up till now has had nothing
to fill his day. The local hospital has a ‘dementia unit’, which has some
activities on a Friday afternoon. All the clients are aged between 75 and 90.
You book Murray in as perhaps he can volunteer to read to some of the elderly
people suffering from dementia, and at least it gets him out of the house.
1. What do
you think about this individual plan?
2. Is it
appropriate?
3. Are there any other strategies you can use?
4. What is wrong with placing a 45-year-old with
elderly patients?