CHC33015-AC-Subject 6-LG-FV-v2.1

CHC33015 Certificate III
in Individual Support
Guide 66
Specialising in Ageing
Empowering People with Disability

Learner Guide
Learner
Version 2.1 Produced 17 July 2020
Copyright © 2017 Compliant Learning Resources. This document was developed by Compliant Learning
Resources and has been edited and contextualised by Inspire Education RTO 32067 for it student cohorts under
license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
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the prior written permission of Compliant Learning Resources.
Version control & document history
Date Summary of modifications made Version
15 July 2016 Version 1.0 final produced following validation v1.0
Version 1.1 produced with the following

03 October modification:
v1.1
2016 − Added information on legal and ethical
considerations.
Document re-branded and contextualised for
Inspire Education use; content checked for
01 August
adherence to current industry standards and v2.0
2019
new unit of competency requirements;
modifications to sentence construction
Updated links and revised the content in

17 July 2020 v2.1
Section 1.1.
Learner Guide 6 Version No. 2.1 Produced 17 July 2020

© Compliant Learning Resources Page 2
TABLE OF CONTENTS
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TABLE OF CONTENTS....................................................................................3
INTRODUCTION TO THIS LEARNER GUIDE ........................................ 4
What is this unit about? ................................................................................................. 4
Why do I need this unit/subject? ................................................................................ 4
What am I learning from this program? .....................................................................5
Where do I access additional learning support? .................................................... 6
Who can help me? ............................................................................................................ 7
How do I make the best out of my study time? ...................................................... 8
How do I use this learner guide? ................................................................................. 9
FACILITATING EMPOWERMENT OF PEOPLE WITH DISABILITY ......................... 10
1. Demonstrating Your Commitment in Empowering People with Disability 18
1.1 Changes in the Legal, Political, and Social Frameworks ...................... 19
1.2 Your Own Personal Values and Attitudes Regarding Disability ......... 24
2. Fostering Human Rights ......................................................................................... 26
2.1 Assisting the Person with Disability to Understand their Rights ....... 26
2.2 Cultural Needs of People with Disability .................................................. 28
2.3 Indications of Possible Abuse and Neglect .............................................. 29
3. Facilitating Choice and Self Determination ....................................................... 33
3.1 Using the Person-Centred Approach in Empowering the Person
with Disability .............................................................................................................. 33
3.2 Advocacy Services and Complaint Mechanisms .................................... 36
CONCLUSION ........................................................................................... 39
What have we learned?.................................................................................................. 39
What next? ........................................................................................................................ 39
WE WOULD LOVE YOUR FEEDBACK! ................................................. 40

INTRODUCTION TO THIS LEARNER GUIDE
What is this unit about?
CHCDIS007 Facilitate the

empowerment of people with disability
This unit describes skills and knowledge required to facilitate
the empowerment of people with disability to deliver rights
based services using a person-centred approach.
This is useful to you if you:

• facilitate access to a wide variety of choices that will assist people with
disability to reach their personal goals
Why do I need this unit/subject?

This unit introduces some of the key issues and responsibilities of workers and organisations
in the industry. It also provides you opportunities to develop the competencies necessary
for you to operate as a team member.

What am I learning from this program?
As you progress through this unit of study, you will acquire the knowledge and
skills to work effectively both in the level of individual and group. Having such
would enable you to become a valuable team member who can contribute to the
goals of your organisation.
You will gain an understanding of the key concepts underpinning these skills and
become familiar with the industry standards to which organisations must conform.
Knowledge of your skills and capabilities will help you make informed choices
about further study and career options.

Where do I access additional learning support?
In addition to reading this learner guides, here are a few other things you can do to
support your learning:
• Search for other resources. You can find books, journals,

videos and other materials.
• Go to your local library. Most libraries keep information

about government departments and other organisations, services
and programs. You may ask your local librarian for help.
• Contact public relations and information services provided

by various government departments and private organisations.
• Contact your trainer from Inspire Education. You may book

a call using the Book a Trainer Call link in your Hub account, or
send a message through our 24/7 messaging system.
• You may watch the pre-recorded webinars for this subject

in your Hub account. There are also schedule live Q&As that you
can attend. The live Q&A sessions are run by our qualified trainers,
and during the session, you have the opportunity to ask subject-
related questions.
• You may check your course for availability of forums.

Forums are moderated by your subject trainers, and provide you
the ability to interact with other students by asking questions or
sharing experiences.

Who can help me?
Inspire Education has a range of qualified trainers who can support you in your
learning. You may contact the trainers during working hours to assist you with
learning about this unit.

How do I make the best out of my study time?
Studying may be difficult and demanding. Together with your social and work
activities and responsibilities, it may look like being a student is an impossible life to
lead.
To study effectively, we recommend that you be in the best environment for learning
as possible. Here are some ideas to help you in looking for your ideal learning area:
Space
• Set up a place at home or at work that is quiet and
conducive for studying.
• Find a comfortable space that has adequate lighting, and
good seating.
• Find a flat surface for easy writing
Study Resources
• The most basic resources are a chair, a desk or table, a
computer with reliable internet access, materials to
record information, and good light.
Time
• Work out a time that suits you and plan around it.
• d set yourself goals for completing
study tasks.
Learning Style
• Make notes about important details in the topic.
Use images or diagrams if it helps you.
• Underline key words as you are reading the
materials in this learner guide.
• Talk to other people (colleagues, fellow students or your
trainer) about what you are learning.
Additional Research
• Read additional resources provided for in this guide
•
of the book/article, etc.

How do I use this learner guide?
This learner guide is designed to give a better understanding of the unit of
competency and the skills you need to accomplish it. To do this, the learner
guide is designed into the following parts:
Knowledge Check
• Contains questions that cover the understanding of a
given topic for a section of the chapter.
• Checks your recollection of terms and definitions
Chapter Review
• Summarises important information such as
terminologies, concepts, theories for the entire chapter
Activity
• Activities that you can do to help reinforce the
knowledge you have just learnt
• Checks your overall understanding of the concepts and
theories discussed in the chapter
Further Reading
• Links to external documents such as copies of
legislation, blog posts, industry websites, etc. that you
could read to further inform you about the chapter

FACILITATING EMPOWERMENT OF PEOPLE WITH
DISABILITY
In Learner Guide 1, 2, and 3, we focused on the many roles and responsibilities of
the support worker in the provision of care and support to clients. These roles and
-being, working
legally and ethically, and working in health and community services, including being
able to work with diverse people and communicating effectively.
This Learner Guide will focus on the key knowlwedge and skills of the support worker
in working in the disability support context, specifically in facilitating empowerment
of people with disability.
This Learner Guide will discuss about how you, as a support worker can contribute
in facilitating the empowerment of people with disability.
try to understand more about some of the practices,
philosophies, and theories behind disability and the provision of disability support.
What are the first few words, ideas, and thoughts that come in to your mind when
you hear the word disability?
any of it is similar to your answers:
Disability or disabilities
It is an umbrella term, covering impairments,
activity limitations, and participation restrictions.
An impairment is a problem in body function or
structure; an activity limitation is a difficulty
encountered by an individual in executing a task
or action; while a participation restriction is a
problem experienced by an individual in
involvement in life situations.
(Sourced from www.who.int)

The following are practices, philosophies, and theories behind disability and the
provision of disability support include:
Social Devaluation
Strengths-Based Practice
Active Support
Person-Centred Practice
Community Education
Capacity Building
Empowerment
Rights-based Approach
Active Listening
Social Justice
Social Advocacy
▪ Social Devaluation
This is the belief of society that a person or a group of people with disabilities
cannot contribute to society as much as those with no disability. As a result,
people living with disabilities are viewed as having less value than others.
Below are some examples of how social devaluati
quality of life:
− Depression
− Thinking that they are a burden to others
− Low self-esteem and less confidence
− Negative self-image

▪ Strengths-Based Practice
It focuses on what a person living with disability can do, rather than what
he/she cannot do. Part 1 of the Learner Guide will discuss this practice further
into detail as it is applied in the ongoing skills development of the person with
disability.
▪ Active Support
Active support enables and empowers people with disabilities to participate in
all aspects of their lives.
▪ Person-Centred Practice
It sees the person with a disability as an individual rather than a sick person.
The person must also be valued and is worthy of respect no matter their
disability.
▪ Community Education
This includes programs to promote learning and social development work
with individuals and groups in their communities using formal and informal
teaching and learning methods.
▪ Capacity Building
It is developing a per
promote his/her independence. It is demonstrated
through doing a task with the person rather than
doing a task for that person.
▪ Empowerment
Empowerment means promoting and
encouraging self-determination by people
with disability, supporting them to make
their own choices and decisions,
particularly where the outcomes directly
affect their lives.

Empowerment involves giving the person with disability the skills, resources,
authority, opportunity, motivation that they need to meet their needs and
goals, as well as holding the person responsible and accountable for
outcomes of their actions.
▪ Rights-based approach
It supports and promotes participation, accountability, non-discrimination
(equality), empowerment and legality.
It is an approach where services are delivered in a manner that recognises and
that clients are aware and fully informed on their rights and on ensuring that
they can safely lodge complaints, whenever needed.
▪ Active listening
It is a technique in the provision of disability support that involves removing
feedback.
▪ Social justice
It makes sure that people with
disability have the same choices as
everyone else about how they live
and the means to make those
choices.
▪ Self-advocacy
This is a practice that promotes the
participation and voice of people with
a disability; enabling people with a
disability to develop the skills to
ensure that their rights and interests
are respected and realised.

Other Concepts in Disability Support
The following concepts are encountered in the provision of support to people with
disability.
Vulnerability
This is the characteristic of being easily hurt or attacked by others. People with
disability are oftentimes vulnerable to discrimination and bullying in different settings
(e.g. education, corporate, community), and even abuse and neglect by others.
Power
In the context of disability support, this is the ability and capacity of the person with
disability to decide on matters relevant to his/her support. This power enables the
person to enjoy and gain control over his/her life.
Independence
Independence or inependent living is
living, working, playing just like everyone
else with minimum support from others.
Independence of people with disability are
promoted through the use of aids and
equipment and through skills
development.
Interdependence
This is the mutal reliance between the
person with disability and others (e.g.
family, carer, support worker). In this
concept, the person with disability does
not take a passive role in the provision of
his/her support, but instead, he/she takes
an active part which the family, carers, and
support workers also depend on.

Principles of Access and Equity
Today, practices, legal and ethical considerations, and standards in the provision of
disability support services align with the principles of acess and equity. Support
workers and support service providers aim to provide services in accordance with
these principles.
What is Access and Equity?
Access and Equity

means ensuring all Australians, regardless of
racial, religious, cultural or language
backgrounds, or disability enjoy full access to
services that they are entitled to.
(Sourced from www.opendoors.net.au)
In detail,
Access means services should be available to everyone who is entitled to them and
birht, language, culture, race, religion or disability.

While Equity means services should be developed and delivered on the basis of fair
treatment of clients who are eligible to receive them.
1. Think of examples of situations or scenarios in disability

support that demonstrates the following concepts:
▪ Vulnerability
▪ Interdependence
2. In your own words, briefly explain the following

concepts, for each concept:
▪ Person-Centred Practice
▪ Capacity Building
▪ Community Education

Types of Disability
There are different types of disabilities that a person may have:
▪ Acquired Brain Injury
This is a disorder which causes damage to the brain, changing the way a
person acts, thinks, communicates and behaves.
▪ Autism Spectrum Disorder

It is caused by an irregularity of brain development, and is usually detected in
early
disorders such as Retts disorder and Childhood Disintegrative disorder.
▪ Cognitive Disability
These are conditions affect the ability to perform one or more mental tasks.
This includes but not limited to problems with reading text, memory, problem
solving, keeping focused (attention span), etc.
▪ Developmental Delay
It describes when a child takes longer to reach developmental milestones than
other children.
▪ Intellectual Disability
It is a developmental disorder characterised by intelligence limitations, and
significant difficulty with daily living skills
▪ Neurological Impairment
It occurs when there is damage to the nervous system, which includes the
brain and spinal cord.
▪ Physical Disability
These are disabilities that may affect, either temporarily or permanently, a

person's physical capacity and/or mobility. One example of a physical disability
is cerebral palsy.

o Cerebral palsy is an example of a physical disability and can be
characterised according to the following functional levels:
− Mild - They can move independently and is able to do day-to-
day tasks.
− Moderate - They may need to move using assistive equipment
and adaptive technology to accomplish day-to-day tasks.
− Severe - They require a wheelchair and have difficulty in
accomplishing day-to-day tasks.
▪ Sensory Disability
This refers to a disability of the senses (e.g. sight, hearing, smell, touch, taste).
It includes:
o Vision impairment - yesight which may

be genetic or acquired. Student with this have often delays in fine and
gross motor skills development.
o Hearing impairment - Student is partially or completely unable to hear

sounds in the environment. This can occur at birth or can be acquired.
It can be defined in the following functional levels:
− Mild - They have difficulty in hearing soft sounds and distinguish
them in places with background noise.
− Moderate - They have difficulty in hearing conversations in
places with background noise.
− Severe - They need the use of hearing aids, lip reading, and sign
language.
▪ Speech and Language Disability

They may be characterised by inability to produce speech sounds correctly or
fluently, or difficulty pronouncing sounds.

Further Reading
The Department of Social Services provides the following guide
for the List of Recognised Disabilities:
Guide to the List of Recognised Disabilities
Now that you have been introduced to the concepts, practices, theories in disability
and in the provision of disability support, let us proceed to discussing how you can
contribute in facilitating the empowerment of people with disability.
1. Demonstrating Your Commitment in Empowering People with Disability

With the changing views and attitudes towards people with disability and the recent
developments in the disability support sector, including the shift from the
institutionalised model towards the person-centred approach, support workers play
an important role in impacting the lives of people with disability they support for the
better.
To be able to fulfil this role, a support worker must fully prepare him/herself for
working with people with disability and must be able to demonstrate his/her
commitment to empowering them.
Further Reading
Do you know someone who has a disability? Or have you

encountered someone who has a disability?
▪ Can you think of ways how his/her disability has

impacted his/her life?

1.1 Changes in the Legal, Political, and Social Frameworks
Disability in History
People with disability have been treated poorly mainly because they were viewed as
different. They have been stigmatised, ignored, and ridiculed. They were given limited
rights in comparison to people viewed as normal , and it was believed that they
could not contribute much.
However, with recent developments in legislation, policies, and social frameworks,
people with disability are respected equally and enjoy the same rights as others (this
will be further discussed in later sections).
Further Reading
Read more about the changes in legal and political frameworks

relevant to disability through the following resources:
▪ History of Disability Rights Movement in Australia

▪ National Disability Insurance Agency
Changing Attitudes Towards Disability

There are different models of disability the medical and social model; and the
institutionalised and person-centred model or self-directed care. These models
provide view disability differently, and each model provides a framework of how
disability support services are designed and delivered.
Medical Model of Disability

Long ago, disability or disabities are seen as medical problems to be fixed or
incapacities of the person
views and attitudes towards disability fall under the Medical Model of Disability. This
model says that people are disabled because of their impairments and must be fixed
person instead of what the person needs.
These views and attitudes have created low expectations on people with disability
and has often led to people losing independence, choice, and control in their own
lives. This traditional model of disability does not take into consideration the

inclusive ways of living. Because of this, the social model of disability has been
developed.
Social Model of Disability

As opposed to the medical model of disability, the social model of disability, a fairly
recent development in the sector, says that disability is not caused by the impairment
or difference but rather it is caused by the way the society is organised that the
society today contains barriers that restrict people with disabilities from fully enjoying
their lives.
ple living with impairments interacting

in an environment with physical, attitudinal, communication and social barriers. An
example of these barriers includes the lack of ramps to the entrance of buildings
making it difficult for a wheelchair user to get inside these buildings.
The approach of this model is mainly on fixing these barriers in society, rather than
Other examples or scenarios applying the social model of disability include:
▪ A person who has an intellectual disability wants to live independently in his

own home. Under the social model, the person will be given support and
options to enable him to do this. While under the medical model, this person
might be recommended to live in a communal home.
▪ A girl who has a visual impairement would love to read a book. A solution
using the social model approach would include making the full-texts audio
recording version of the book. This way, regardless of this impairment, the girl
can still enjoy the book she wanted to read.
Institutionalised versus person-centred, self-directed model of support

The institutionalised model of support gives primary authority to the service
provider (the hospital, the care facility, and others) in directing the provision of
support. Here the service provider decides for the person on matters relevant to the
support. In this model, people with disabilities are usually housed in the facilities
where they receive treatment.
As opposed to the person-centred model of support, where the person or the
client is the primary authority of directing and deciding on matters relevant to his/her
support it incorporates a self-directed approach through:
▪ giving the clients more control over their lives by allowing them to decide on
options for their own care and support;

▪ considering the individualised needs of clients, as well as the fact that each
person has different needs, and the support provided must accommodate
these individual needs; and
▪
staff in the provision of the support needed by the client, with each
stakeholder playing active roles.
Social Constructs of Disability

In the social model of disability we see a person with disability today as an individual
who is a part of the community, and not of an institution.
Disability, according to this model, is a social construct meaning disability is what
the society defines it to be. The collective attitudes, thoughts, and views of society
towards disability, including your own, form the reality surrounding people with
disability.
Disability as a social construct is the idea that the society and its institutions have the
power to construct disability around social expectations of health.
1. What is the institutionalised model of disability? And how

is it different from the person-centred model and self-
directed approach?
2. In your own words briefly discuss social constructs of

disability.

Legal and Ethical Considerations
The following table shows are legal and ethical requirements that care workers must
adhere to while working with people with disability and how they impact the care
workers.
Legal and ethical Impact on care workers caring for people with
considerations disability
Disability and Rehabilitation Professionals seek to

codes of conduct promote integrity in the practice of supporting people
with a disability or other support needs.
Every care worker has an obligation to provide for and

deal equitably with all its clients and to make extra
discrimination
provision for those persons who by reason of disability
or misfortune are disadvantaged.
Care workers providing care to people with disability

dignity of risk must respect the rights of individuals to make
informed choices in relation to their life.
A duty of care is owed by care workers to their clients.

If harm is suffered by the individual that was
"reasonably foreseeable" a breach of duty of care may
duty of care
be deemed to have occurred. What is "reasonably
foreseeable" would be determined in the context of
the circumstances.
human rights, including Care workers need to be aware of, and familiar with
the United nations the content and implications of International
convention on the rights statements, treaties and alliances and their impact
of persons with upon government policy and service provision to
disabilities (UNCRPD) people with a disability and the community
Care workers empower clients to maximise their self-

determination through access to information, choice,
informed consent
informed consent and/or advocacy in all decision
making
Disability and Rehabilitation Professionals have an

obligation under duty of care to report any breaches
mandatory reporting of the law particularly in respect to abuse, neglect and
exploitation of people who have disabilities, their
families and carers.

When preparing or keeping, records, reports,
assessments or other information (be they: oral,
written or any other communication) Disability and
privacy, confidentiality Rehabilitation Professional's should only use or keep
and disclosure information pertinent to the matter at hand. Any
confidential information must only be revealed to
people for whom the information is imperative or to
confer with an appropriate professional.
Disability and Rehabilitation Professionals endeavour

to maintain high standards of competence in their
work role boundaries work. They recognise the boundaries of their
responsibilities and particular skills and expertise. Disability and
limitations Rehabilitation Professionals provide only those
supports and use only those techniques for which
they are qualified by education, training or experience.
Care workers have the responsibility under the WHS

Act to take reasonable care for their own health and
safety and for the health and safety of others who
may be affected by their actions while at work.
For example, the task of moving and supporting
work health and safety
people with disability has been associated with
musculoskeletal injuries within the disability services
industry. It is therefore imperative that care workers
providing care to people with disability follow the
prescribed safety measures.

1.2 Your Own Personal Values and Attitudes Regarding Disability
Everyone has their own personal beliefs, values, and attitudes which they bring with
them to their working environment. It is important for you to be aware of your own
values and attitudes and how they may affect the way you work with people with
disability.

What are values and attitudes?
Values are the things that we see as important in our

lives they can be our standards, principles, or ideas. Our
values also include what we believe in and what we
consider to be right and wrong.
Attitudes are feelings or emotions that we have toward a

particular fact or statement. For most people the attitude
that they have towards something is a reflection of the
values that they hold.
Values and attitudes are different for people they may be the result of our own
social and cultural background, our past experiences, and many other factors.
For example: A person may value his career first over the idea of settling down into
the married life
Whilst working in the area of disability care you will encounter many different people
with many different attitudes and values which will not always be the same as yours.
In order for you to work effectively in this area you must be able to recognise and
respect these differences and not be judgmental.
Take the time before you have to deal with people, to think about your own feelings,
beliefs, values and attitudes.
If you feel that there is something that you will not be able to accept you will need
to question whether this is the right career path for you. Talk to others around you
and listen to their point of view, they may be able to enlighten you on why something
is so and possibly change your attitude.
Our behaviour is in most cases a
reflection of our attitudes and
feelings. The old adage
never more evident than dealing with

people with a disability. Be aware of
your body language, this will speak
volumes to the people that you are
supporting. As a Support worker you
have a responsibility to ensure that
your behaviour and the attitude that
you display is of a positive nature. You
can do this on a daily basis by being aware of the following:

▪ the way that you communicate and interact with others
▪ following your organisations policies and procedure, these reflect the values
of the service
▪ adopting the philosophies of government and implementing these in your
work place
▪ respecting peoples differences and their differing points of view
▪ listening to others
▪ your appearance
▪ not being judgmental or biased
▪ be mindful of the language that you use, careless use of words can perpetuate
negative attitudes
▪ The way that you interact with the person with a disability and their families as
or speak in a derogatory manner. The language and the tone that you use will
help to create and reinforce equality and equity.
Consider your own personal values and attitudes. How would

these affect the way you work with people with disability?
2. Fostering Human Rights
2.1 Assisting the Person with Disability to Understand their Rights

It is an integral part of your role as support worker to assist people to exercise their
rights and independence wherever possible.
individual needs, advocates for them to exercise their civil rights and encourages
them to have full participation in community life.

Ensuring information cannot be viewed, listened to or
possessed by someone not authorised to. Also refers to
Privacy
the privacy of the person in their environment and
community
Confidentiality Storing information in such a way that it can only be used

by others with the person's permission.
Ensuring protection by laws and regulations within

Common Law
Australia.
Safety, comfort Treating the person in the same way as others, with regard
and dignity to safety and personal comfort.
Supporting the person to express freely what is thought

Express feelings
or felt without fear of anything bad happening as a result.
Including supporting the person to make and keep the

Friendship
friends they choose.
Freedom of This means letting the person have work, social or other
association relationships with anyone of their choosing.
This includes supporting the person to make up their own

Choice to
mind about whether or not to join in an activity, task or
participate
program.
Access to This includes supporting the person to make complaints in
complaints a way that suits them and to have complaints dealt with
mechanisms fairly.
This includes the Universal Declaration of Human Rights
Human Rights and the Convention on the Rights of Persons with
Disabilities.
Freedom from
This includes the Disability Discrimination Act 1992
discrimination
Important! When assisting the person with disability in
preferred communication methods.

Always remember to act within the scope of your own role
especially when providing advice and information about
and trusted and experienced co-workers first.

2.2 Cultural Needs of People with Disability
In Learner Guide 3 we have learned about working with diverse people about how
different cultural, linguistic, and social backgrounds.

In line with this and the person-centred approach, facilitating the empowerment of
people with disability means taking into consideration their cultural needs of the in
all aspects of the delivery of services.
This can be done in a number of ways:
▪ Person-centred planning meetings, wherein the support staff and the person
with disability, and his/her family and carers, meet to discuss the cultural needs
of the person.
▪ Informal discussions and conversations with the person with disability and
sometimes his/her carers.
For example, if the person with
disability is a vegan, one way of
contributing to the empowerment
of this person can include allowing
him to join vegan groups in the
community, which can be a good
opportunity for him/her to interact
to form social networks with other
vegans in the community.
Some people with disability might
also enjoy in joining church or
religious groups in the area, where
there are also opportunities for them to contribute their skills and talents it could
be singing in the church choir or doing volunteer work.
There are many different services that can cater and accommodate different cultural
and religious needs and preferences. However, it will all depend on the person.
culture
or from one religion, he/she will seek services and groups that are similar to his/her
own culture and religion. It is always best to ask the person first!

2.3 Indications of Possible Abuse and Neglect
Unfortunately, people with a disability can be extremely vulnerable to being abused,
assaulted, and neglected. It is therefore essential that you, as a support worker, are
able to identify signs and symptoms of abuse, assault and neglect, and ensure you
respond to these appropriately within legal and ethical requirements and the policies
and procedures of your organisation.
▪ Assault can be defined as an unlawful physical or psychological attack upon

another.
▪ Harm is any detrimental effect of a significan

psychological or emotional wellbeing. Harm can be caused by physical,
psychological or emotional abuse or neglect, or sexual abuse or exploitation.
▪ Negligence is the inability to do something that a reasonable person would

do under the circumstances, or doing something that a reasonable person
would not do under the same set of circumstances. Negligence is the failure
by those who have a duty of care to provide the necessities of life (food,
clothing, shelter, health car
health and wellbeing and the failure to use the available resources to meet
those needs.
Important! It your legal and ethical responsibility to report any

breach of the person's rights and any situation that you believe
is placing them at risk of physical, psychological, mental,
emotional, social or financial harm.
Ensure that when you encounter such breaches, respond in
accordance with legal and ethical requirements including but
not limited to WHS laws, and mandatory reporting, as well as
Ensure that you also consult with your supervisor and trusted
and experienced co-workers regarding matters that are
unclear to you.

Signs or Indicators that Abuse and Neglect
The following are signs and indicators of abuse and neglect that support staff must
look out for:
Physical Abuse
Physical Indicators Behavioural Indicators
▪ Facial, head and neck bruising
or injuries.
▪ Drowsiness, vomiting, fits ▪ Explanation inconsistent with the
(associated with head injuries). injury; explanation varies.
▪ Unexplained or poorly ▪ Avoidance or fearfulness of a
explained injury. particular person
▪ Other bruising & marks may ▪ Sleep disturbance (e.g.
suggest the shape of the nightmares; bed wetting).
object that caused it. ▪ Changes in behaviour e.g. out of
▪ Bite marks or scratches. character aggression; withdrawal;
▪ Unexplained burns or scalds. excessive compliance.
▪ Unexplained fractures,
dislocations, sprains.
Neglect
▪ Hunger and weight loss.
▪ Requesting, begging, scavenging
▪ Poor hygiene.
or stealing food.
▪ Poor hair texture.
▪ Constant fatigue, listlessness or
▪ Inappropriate or inadequate
falling asleep.
clothing for climatic
▪ Direct or indirect disclosure.
conditions.
▪ Extreme longing for company.
▪ Inappropriate or inadequate
▪ Anxiety about being alone or
shelter or accommodation.
abandoned.
▪ Unattended physical
▪ Displaying inappropriate or
problems or medical needs.
excessive self-comforting
▪ Health or dietary practices
behaviours.
that endanger health or
development.
▪ Social isolation.

Sexual Abuse
▪ Repeat use of words e.g. "bad",
"dirty";
▪ Direct or indirect disclosure. ▪ Self-destructive behaviour, self-
▪ Sexual act described by the mutilation
person. ▪ Sudden changes in behaviour or
▪ Traumas to the breasts, temperament, e.g., depression,
buttocks, lower abdomen or anxiety attacks (crying, sweating,
thighs. trembling), withdrawal, agitation,
▪ Difficulty in walking or sitting anger, violence, absconding,
▪ Injuries (tears or bruising), seeking comfort & security.
pain or itching to genitalia, ▪ Inappropriate advances to
anus or perineal region. others.
▪ Torn, stained or blood ▪ Sleep disturbances, refusing to
stained underwear or go to bed, going to bed fully
bedclothes. clothed.
▪ Sexually transmitted ▪ Eating disorders.
infections (STIs) ▪ Refusing to shower or constant
▪ Unexplained accumulation of showering.
money or gifts ▪ Changes in social patterns,
▪ Pregnancy. refusing to attend usual places
▪ (work, respite)
▪ Excessive compliance.
Psychological or Emotional Abuse

▪ Feelings of worthlessness about
life and self; extreme low self-
esteem self-abuse or self-
destructive behaviour.
▪ Speech disorders. ▪ Extreme attention seeking
▪ Weight loss or gain. behaviour and other behavioural
disorders (e.g. disruptiveness,
aggressiveness, bullying).
▪ Excessive compliance.
▪ Depression, withdrawal, crying.

Financial Abuse
▪ Restricted access to or no
control over personal funds
or bank accounts.
▪ No records or incomplete ▪ Stealing from others.
records kept of expenditure ▪ Borrowing money.
and purchases. ▪ Begging.
▪ Missing money, valuables or
property.
▪ Forced changes to wills or
other legal documents.
(Sourced from: NSW Interagency Guidelines for Child Protection Intervention 2000,
revised 2005; Elder Abuse Manual 1996 Disability Services ASAP; and Detecting and
Reporting Physical, Sexual or Emotional Abuse or Neglect USA 2003; and Australian
National Disability Abuse and Neglect Hotline)
1. Provide three (3) physical indicators of the following:

▪ Physical abuse
▪ Physical neglect
▪ Psychological abuse
2. How must support workers respond when they notice

indicator(s) of abuse in a client?

3. Facilitating Choice and Self Determination
Facilitating the empowerment of people with
disability means enabling them to make their
own choices and to enjoy their right to self-
determination.
Self-determination means pursing your
interests and goals without influence from
others.
In society, everyone should have the power
over their own life and the opportunity to make
their own choices.
Often, people with a disability need support to
act on their own right to self-determination
and independence, to make sure that their
interests are protected and to experience a
better quality of life.
This section will focus on how you, as a
support worker, can help in facilitating choice
and self-determination for people with
disability.
3.1 Using the Person-Centred Approach in Empowering the Person with

Disability
Remember that the person-centred approach is at the heart of how care and support
services are delivered. It encompasses many practices such as the rights-based and
strengths-based approaches to disability support.
Integrating the person-centred approach in facilitating the empowerment of people
with disability is applied in the following:
▪ Acknowledging the person with disability as their own expert
▪ Facilitating person-centred options for actions and relevant matters with the
person with disability and his/her family and carers.
▪ Encouraging and empowering the person with disability to make
▪ Ensuring that the person is comfortable with any decisions that are being
made on their behalf

Strategies that assist people with disability to exercise their rights and support
independent action and thinking
The following are strategies that you, as a support worker, can use to help people
with disability in exercising their rights and supporting independent action and
thinking:
▪ Assisting the person and his/her family and carers in accessing services and
complaints mechanisms
▪ Providing the person and his/her family and carers sufficient information about
support services to ensure that they make informed decisions.
▪ Involve the person in the decision-making processes relevant to the provision
of his/her support, ensuring that he/she takes an active role in these
processes.
The use of technology can also help people with disability to exercise their rights and
support independent action and thinking, including:
Tablets
Tablets can be used for speech by people with disability.
By using these tablets, they can have access to words in
the vocabulary that can help them articulate what they
Computers and Laptops

Laptops with specialised software are also used to
convert typed words to spoken words and vice versa.
People with disability and their family/carers can use this
software to facilitate conversation or discussions about
matters regarding the support needs of the person with
disability.
1. What is the institutionalised model of disability? And how

is it different from the person-centred model and self-
directed approach?
2. In your own words briefly discuss social constructs of

disability.

Support Practices for People with Disability
In facilitating the empowerment of people, as part of the person-centred
approach, the support staff ensures that support practices are in line with the
s needs, goals, and requirements. Support practices are carried out in
dualised plans.
The following are some examples of support practices:
Condition Disability Support Practice
▪ Understand the triggers of anxiety and help the

client manage their environment and/or activities
Anxiety disorder to avoid these triggers.
▪ Support and encourage positive coping
behaviours
▪ Assist the client with the use of mobility devices.

▪ Provide support in rehabilitative physical activities
Spinal Cord Injury
by the health professional (e.g. Physiotherapist)
▪ Support rehabilitation program as advised by the

health professional e.g. use of independent aids
Stroke
▪ support informed decision making and
independence
▪
strength based approach
▪ Communicate with the client using his preferred
Down syndrome
method of communication.
▪ Establishing clear routines and predictable
situations
▪ Encourage the client to exercise and eat a

balanced diet.
Obesity ▪ Incorporate physical activities prescribed in the
support plan
(ADLs).

3.2 Advocacy Services and Complaint Mechanisms
Advocates
An advocate is someone who acts on behalf of another person in the best interest
of the person. Advocacy is a very complex issue. Being an advocate is not quite as
easy as it sounds. As an advocate you must be aware of where your powers start and
where they end. You need to understand why and in what circumstances you should
act as an advocate on behalf of a person and when this would be appropriate.
Advocates can be family members,
friends, or an independent third party.
The important thing to remember is
that the advocate must be free from
conflict of interest and have the best
interests of the person at heart.
Where to find an advocate?

When the person is not able to
advocate for themselves then the
family speak on their behalf. When the family (informal advocacy support) is
considered inadequate or they seek assistance then an independent advocate may
need to be appointed. Independent advocates can be located through regional and
state advocacy organisations.
Advocates can be voluntary or financed through State and Commonwealth
advocacy programs. There may even be people within your local community who
would be happy to take on an advocacy role.
Advocacy Services may be accessed through:

▪ Support workers, clients and/or their families can search for disability
advocacy services on the National Disability Advocacy Program Provider
Search website: finder.dss.gov.au/disability.
▪ They can also email: disabilityadvocacy@dss.gov.au.
▪
▪ Visit the People with Disability (Australia) www.pwd.org.au
▪ Send inquiries online or inquire through the telephone.

▪ Consultation workplace supervisor and other experienced colleague in
disability support.
Complaints Mechanism
Complaints Mechanisms can be accessed through:
If a person wanting to make a complaint has a disability, they may:
▪ Request assistance to make their complaint, such as an interpreter, if needed.
This assistance is provided by the organisation and all staff are trained on how
to manage this request
▪ Request someone else to lodge a complaint on their behalf. In this case,
written permission must be given
▪ Request assistance in formulating and lodging their complaint.
You can also help through:

▪ e state/territory.
▪ Sending inquiries online or inquiring through the telephone.
▪ Consultation with workplace supervisor and other experienced colleague in
disability support.
Further Reading
Find out about the advocacy services in your local community.

You can do this by conducting research online, by visiting local
organisations including the library, or by consulting with
relevant personnel.
Identify at least (1) advocacy service, and briefly describe it the

purpose of the service, how one can access it, etc.

Referral Procedures
In empowering the person with disability, there are instances when you will be
required to seek support from others including your supervisor and trusted and
experienced co-workers. In some cases, specialists are also required. The type of
referrals will also mainly depend on what the client requires. For example, a client
with speech impairment may be referred to a speech pathologist. A client who has a
physical disability may require the referral to a physical therapist, and clients
experiencing emotional and psychological stress may need the help of a
psychologist.
important that you fully familiarised yourself with the scope of your role what your
responsibilities and limitations, so you will have a good idea on what to do in different
situations and you will know if there is a need to consult your supervisor or refer the
concern to specialists. Specialist services may include the following:
Psychologist
Case manager (disability specialty)
Specialist nurse
Speech and language pathologist
Occupational therapist
Social worker

CONCLUSION
What have we learned?

reached the end of the second learner guide! To summarise
what you have learnt in this subject:
I. Facilitating Empowerment of People with Disability

1. Demonstrating Your Commitment in Empowering People with Disability
2. Fostering Human Rights
3. Facilitating Choices and Self-Determination
Please review any of the above areas that you are still not familiar with.
What next?
Now that you have completed the Learner Guide 6, you are now ready to
commence working through Assessment Workbook 6.
Good luck with your Assessment!

WE WOULD LOVE YOUR FEEDBACK!
Inspire Education is committed to ensuring you get the most out of your student
experience with us. Part of your Learning Journey is the use of our contextualised
learning materials and assessment workbooks. We would love to get your feedback
on how this material worked for you.
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CHC33015 Certificate III

Empowering People with Disability

Date Summary of modifications made Version

15 July 2016 Version 1.0 final produced following validation v1.0

Version 1.1 produced with the following

Updated links and revised the content in

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

CHCDIS007 Facilitate the

This is useful to you if you:

Why do I need this unit/subject?

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

• Search for other resources. You can find books, journals,

• Go to your local library. Most libraries keep information

• Contact public relations and information services provided

• Contact your trainer from Inspire Education. You may book

• You may watch the pre-recorded webinars for this subject

• You may check your course for availability of forums.

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

any of it is similar to your answers:

(Sourced from www.who.int)

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Access and Equity

(Sourced from www.opendoors.net.au)

birht, language, culture, race, religion or disability.

1. Think of examples of situations or scenarios in disability

2. In your own words, briefly explain the following

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

▪ Autism Spectrum Disorder

These are disabilities that may affect, either temporarily or permanently, a

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

o Vision impairment - yesight which may

o Hearing impairment - Student is partially or completely unable to hear

▪ Speech and Language Disability

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

1. Demonstrating Your Commitment in Empowering People with Disability

Do you know someone who has a disability? Or have you

▪ Can you think of ways how his/her disability has

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Read more about the changes in legal and political frameworks

▪ History of Disability Rights Movement in Australia

Changing Attitudes Towards Disability

Medical Model of Disability

person instead of what the person needs.

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Social Model of Disability

ple living with impairments interacting

Other examples or scenarios applying the social model of disability include:

▪ A person who has an intellectual disability wants to live independently in his

Institutionalised versus person-centred, self-directed model of support

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Social Constructs of Disability

1. What is the institutionalised model of disability? And how

2. In your own words briefly discuss social constructs of

Learner Guide 6 Version No. 2.1 Produced 17 July 2020

Disability and Rehabilitation Professionals seek to