CHC33015-AC-Subject 6-AWB-FV-v1.2

Assessment Workbook 6
CHC33015 Certificate III in

Individual Support
Specialising in Ageing
Facilitate the Empowerment of

People with Disability
Version 1.2 Produced 27 April 2018
Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
Version 1 final produced following

05 May 2016 1.0
assessment validation.
Updated intranet logins

Rectified minor punctuation and spelling
errors in sections: ‘The basic principles
of assessing nationally recognised
training’ and ‘The rules of evidence’
28 March 2017 1.1
Added citation in ‘The basic principles of
assessing nationally recognised training’
Updated Assessor Checklist to Workbook
Checklist
Removed Feedback Section
Modifications include:
- Updated resource to
current style guide.
27 April 2018 - Minor changes in wording 1.2
and formatting.
- Updated ‘Instructions to
Student’ section
- Updated subject title
Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Page 2 © Compliant Learning Resources
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open
in Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS ...........................................................................................4
WHAT IS COMPETENCY-BASED ASSESSMENT ..................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING .......6
THE DIMENSIONS OF COMPETENCY ............................................................... 7
REASONABLE ADJUSTMENT ........................................................................ 8
THE UNIT OF COMPETENCY ........................................................................ 10
CONTEXT FOR ASSESSMENT ....................................................................... 10
ASSESSMENT REQUIREMENTS .................................................................... 10
ASSESSMENT METHODS .............................................................................11
RESOURCES REQUIRED FOR ASSESSMENT .................................................... 12
ASSESSMENT WORKBOOK COVER SHEET...................................................... 13
KNOWLEDGE ASSESSMENT ........................................................................ 14
PRACTICAL ASSESSMENT ........................................................................... 24
Instructions to Assessor ....................................................................................................... 24
Instructions to Student ........................................................................................................ 24
PART 1: PROJECT ASSESSMENT ................................................................... 25
PART 2: CASE STUDY ASSESSMENT .............................................................. 28
Case Study: Lisa Luther .......................................................................................................28
Scenario 1 ...................................................................................................................................................................... 29
Scenario 2 ...................................................................................................................................................................... 30
WORKBOOK CHECKLIST ............................................................................ 34

© Compliant Learning Resources Page 3
INSTRUCTIONS
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment and Practical Assessment.
The questions under Knowledge Assessments are all in a short answer format. The
longer questions requiring creative and analytical thought processes are covered in the
Practical Assessment. You must answer all questions using your own
words. However, you may reference your Learner Guide and other relevant resources
and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally,
you should be able to answer these questions based on the processes that are currently
in place in your workplace. However, if you do not currently have access to a
workplace, then answer the questions based on processes that should be implemented
in a typical workplace setting.
Accessing Intranet Pages and External Links

There are instructions in this workbook that will refer you to intranet pages and or
external links. These intranet pages and external links are formatted in Blue
Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac
users while clicking on these links.
WHAT IS COMPETENCY-BASED ASSESSMENT

The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by the industry as competency standards.
 Assessment should mirror the environment the learner will encounter in the
workplace.
 Assessment criteria should be clearly stated to the learner at the beginning of
the learning process.
 Assessment should be holistic. That is it aims to assess as many elements
and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be

ineffectual unless it assists a person to perform a task to the level required in
the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated
for the trainer and learner. Assessable outcomes are tied to the relevant
industry competency standards where these exist. Where such competencies
do not exist, the outcomes are based upon those identified in a training needs
analysis.

Definition of Competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of evidence to
support the judgement on whether competence has been achieved. Skills and
knowledge (developed either in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence
required by industry, rather than compared with the skills and knowledge of
other learners.
THE BASIC PRINCIPLES OF ASSESSING

NATIONALLY RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational education and
training context, is founded on a number of basic conventions:
The principles of assessment

 Assessment must be valid
- Assessment must include the full range of skills and knowledge needed
to demonstrate competency.
- Assessment must include the combination of knowledge and skills with
their practical application.
- Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number of
contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to ensure
that assessors are making decisions in a consistent manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
- Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners through a variety of
delivery modes so they can proceed through modularised training
packages to gain competencies.

- Assessment must be mutually developed and agreed upon between
assessor and the assessed.
- Assessment must be able to be challenged. Appropriate mechanisms
must be made for reassessment as a result of challenge.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence

When collecting evidence, there are certain rules that apply to that evidence. All
evidence must be valid, sufficient, authentic and current:
 Valid
Evidence gathered should meet the requirements of the unit of competency.
This evidence should match, or at least reflect, the type of performance that is
to be assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
This rule relates to the amount of evidence gathered. It is imperative that
enough evidence is gathered to satisfy the requirements that the learner is
competent in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence is the
learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance and
not only narrow task skills. The four (4) dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for learners
with a disability - November 2010 - Prepared by - Queensland VET Development
Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner with a
disability. A reasonable adjustment can be as simple as changing classrooms to be
closer to amenities or installing a particular type of software on a computer for a
person with vision impairment.
Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability
have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:
 customising resources and assessment activities within the training package or
accredited course
 modifying the presentation medium
 learner support
 use of assistive/adaptive technologies
 making information accessible both before enrollment and during the course
 monitoring the adjustments to ensure learner needs continue to be met.
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide
Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition
software, alternative keyboards, devices for grasping, visual alert systems, digital note
takers.

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant Unit(s)
of Competency. E.g., If the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally
would not be a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.

THE UNIT OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from CHC33015 –
Certificate III in Individual Support Specialising in Ageing:
CHCDIS007 Facilitate the empowerment of people with disability

1. Demonstrate commitment to empowerment for people with disability
2. Foster human rights
3. Facilitate choice and self determination
For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au
CONTEXT FOR ASSESSMENT

To complete the assessments in this workbook, students need to have access to their
learning materials and the internet. The Knowledge Assessment and Practical
Assessment may be completed wholly at the student’s home or chosen place of study.
ASSESSMENT REQUIREMENTS
The assessment requirements specify the evidence and required conditions for
assessment.
Each unit of competency can be unbundled to reveal three key assessment
components:
1. Performance Evidence
- describes the subtasks that make up the element of the unit
2. Knowledge Evidence
- describes the knowledge that must be applied to understanding the tasks
described in the elements
3. Assessment Condition
- describes the environment and conditions that assessments must be
conducted under

The associated assessment method in this kit covers all of these components as
detailed in the matrix to follow:
Units of
Competency
CHCDIS007
Assessment Activities
Knowledge Assessment 
Practical Assessment 
ASSESSMENT METHODS
This workbook uses the following assessment methods:
1. Knowledge Assessment – A set of generic and workplace questions testing the

student’s general knowledge and understanding of the general theory behind
the unit.
2. Case Study – Includes detailed scenarios and simulated environments
providing all necessary information required to complete relevant tasks and
activities.
3. Project Assessment – A set of tasks or activities completed according to set
instructions and guidelines to meet the requirements of the relevant units.
These tasks and activities require you to have access vto a workplace.

RESOURCES REQUIRED FOR ASSESSMENT
Assessor to provide:
 Templates needed for tasks such as progress notes templates
 Case studies and simulations
 Information about work activities
Candidate will need access to:

 Computer with internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader

ASSESSMENT WORKBOOK COVER SHEET
To the candidate: Print this coversheet and complete it by filling in all the required
information and affixing your signature in the space provided. Your signature must be
handwritten. Scan the completed cover sheet and submit it along with your evidence
submissions. Use the filename: CHC33015 Subject 6 Cover Sheet.
WORKBOOK: WORKBOOK 6
Facilitate the Empowerment of People with

TITLE:
Disability
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the
terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate, and
choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can
make for each assessment, and I am submitting all documents required
to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided, and I am aware that my assessor will not assess
work that cannot be clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of qualification or statement of
attainment.
 I am aware that there is a policy of checking the validity of qualifications
that I submit as evidence as well as the qualifications/evidence of
parties who verify my performance or observable skills. I give my
consent to contact these parties for verification purposes.
Name: Signature: Date:

KNOWLEDGE ASSESSMENT
1. Explain the difference between social and medical model of service in

disability care. Include in your explanation how these relate to the history and
recent developments in the industry.
Guidance: Your response must have two (2) parts: The difference between
social and medical model of service in disability care, and how this relates to
the developments in the industry practice.
a.
b.
2. Explain the difference between institutionalised and person-centred model of

support in disability care. Include in your explanation how these relate to the
history and recent developments in the industry.
Guidance: Your response must have two (2) parts: The difference between
institutionalised and person-centred model of support in disability care, and
how this relates to the developments in the industry practice.
a.
b.

3. Disability as a social construct:
a) Briefly explain disability as a social construct.
b) Briefly explain the impact of your own attitudes on working with people
with disabilities.
a.
b.
4. Seeking support from more experienced and qualified staff

a) In providing care for people with disability, when should you seek
support from more experienced and qualified staff?
Guidance: Include one (1) specific example of an instance within the
support environment when one should seek support from more
experienced and qualified staff.
b) Using the example you provided in question ‘a’, explain how you would
seek support.
Guidance: Indicate the person/s (and their roles) to whom you would
seek assistance from
a.
b.

5. Match the following types of disabilities to their correct definitions by writing
the letter corresponding to your answer in the spaces provided:
a) Acquired brain injury
b) Autism spectrum disorder
c) Cognitive disability
d) Developmental delay
e) Intellectual disability
f) Neurological impairment
g) Physical disability
h) Sensory disability, including hearing, vision impairment
i) Speech/language disability
It is caused by an irregularity of brain development and is usually detected

in early childhood and lasts throughout a person’s life. It describes a
cluster of disorders such as Rett's Disorder and Childhood Disintegrative
Disorder.
It is a developmental disorder characterised by intelligence limitations

and significant difficulty with daily living skills.
It occurs when there is damage to the nervous system, which includes the
brain and spinal cord.
It is described as when a child takes longer to reach developmental

milestones than other children.
These are disabilities that may affect, either temporarily or permanently,

a person’s physical capacity and mobility.
It refers to a disability of the senses (e.g. sight, hearing, smell, touch,

taste).

It is a disorder which causes damage to the brain, changing the way a
person acts, thinks, communicates, and behaves.
These are conditions affect the ability to perform one or more mental
tasks. This includes but is not limited to problems with reading text,
memory, problem-solving, keeping focused (attention span), etc.
6. Match the following conditions to the examples listed in the table below by
writing the corresponding letters in the space provided in the first column.
Then in the last column, describe at least one (1) support practice you can
provide as an individual care worker for each of the listed condition.
a) Genetic disabilities
b) Physical trauma
c) Psychological trauma
d) Chronic lifestyle conditions
e) Acquired brain injury
Condition Support Practice
Anxiety disorder
Fractured femur
Concussion
Down syndrome
Obesity

v
7. Briefly describe the following legal and ethical considerations in the context
of working with people with disability:
Guidance: Describe how each of the listed considerations impacts your role
as an individual care worker.
Legal and ethical Impact on individual care workers caring for people
considerations with disability
Codes of conduct
Discrimination
Dignity of risk
Duty of care
Human rights, including

the United Nations
Convention on the Rights
of Persons with
Disabilities (UNCRPD)
Informed consent

Mandatory reporting
Privacy, confidentiality,
and disclosure
Work role boundaries –

responsibilities and
limitations
Work health and safety

8. Match the following principles to the correct description as they relate to
working with people with disability. Write the letter corresponding to your
answer in the space provided:
a) Empowerment
b) Rights-based approaches
c) Person-centred practices
d) Self-advocacy
e) Active support
f) Active listening
g) Social justice, and the importance of knowing and respecting each
person as an individual
h) Strengths-based approach
Supports and promotes participation, accountability, non-discrimination

(equality), empowerment, and legality.
Promoting and encouraging self-determination by people with physical

disability, supporting them to make their own choices and decisions,
particularly where the outcomes directly affect their lives.
Keeping the person with a disability at the centre of decision-making.
Ensuring that people with even the most significant disabilities have
ongoing, daily support to be engaged in a variety of life activities and
opportunities of their choice.
Promoting 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.
Removing distractions, understanding the speaker’s signs and sounds, and

providing feedback.
Focuses on the individual’s strengths and abilities and not their disabilities,
shifting the frame of reference in defining the methodologies for providing
support.

Making sure that people with disability have the same choices as every other
Australian about how they live and the means to make those choices.
9. List two (2) examples of strategies that assist people with disabilities to
exercise their rights.
1.
2.
10. List two (2) examples of strategies that assist people with disabilities to
support their independent action and thinking.
1.
2.
11. List two (2) examples of how technology such as laptops or tablets, help in
facilitating choice for people with disability.
1.
2.

12. Explain how to access and use advocacy services for people with disability.
13. Explain how to access and use complaint mechanisms for people with
disability.
14. List two (2) examples of indicators of abuse in relation to people with
disabilities.
1.
2.

15. List two (2) examples of indicators of neglect in relation to people with
disabilities.
1.
2.

PRACTICAL ASSESSMENT
Instructions to Assessor
This practical assessment will help the candidate demonstrate the skills and
performance evidence requirements of the following unit of competency covered in
this workbook:
CHCDIS007 Facilitate the empowerment of people with disability
The assessment is divided into two (2) parts: The Project Assessment and the Case
Study.
The Project Assessment is a set of tasks that must be completed in a workplace, or
in an environment with conditions similar to that of a real workplace.
The Case Study Assessment includes hypothetical situations which will not require
the candidate to have access to a workplace; although, their past and present work
experiences may help them with the responses they provide.
skill requirements relevant to providing mentoring in the workplace.
Instructions to Student
This section of this workbook covers the assessment of your skills relevant to the
performance requirements included in this subject.
The assessment is divided into two (2) parts: The Project Assessment and the Case
Study.
The Project Assessment is a set of tasks that must be completed in a workplace, or
in an environment with conditions similar to that of a real workplace.
The Case Study Assessment is a set of hypothetical situations which will not require
you to have access to a workplace; although, your past and present workplace
experiences may help with the responses you provide.

PART 1: PROJECT ASSESSMENT
This project requires you to complete a set of questions that will help you
demonstrate your commitment to empowering people with disability in a support
environment.
1. Identify changes in the legal framework within the support industry.
2. Identify changes in the political framework within the support industry.

3. Identify changes in the social framework within the support industry.
4. Describe two (2) ways society can affect the level of impairment experienced
by a person with disability.
1.
2.

5. Describe your personal values and attitudes regarding disability and explain
their potential impact on your role as an individual care worker.
Guidance: Your answer must include two (2) parts: your personal values
and attitudes towards disability, and how it may impact you as an individual
care worker.
1.
2.
6. Describe how you can adjust your own approaches to facilitate empowerment.

PART 2: CASE STUDY ASSESSMENT
This case study will provide you scenarios and tasks that will test your knowledge
and skills relevant to the requirements of the unit covered in this workbook.
This case study is a hypothetical situation and will not require you to have access to
a care facility, although your past and present workplace experiences may help with
the responses you provide.
Case Study: Lisa Luther
Name: Lisa Luther

Age: 90
This is Lisa Luther. Lisa has been a resident in Lotus Compassionate Care for two
(2) years. Lisa moved to the centre after being diagnosed with early-stage Alzheimer.
She loves staying in the centre as all the staff, and individual care workers are very
supportive in helping her cope with the difficulties brought about by the disease.
Lisa is also suffering from hearing and vision loss. Her left ear is completely deaf,
while her right ear has a moderate hearing loss. Lisa wears a hearing aid in her right
ear.
Both her eyes have cataracts that render her eyes with moderate visual impairment.
Lisa is a vegan and has been a vegan for the most of her life.

v
Scenario 1
Date: 7 June 20xx

Time: 11:45:00 AM
While assisting another client eat lunch in the centre’s common dining area, you
noticed that the individual care worker attending to Lisa is serving her meat.
Having cared for Lisa in the past, you know that Lisa is vegan and does not eat or
use meat products.
You informed the individual care worker that Lisa follows a vegan diet. The
individual care worker told you that Lisa is not lucid and will not even know what
she had for lunch.
1. How can you ensure that Lisa’s cultural needs are met?
Guidance: In your explanation, provide an example of such cultural needs
and what you can do to ensure it is accepted and upheld.

Scenario 2
Date: 7 June 20xx

Time: 11:45:00 AM
Lisa hears your conversation and recognises the meat on her plate. She pushes the
plate away. The individual care worker holds Lisa on her wrist tightly, keeping her
from pushing the plate away any further. You see Lisa’s face grimace, and she
carefully puts her hands on her lap. Lisa looks scared and keeps her eyes on her lap.
You suspect abuse.
2. Identify possible breaches of human rights in the given scenario.

Guidance: List two (2) examples of human rights violations demonstrated
in the given scenario.
1.
2.

3. Using the form provided in the link below, complete an Abuse Incident
Report. Save the completed report using the filename: Lisa-Abuse Incident
Report
Guidance:
 Indicate in the form the indications of possible abuse that prompted
you to file an abuse incident report.
 For the purpose of this assessment, the date today is 7 June 20xx,
where 20xx is the current year.
 You are reporting this incident to Rachel Allcot, your supervisor at
Lotus Compassionate Care.
Abuse Incident Report Form

Username: newusername
Password: newpassword

v
DETAILS OF INCIDENT
Date of Incident or
Name of Facility Notification of
Incident
Name of Person Time of incident or
reporting Notification of
the incident Incident
Name of Person
Incident Date & Time
reported to Reported
DETAILS OF RESIDENT OR COMMUNITY CLIENT

Name of Resident / Date of birth
Client
Medical Diagnosis and Male
relevant history Gender
Female
Name of Resident’s / Date & Time
Client’s Representative
Representative Notified
DETAILS OF ANY INJURY

Nature of the Injury
Immediate care given

Name of Medical Date & Time MP
Practitioner (MP) attended
notified
Name of Attending Date & Time Police
Police attended
Officers & police
station
Date & Time
Name of hospital if
transferred
transferred
to Hospital
DESCRIPTION OF EVENTS
Factual description of
the incident or alleged
incident. Please be
specific, noting
times.(attach a
separate sheet if it is
necessary to provide
more information)

DETAILS OF WITNESSES (attach written statements)
Name Address Phone
Name Address Phone
Signature & Designation of Person Reporting Date
TO BE COMPLETED BY CARE MANAGER

Incident Reported to
Yes
Department of Health and Date & Time Reported
No
Ageing?
Incident Reported to
Yes
Department of Health and Date & Time Reported
No
Police?
Signature of Facility Care
Date & Time Investigation Manager
Form completed
Date

WORKBOOK CHECKLIST
When you have completed assessing the assessment workbook, review the
candidate’s submission against the checklist below:
 The candidate has completed all the assessments in the
workbook:
 Knowledge Assessment
 Practical Assessment
 Part 1: Project Assessment
 Part 2: Case Study Assessment
 Scenario 1
 Scenario 2
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the
candidate must successfully complete all the requirements listed above according
to the prescribed benchmarks.
End of Document


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Assessment Workbook 6

CHC33015 Certificate III in

Facilitate the Empowerment of

Date Summary of modifications made Version

Version 1 final produced following

Updated intranet logins

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

WORKBOOK CHECKLIST ............................................................................ 34

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Accessing Intranet Pages and External Links

WHAT IS COMPETENCY-BASED ASSESSMENT

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

THE BASIC PRINCIPLES OF ASSESSING

The principles of assessment

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

The rules of evidence

(Source: Training in Australia by M Tovey, D Lawlor)

THE DIMENSIONS OF COMPETENCY

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Why make a reasonable adjustment?

Reasonable adjustment applied to participation in teaching, learning and

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

CHCDIS007 Facilitate the empowerment of people with disability

For complete copies of the above units of competency:

CONTEXT FOR ASSESSMENT

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

1. Knowledge Assessment – A set of generic and workplace questions testing the

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Candidate will need access to:

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Facilitate the Empowerment of People with

FIRST AND SURNAME:

Name: Signature: Date:

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

1. Explain the difference between social and medical model of service in

2. Explain the difference between institutionalised and person-centred model of

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

4. Seeking support from more experienced and qualified staff

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

It is caused by an irregularity of brain development and is usually detected

It is a developmental disorder characterised by intelligence limitations

It is described as when a child takes longer to reach developmental

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

It refers to a disability of the senses (e.g. sight, hearing, smell, touch,

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Condition Support Practice

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Human rights, including

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Work role boundaries –

Work health and safety

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Supports and promotes participation, accountability, non-discrimination

Promoting and encouraging self-determination by people with physical

Keeping the person with a disability at the centre of decision-making.

Promoting the participation and voice of people with a disability, enabling

Removing distractions, understanding the speaker’s signs and sounds, and

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018

Assessment Workbook 6 Version No. 1.2 Produced 27 April 2018