STUDENT ASSESSMENT BOOKLET-I

CHCDIS008 Facilitate Community

P a r t i c i p a t i o n a n d S o c i a l In c l u s i o n

Student Name: ___________________________

Suite 203, 11-15 Deane Street Burwood, NSW, 2134

Email: info@advancecollege.edu.au
RTO Code: 45342
© 2020 Advance College
Advance College is a trading name of Australian Newtown College, RTO 45342.
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 ASSESSMENT OVERVIEW
This Student Assessment Booklet-I includes Task 1 for assessment of CHCDIS008 Facilitate community
participation and social inclusion.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.

Assessment Task About this task

Assessment Task 1: Written questions
Assessment Task 2: Workplace project
Assessment Task 3: Workplace
observation
You must correctly answer all questions to show that you
understand the knowledge required of this unit.
You will need to develop and implement a community
support plan for at least three different individuals with a
disability in your workplace.
There are two parts to this task.
 Part A requires you to identify and assess the needs,
strengths and social networks of an individual with a
disability.
 Part B requires you to implement and review the
support plan with the individual and their team. A
consent form must be completed for this task

Supporting resources
You may like to look at the following websites, books and documents for more information about the
topics related to this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it
in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back
of the Task Cover Sheet.

Prerequisite
The prerequisite for this unit is NIL.

PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be
evidence that the candidate has:

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 assisted at least 3 people with disability to develop and implement community engagement plans
within their individualised plan

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively manage the tasks
outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:

 elements of best practice in the area of community participation and social inclusion
 the social model of disability and the impact of social devaluation on an individual’s
quality of life
 principles of:

 active support
 lifespan development
 strengths-based and person-centred practice
 risk assessment and mitigation

 funding frameworks and their impact on community participation

 legal and ethical considerations relevant to working with people with disability:

 duty of care
 dignity of risk
 human rights, including the United nations convention on the rights of persons with
disabilities (UNCRPD)

 strategies for:

 identifying interests, abilities and requirements of people with disability

 communication to assist with community participation

For all documentation on the performance criteria and assessment requirements of the unit CHCDIS008 Facilitate
community participation and social inclusion, please refer to the training.gov.au website with this link:
https://training.gov.au/Training/Details/CHCDIS008 .

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 ASSESSMENT TASK COVER SHEET

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name

Assessor Name

Unit: CHCDIS008 Facilitate community participation and social inclusion

ASSESSMENT DETAILS

Written/Oral questions Workplace project

Assessment Type
Workplace observations
AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below.
Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of Yes No
assessment?
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any special needs or considerations to be made for this Yes No
assessment? If yes, what are they? …………………………… …………………………
………………… ……… … … .………………………………………….
Do you understand your rights to appeal the decisions made in an Yes No
assessment?
None of this work has been completed by any other person. Yes No

I have not cheated or plagiarised the work or colluded with any other Yes No
student/s.

I have correctly referenced all resources and reference texts to complete these Yes No
assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action Yes No
may be taken against me.

STUDENT DECLARATION

I,__________________________________, certify that the statements I have attested

above have been made in a good faith, are true and correct. To the best of my knowledge and belief, these

tasks are my own work.

Student Signature: …………………………… Date: ............... /................./...................................

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 ASSESSMENT TASK COVER SHEET – Attempt 1

Result Satisfactory (S) Not Yet Satisfactory

(NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

Re-assessment Result Satisfactory (S) Not Yet Satisfactory

(NYS)
ASSESSOR FEEDBACK (Assessment Task 1)
Assessors: Please return this cover sheet to the student with assessment results and feedback.

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 3

Re-assessment Result Satisfactory (S) Not Yet Satisfactory (NYS)

ASSESSOR FEEDBACK (Assessment Task 1)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

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Assessor signature: Date:

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ASSESSOR DECLARATION

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I

have observed the student demonstrate unit outcomes through consistent and repeated application of

skills and knowledge over a period of time and provided appropriate feedback.

Signature:

Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer
to your Student Handbook for more information about our appeals process.

I have received my assessment result and I am satisfied with the given feedback for this assessment.
I am not satisfied about my result and I would like to appeal regarding my result.

Student Signature: …………………………… Date: ......... /.........../..................

ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents to
help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must include
your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if you
can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).

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WHEN DO I DO THIS TASK?
 You will do this task in your own time.
 Write in the due date as advised by your assessor: _________________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do
one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.

Instructions to students:
Answer the following questions.

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QUESTION 1
For each of the following examples, provide a response from the view of both the medical model of disability and the
social model of disability.

A teenager with a learning disability wants to live in an apartment of her own

Medical model Social model

These disabilities or deviations, even though the
impairments or the discrepancy do not cause any
discomfort or disease, should be removable or modified
by surgical and other therapies under the medical
model.
The social model recognizes that you should enjoy your
life with the right help for paying your rent. The social
paradigm may presume that obstacles are unachievable
to independent life, and you may be forced to live in a
home for care.

A person using a wheelchair needs to access a building with no ramp at the front

Medical model Social model

.
If a wheelchair with a person cannot enter a building
due to such steps, the medical model suggests it's not
because of the steps but because of the wheelchair.
In comparison, the social model of disability will see
the measures as the obstacle to disability. This model is
based on the premise that society disabled people by
planning it all to address the needs of most non-
disabled people.

A young child with a visual impairment wants to read popular storybooks

Medical model Social model

The medical paradigm examines what the individual
wants, not what is wrong. We think that this causes
low aspirations and allows people to lose their freedom,
preference and power.
In order to accept people with deficiency, the social
paradigm aims to transform society and not to change
people with deficiencies to support society. It shares the
belief that disabled persons are entitled to participate
fully like all residents on a level playing field.

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QUESTION 2
Provide a brief explanation for the following disability models – Normalisation and Social Role Variation.

The theory of normalisation involves making life habits and working environments as similar as possible to the
daily situations and way of life and community open to those with disabilities. The rigorous principle of human
rights applicable to disability care is standardization. Social role variation is characterized as the use of culturally
appreciated means in order to allow valued societal norms for people at order to incentivize to be developed,
enhanced, maintained and/or upheld. The aim of standardization is only to promote the need for social inclusion of
people with disabilities, while social value encompasses all socially devalued communities. Firstly, the target
demographic of SRV is specifically for disabled people, but it is unclear.

QUESTION 3

Ricky who has a mental disability said ‘People tend to see us as a danger, or burden in the community. They
always say that we’re better off in our own institution since we’re not really equal to everyone else and that we
can’t do or learn anything anyway.’

What would be the impact on Ricky’s quality of life?

From the above given scenario, In contrast, poor quality of life, frequently encountered by people with serious
mental health problems, is marked by feelings of anguish, loss of power, choice and independence, low self-esteem
and trust, a sense of non-partisanship and a sense of desperation and disempowerment. Persons with more serious
types of mental disease have fewer social networks than those and have a higher number of family members than
associates. It becomes more difficult to handle social interactions for those with limited social networks with less
close relationships.

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QUESTION 4
Explain what ‘Active Support’ means to individuals with a disability.

Active assistance is a technique that focuses on individuals to provide immediate help. The objective of Active
Care is the provision of continued and regular assistance to people with perhaps the most serious disabilities to
take part in a range of life experiences and choices. The four essential elements are core elements of strong
involvement for individuals. It's the following: Each moment has the ability to include people in any job,
movement or relationship. Little and then, small doses of new things contribute to more knowledge and more
options.

QUESTION 5
Explain how ‘Individual Support Packages’ as offered by the Department of Human Services in Victoria support
individuals with a disability.

National disability funds distributed to a person to fulfill his/her disability-related assistance requirements
constitute individual support packages. The financing of disability services can supplement unorganized family and
friend support structures and/or community programs generally available. People may obtain support from a
facilitator to gain the guidance and assistance they need for the important people of their lives, such as their
families, friends or supporters. The funds can be used to purchase a variety of services relating to disabilities,
selected by the person to help them meet their objectives.

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QUESTION 6
Explain the difference between a person-centred practice and a strengths-based practice.

Personal practice places the client at the centre of everything we do. Each patient is recognized as a special and
complex individual. It honours your wishes, interests and understanding of your fitness and health needs. One of
the main objectives of person-centred treatment is to act entirely. The qualitative method refers to each person's
distinct understanding of his own environment. Practice based on strengths is a collaboration between the helping
individual and the person who supports them, encouraging them to collaborate together and identify the result
based on the strengths and assets of the person.

QUESTION 7
Provide three benefits of an organisation that is person-centred in their practices.

.
Personal care helps you discover appropriate means of communicating
with them and maximizing their healthcare outcomes.

It increases their autonomy. It not only benefits the patient personally, but allows them to
participate in the decision-making process

Personal treatment is a way to think and do things where individuals use health and social services
as equal participants in planning, development and tracking for their desires.

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QUESTION 8
Explain how the UNCRPD impacts human rights for individuals with a disability.

According to UNCRPD, Disabled people include individuals with long-term disorders in physique, mind,
intellectual or sensory conditions which may prevent their complete and successful inclusion in society on a level
with others, in contact with diverse barriers. the right to decent living standards; The right to engage, including
voting, in civic and political life. In order for those with disabilities to achieve true human dignity, the fulfillment
of these rights and freedoms is necessary. UNCRPD aims to encourage, defend and enable all people with a
disability to enjoy complete and equal rights and liberties.

QUESTION 9
What are the six main stages of lifespan development?

1.  0-2 years of infancy.

1. Childhood Early = three to eight years old.

2. Adolescent = 9-18 years.

3. Early Adulthood = 19-45 years of age.

4. Adulthood in Middle Ages = 46-65 years.

5. Adulthood later = 65 years and more.

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QUESTION 10
What challenges or barriers would an individual with a learning disability experience during their adolescence?
Provide three examples.

1. Less acquaintances, fewer friendship chances,

2. Reduced social and leisure participation rates,

3. It could lead to more solitude in the adolescents

QUESTION 11
What is meant by the ‘duty of care’ from the perspective of a disability worker?

A individual with disabilities who supports them, while those in the general population, has a responsibility to look
after a person with a disability while they serve in a Community setting. If an individual acts unjustifiably or does
not, which may also be irrational in a particular case, a care obligation may be violated. The theory of custody is
that you must prevent actions or omissions that may fairly be expected to hurt others. This ensures that you have
to predict and avoid threats for your customers.

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QUESTION 12
Research a disability service provider in the community and explain how they support participation, diversity and
social inclusion within the community.

The National Disability Services, which comprises 1150 non-governmental suppliers of services, is Australia's
highest organization for non-governmental disabilities. NDS members together work for Australians with all kinds
of handicaps, several thousand providers. The NDS shall be administered by a national Board, consisting of the
elected President of each State or Region, as well as directly elected delegates. NDS is the first organization in
Australia that serves the entire range of care providers with disabilities. Members vary in scale from massive multi-
service organizations to informal support groups.

QUESTION 13
What is AAC? How can AAC help individuals with a disability?

Augmentative and alternative communications are short for AAC. Agriculture and alternative communications
equipment, programs, techniques and resources replacing or supporting natural speech . These resources help
someone who has problems coping with words. If it is overwhelming for someone with an impairment to speak with
them, they may profit from AAC. Some people will only use AAC for a brief period of time and others will need
AAC for life. AAC lets a person articulate his or her wishes and desires and engage more fully in decisions that
impact his or her life.

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QUESTION 14
Provide a brief explanation of The Inclusion and Professional Support Program (IPSP) in Australia. What providers
make up the IPSP?

In parallel to expanding partners, the new Inclusion Support Program (ISP) will assist childcare and early
childhood programs to enhance their capacity and included children with special needs.
The IPSP includes the following: The ISP, ICAs and the National Inclusion Support Provider (NISSP) fund to
help childcare programs to expand access to children with disabilities, and to increase inclusion for children.
Inclusion Support Program (ISP). The Inclusion Service Worker supervises children in a childcare environment and
offers support to personal groups of children with particular educational requirements and competencies.

QUESTION 15
Provide three objectives of implementing a social inclusion program.

1. Offer teaching excellence and elevated inclusive societies, engagement and achievement-
oriented student resources.

2. Contribute significantly to society by involvement in mainstream practices and the practice of

fundamental rights.

3. Applying community-wide rewards: solid civic structures, enhanced economic growth, good
health and better public access.

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QUESTION 16
How does the National Disability Insurance Scheme support individuals with a disability?

The objective of the (National Disability Insurance Scheme) NDIS is to assist persons with persistent and serious
disabilities, affecting their ability to participate in daily activities. It achieves this by recognizing what disorder
supports a person's needs to better accomplish his or her life goals. Help for participants in the NDIS framework is
divided into 3 groups of support purpose: Centre, Resources and Ability. NDIS supports qualified persons with
disabilities in the fields of intelligence, physics, sensory and cognitive health. Help for qualifying disabled persons or
infants with delays in growth will also be given early intervention.

QUESTION 17
Explain potential implications of community based aged care and disability services moving away from block funding
to an individualised unit funding package model.

The conventional financing model is government-subsidized projects or block funding. Most Child & Family Social
Service activities are financed as a result of the move into the provision of greater options and versatility in
Disability Support Services and Alternative Support Services. A block fund is an amount that is supplied for a
particular reason from one government level to another. The shift from block grants to individualized funding will
have the most effect on programs with insufficient contingency funds as the current framework is working on
transfers.

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QUESTION 18
Why is it important to support dignity of risk for individuals with a disability?

Risk dignity can ensure that disability care programs promote conscientious decisions by the impaired. Recognizing
this desire would make it possible for the service staff and disabled to have a closer partnership and therefore to
improve both the patient and the provider. The theory behind risk dignity is that it is more necessary for people or
their family and friends to choose about the futures than to minimize threats, since they deserve to be helped to
live their lives.

QUESTION 19
Provide communication strategies for the following disabilities:

Person with a hearing impairment:

These could be the various strategies:

 Don't speak from a different room. It is a common explanation why people have trouble knowing what is
meant as they speak cannot see each other.

 Do not speak too quickly or use too complex phrases. Slow down some time, pause between words or
phrases and wait till you're heard.

 Speak loudly, slowly, clearly, but simply, without the mouth moving around or screaming.

 Be mindful that the individual with hearing impairment can distort sounds. You can hear your accent,
but certain words might also be difficult to comprehend.

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 Person using a wheelchair:
These could be the various strategies:
 Talk to the wheelchair user, not anyone behind you, as if he did not sit in the wheelchair. If it takes
longer than a few minutes for a chat, probably sit up or standing to be the same.

 Broaden your palm, even if you cannot stretch out your hand, make sure that you do not retreat. Talk to
the individual directly. If someone's with him does not discuss the guy in the wheelchair with his partner.

Person with a visual impairment:

These could be the various strategies:
 Join with your name and/or location, particularly if you have a name sign with this detail.

 Talk to the person personally, not through a partner, guidance or other individual.

 Talk to the person in the subtle shimmer and pace of conversation.

 Where appropriate, call the person by name, during the conversation.

QUESTION 20
a) What are the five steps you would follow to conduct a risk assessment and why would you conduct one?

the five steps you would follow to conduct a risk assessment could be :

 Determine the risks.

 Decide when and who could be affected.

 Danger assessment and measures decision.

 List and enforce your results.

 Review and amend, if appropriate, the risk assessment.

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 As they are a vital part of a workplace health and safety strategy, risk assessment is extremely critical. They
contribute to the sensitization of dangers and risks. Recognize who may be at danger. Risk Analyses are aimed at
identifying all potential dangers in the workplace and, by enforcing control mechanisms, at preventing employers,
employees and consumers from those hazards.
b) What is the difference between a minor risk and a major risk?

Major risks include the challenges to be addressed under the formal organisation's management scheme, as certain
kinds of risks will greatly impact project goals. In the other hand, though, minor risks are the dangers that can be
unofficially listed and tracked within the organization.

c) What three things do you take into account when prioritising risks for further action?

three things to take into account when prioritising risks for further action could be :
 Identify: Similar to risk recognition, it is important to list any potential hazard before any evaluations can
be carried out. Also incidents that are only somewhat likely to occur while constructing a risk matrix
should be regarded

 Likelihood of measurement: A rating dependent on the probability of each danger found is to be assigned.
The size of the project team is at their discretion, 1-5 could be impossible, 5 could be probable, or the
proportion could be on a probability basis.

 Impact evaluation: The decision makers should next rate the influence of various threats according to the
same criteria defined in their calculation of probability.

d) Provide an example of four tools you could use to ensure good risk management practices?

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 four tools you could use to ensure good risk management practices could be :

 Reviews in Records.

 Methods of information collection.

 Brainstorming.

 Interviewing. 

 Analysis of the Underlying Cause.

e)

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f) What are the three questions you would consider when identifying risks?

three questions you would consider when identifying risks could be:
 What are the greatest risks for the group, how serious are its impacts and how probable?

 How much is the organization reassessing its high-risk assessment?

 Who has the highest risks and who reports and is responsible for the outcome?

g) What strategies would you use if you identified a potential risk to a client?

If one identified a potential risk to a client, Levitation, maintenance, sharing, transition and cost control and
mitigation are the fundamental mechanisms of risk management. They can extend to all aspects of a person's life
and can make long term payments. Danger response preparation includes assessing how any project risks can be
reduced or eliminated as well as how their impacts can be increased. Before these risks emerge, project leaders
should try to remove them.

QUESTION 21
Provide an example of three strategies you could use to identify the interests, abilities and requirements of your
client?

strategies you could use to identify the interests, abilities and requirements of your client could be :

 Skype or contact a client once a week, figure out what they really want, or just don't like with what you
have to say. Just once a week.

 Send out an email from a real person and not the firm immediately after buying or signing up asking for
thier feedback.

 Service talks are also an analysis of the desires and aspirations of the client. The service is the choice for
consumers who have difficulty locating their desired commodity.