Unit 2 CHCDIS008 Harsharanjeet Singh

STUDENT ASSESSMENT
BOOKLET
CHCDIS008 FACILITATE COMMUNITY
PARTICIPATION AND SOCIAL INCLUSION
Student first name: Harsharanjeet
Student last name: Singh

ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIS008 Facilitate community
participation and social inclusion.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 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 You must correctly answer all 19 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Project You are to develop a support plan for a client and answer a
set of questions.
Assessment Task 3: Workplace Project You will need to develop and implement a community
support plan for at least three different individuals with a
disability in your workplace.
Assessment Task 4: Workplace There are two parts to this task.

Observation  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.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
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.
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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 assessment? ☒ Yes ☐ No
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 assessment? ☐ Yes ☒ No
If yes, what are they?
____________________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment? ☒ Yes ☐ No
Student name: Harsharanjeet Singh
Student signature
Date: 25-08-22
Assessor name: _____________________________________________________________________________________
Assessor signature
Date: _______________________________________________________________________
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Harsharanjeet Singh
Date of birth: Student ID:
Unit:
 CHCDIS008 Facilitate community participation and social inclusion
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I Harsharanjeet Singh _
declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature
Date: 25-08-22
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor signature
Assessor name: _____________________________________________________________________________________
Date: _______________________________________________________________________________________________
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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.
 Youmust answer all 19 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).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
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
Because the teen need sufficient assistance and A teen with a learning disability might struggle to
care, which can only be provided with the aid of adequately communicate his emotions. He would
care homes, he will not be permitted to live freely. therefore find it challenging to live alone without
any assistance.
A person using a wheelchair needs to access a building with no ramp at the front
A wheelchair user will always need a ramp in order In keeping with the social model, wheelchair-using
to go around without any difficulties, according to individuals should have access to suitable ramps at
the medical model. all entry and departure points to facilitate their
mobility.
A young child with a visual impairment wants to read popular storybooks
No book would be readable for the young person The infant needs to have access to listening devices
who has vision problems. To understand things, so that he can enjoy and comprehend the well-
they needed aid or tools. known stories.
QUESTION 2
Provide a brief explanation for the following disability models – Normalisation and Social Role Variation.
The development of services for individuals with learning disabilities and other groups of people within
human services, such as people with mental disorders and elderly people, have been significantly
impacted by normalisation and social role valorisation (SRV) since the 1970s. These concepts have
significantly contributed to the establishment of the community living movement for individuals with
learning impairments and the reform of institutional services in many different nations.
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?
Since Ricky is seen by the general public as a burden, neither Ricky's infirmity nor his understanding are
wanted by the general public.
QUESTION 4
Explain what ‘Active Support’ means to individuals with a disability.
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In order to give someone with a handicap the proper level of assistance—that is, neither too much nor too
little—they need to be given active support. Where possible, Active Support encourages individuals with
disabilities to act independently rather than having a staff person act on their behalf.
Using the activities that must be done, like cleaning, shopping, work, or gardening, as well as those that are
available, like visiting friends or family, playing sport, or taking an adult education class, can help people
stay active throughout the day.
QUESTION 5
Explain how ‘Individual Support Packages’ as offered by the Department of Human Services in Victoria
support individuals with a disability.
A person with a disability can get financing through an individual support package to acquire supports that
will best help them fulfil their continuing needs for disability support and advance their goals.
A person can choose the supports that are most suited to their unique requirements and circumstances by
directing the identification and implementation of them through an individual support package.
It gives the individual the freedom to make choices about how to get the help they need to accomplish their
own objectives and lifestyle.
QUESTION 6
Explain the difference between a person-centred practice and a strengths-based practice.
Approach to social work that is strengths-based and emphasises forming connections with others and
expanding networks within the community (The Local Area Coordination Network, 2019). The strategy
strives to offer services that are established jointly by local communities and that are person-centered.
The individual is at the centre of all we do when we use person-centered practises. It acknowledges that
every patient is a special, complicated individual. Respect is shown for their wants, preferences, and the
information they bring to bear on their healthcare and medical requirements.
QUESTION 7
Provide three benefits of an organisation that is person-centred in their practices.
1. Having a reputation as a culture and business that thinks ahead
2. Increasing levels of stakeholder and client satisfaction
3. A decrease in complaints
QUESTION 8
Explain how the UNCRPD impacts human rights for individuals with a disability.
Tolerance for one's own inherent worth, for one's freedom to make decisions for oneself, and for one's own
independence from others. Non-discrimination. Participation and integration in society to the fullest extent
possible. Respect for variety and inclusion of people with disabilities as members of humankind. The United
Nations Convention on the Rights of People with Disabilities aims to advance respect for the inherent
dignity of all individuals with disabilities by promoting, defending, and ensuring their full and equal
enjoyment of all human rights and basic freedoms. It is a tool that aids governments and communities in
comprehending the reasons behind why and how the rights of persons with disabilities haven't been
realised. It also offers a framework that outlines the prerequisites for the realisation of entitlements.
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QUESTION 9
What are the six main stages of lifespan development?
a) Middle age
b) Childhood
c) Early adulthood
d) Adolescence
e) Infancy
f) Older age
QUESTION 10
What challenges or barriers would an individual with a learning disability experience during their
adolescence? Provide three examples.
a) Trouble keeping friends
b) Difficulties finding work
c) Social stigma
QUESTION 11
What is meant by the ‘duty of care’ from the perspective of a disability worker?
The legal obligation to use reasonable care to prevent injury to others is known as the duty of care. You
must respond with reasonable caution if you discover a risk of harm that is fairly likely to occur. All
contemporary occupational health and safety (OHS)/workplace health and safety (WHS) programmes
share this idea.
According to the duty of care principle, you have a responsibility to refrain from doing anything that could
reasonably be expected to endanger or cause harm to other people. This requires you to foresee risks for
your clients and use caution to keep them safe.
QUESTION 12
Research a disability service provider in the community and explain how they support participation, diversity
and social inclusion within the community.
Five components of best practise for civic engagement and social inclusion are as follows:
1. A person-cantered strategy
2. Powerful reasoning
3. forming partnerships within the neighbourhood
4. Foster understanding;
5. Strengthen connections
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QUESTION 13
What is AAC? How can AAC help individuals with a disability?
The term AAC refers to all non-verbal forms of communication. If they are having difficulty with their speech
or language, people of all ages can use AAC. To be augmentative in speech is to add to it. alternatives to
speaking should be used. AAC is used by some people all their lives. Some might only use AAC temporarily,
such as after surgery when they are unable to speak. AAC comes in many different forms. Options that are
low-tech and non-tech include things like
• facial expressions and hand motions,
• writing,
• drawing,
• pointing to the letters to spell words; and
• pointing to printed text, images, or photos.
QUESTION 14
Provide a brief explanation of The Inclusion and Professional Support Program (IPSP) in Australia. What
providers make up the IPSP?
The Australian Government's Child Care Services Support Program includes the Inclusion and Professional
Support Program (IPSP).
The IPSP aims to sustain and promote inclusive, high-quality early childhood education and care for all
children in settings that qualify.
It is essential to putting into practise and assisting with the National Quality Framework approved by the
Council of Australian Governments (COAG).
QUESTION 15
Provide three objectives of implementing a social inclusion program.
1. Establish a suitable action plan to inspire the populace
2. Determine the pursuits for which the individual has a passion
3. Recognize the abilities, assets, and strengths of the individual with a handicap and convey these to
others.
QUESTION 16
How does the National Disability Insurance Scheme support individuals with a disability?
The NDIS gives people access to help, support, and housing so they can live as independently as possible.
Additionally, it involves focused assistance for disabled individuals who need assistance with daily life
activities. The NDIS is designed to help persons whose capacity to participate in daily activities is
significantly and permanently impaired. It accomplishes this by determining what assistance for people
with disabilities are required to help them reach their own objectives.
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.
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Providers of aged care are paid by the government to provide that care. It achieves this through financial
support through elder care programmes, capital grants, and subsidies and supplements.
The National Disability Insurance Scheme (NDIS) provides the majority of support money on an individual
basis, enabling many people with disabilities and their families to exercise choice and control. The
following issues with individualised funding:
1. Group or shared support services
2. Crises or shifting support requirements
3. Complicated support combining several fields, such as justice and medicine
Services have come up with innovative methods for utilising and boosting their block money, such as mainly
depending on neighbourhood volunteers, collaborating with other community agencies, and securing minor
subsidies from local councils and other governmental organisations.
QUESTION 18
Why is it important to support dignity of risk for individuals with a disability?
Since it prioritises a person's capacity to make decisions for themselves, the dignity of risk is a crucial
component in caring for the elderly. People have a right to fail, and when that right is respected, they are
more likely to treat others with decency. Even when those choices potentially put them in danger, a person
has the right to make their own decisions.
QUESTION 19
Provide communication strategies for the following disabilities:
A person with hearing loss:

 Making use of nonverbal cues like visuals
 Lessen ambiance noise.
 Request repetitions
 Maintain eye contact.
 Talk slowly
Individual in a wheelchair:
As much as possible, take a seat so you may converse with the person in a wheelchair at eye level. Please
refrain from unnecessary touching or leaning on the wheelchair.
a person who is visually impaired:

1. Take the floor.
2. Describe yourself.
3. Confirm that the person you are speaking to understands what you are saying.
4. Explain the circumstances.
5. Give assistance without imposing it.
6. Be particular.
What do I need to hand in for this task? Have I completed this?
Your answers to these questions ☒
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Name:Harsharanjeet Singh
Unit:
Student
Project
STUDENT DECLARATION
I Harsharanjeet Singh _
declare that these tasks are my own work.
Student signature
Date: 25/8/22
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ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor signature
Assessor name: _____________________________________________________________________________________
Date: _______________________________________________________________________________________________
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ASSESSMENT TASK 2: PROJECT
TASK SUMMARY:
You are required to develop a support plan for a client and answer a set of questions.

 Support plan template (provided)
 Scenario (provided).

 You will do this task in your own time
If your assessor identifies that any part of the templates is incorrect or has insufficient detail, they will give you
feedback and you will need to fix the parts that are incorrect or lacking detail and resubmit.
INSTRUCTIONS:
DEVELOP A COMMUNITY SUPPORT PLAN
Review the scenario below and complete the corresponding task.
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Amon who is 15, moved to Australia from Ethiopia with his mum who is a full time factory worker and older
sister who studies at TAFE. Amon has a moderate intellectual disability with high needs and requires
assistance for most activities of daily living. The family receives disability funding entitlements and has
been allocated a disability support worker. The support worker has set up a daily routine for Amon where
he is prompted to wake up, change, bathe and eat before starting his day. He is also provided transport to
places for appointments or for other trips out into town. The family do not have a big circle of friends or
social network, and since they are still relatively new to the country they find it challenging to integrate into
the culture. As a result, they are not very engaged with the local community.
The disability support worker has developed part of a community support plan based on Amon’s personal
social goals and interests.
Goals/strengths:
 I want to have more friends – Amon is friendly and social by nature
 I want to become a member of the local football club – Amon is good with kicking the footy
 I want to do more activities with others outside the house – Amon likes to be outdoors and learn new
things
Interests:
 Music and sports
 Learning new things
 Being around people
 Doing physical activities
 Playing in the park and with animals
 Eating sweets
 Going on trips
Resources/Aids/Devices:
 Hearing aid
 Visual cards/cues
 Walker
 Specialised transport
Challenges/Barriers:
Amon can become easily agitated if he does not understand a task or activity. He needs time to process
instructions and does not communicate verbally with others well. He can also become tired or bored very
quickly. Due to the unfamiliarity of local services his family can be hesitant or resistant to participating in
new ideas or support strategies with Amon.
Create a community support strategy for Amon using the provided template and the information at your
disposal.
The following details ought to be included in the plan:
Goals and aims of Amon
Support technique
Community initiatives/programs
Resources necessary
Support group
Challenges/barriers
How to get around these obstacles
Review duration.
After creating your strategy, respond to the following questions. When you have finished this work, don't forget
to give the evaluator your strategy and your responses.
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COMMUNITY SUPPORT PLAN
Goals Support strategy Community programs/ activities Support team
Aims to socialise and meet new Assist Amon with signing up for assembling in a nearby park Household members
people neighbourhood events so that he can assembling in a top-notch restaurant Friends
get to know more people and have
fun. Any hobbies courses programme instructors
Aspires to join the neighbourhood Assist Amon with obtaining the Meeting with neighbourhood soccer Household members
football team application from the football club so club Friends
that he can check out the events and Other football games to watch
get to know other club members. Coach
Workers at football clubs
Aspires to partake in outdoor social Assists in making transportation Outdoor volunteer projects Family members
activities arrangements for him Small-scale events Friends
Disability support workers
Resources/Aids/Equipment
Community of Amon's close friends on the internet

review football teams from other areas
Things to do that are within your budget
Examine well-known local organisations
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QUESTIONS (INDIVIDUAL TASK)
1. What are three risks of Amon joining the footy program? What could be done to help?
 Problems with hearing;

 Problems with walking;
 Problems with developing relationships
Amon's impairment makes it necessary to speak with the coach and other group members and inform
them of his condition, attitude, and behaviour so that everyone feels at ease and refrains from bullying and
ridiculing.
2. Provide examples of five questions you might ask when discussing support strategies with Amon’s family
or carer?
1. How Amon will interact with the other members

2. Activities that he enjoys and is motivating to him.
3. Likes and dislikes
4. Confirmation that he is participating in the activities
5. A list of the environmental issues that affect him
Provide an example of when you would require additional assistance or expertise outside of your role when
developing support strategies for Amon.
An occupational therapist, who would examine Amon's functional abilities prior to his joining the football
team, would be needed as further assistance during the discussion and formulation of appropriate support
solutions. This is crucial since it will assist identify the level of football team that Amon can join depending
on the compatibility of his abilities.
Explain your duty of care when developing support strategies for people with a disability.
The act of supporting another disabled person requires a duty of care. As a disability support professional, it
is my responsibility to look out for the disabled person, make sure he is aware of all the options accessible
to him, and make sure those options are secure for the client.
Completed support plan ☐
Your answers to these questions ☐
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Name:
Unit:
Student
Workplace project – client 1
Workplace project – client 2
STUDENT DECLARATION
I _________________________________________________________ declare that these tasks are my own work.
Student signature
Student name: ______________________________________________________________________________________
Date: _______________________________________________________________________________________________
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ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor signature:
Assessor name: _____________________________________________________________________________________
Date: _______________________________________________________________________________________________
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ASSESSMENT TASK 3: WORKPLACE PROJECT
TASK SUMMARY:
You are to develop and implement a community support plan for two individuals with a
disability. For each individual, students will need to identify needs, strengths and abilities,
have researched and networked with approved community services and programs,
organised required resources, supported the individual, the rest of the team, and
performed a risk assessment.

 Access to your workplace
 Access to individualised plans
 Access to equipment outlined in the plan
 Risk assessment tool (provided)
 Project document (provided)
 Client consent form

 You will do this taskduring your workplace.
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do the following:
 Resubmit your assessment after you have gone through your assessor’s feedback.
INSTRUCTIONS:
During this task you need to do the following:
 Identify the individual’s strengths, interests, abilities and support requirements
 Determine appropriate services, resources and community opportunities
 Work with the individual, their family and/or carer to develop and implement most suitable strategies
 Recognise communication challenges and develop solutions to meet the individual’s communication
needs
 Identify challenges and barriers to participation and develop ways to overcome these challenges
 Complete risk assessments and develop solutions to ensure activities, services and programs are suitable
for the individual
 Coordinate required logistics to support the individual participating in community services and programs
 Monitor the success of strategies by reviewing the progress and response of the individual
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To do this you must:
 Identify two individuals with a disability at your workplace. Ask your supervisor to help you to identify
suitable individuals. You will need to obtain consent from each individual to include them in this project. A
permission form has been provided for this purpose.
 For each individual you must document your support strategies. Support strategies must include details of
the client’s needs, support requirements, resources required and community services. Use the template
provided to record your plan.
 Complete the questions included within the template for each individual
 Complete a risk assessment for each individual
The project template consists of five sections:
4. Identify client needs
5. Determine social and community networks
6. Identify required resources
7. Communication and support
8. Perform a risk assessment
Note: You must maintain the confidentiality of clients, family members and members of the support team. Do
not include any identifying information in your assessment. Identify to clients by Client 1, Client 2 etc, or you
may use first names only where these will not identify them.
Answers to the questions in this task will vary depending on the student experience of supporting different
individuals. The student should submit two completed reports as per the project outline provided.
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DEVELOPING COMMUNITY SUPPORT STRATEGIES – PERMISSION FORM CLIENT 1
Family member or carer’s approval (obtain this if the client is unable to give permission themselves)
Dear XYZ
My name is __________________________________________________________________________________
As part of my study I am required to work with a client with a disability to develop a person-centred approach
and review and monitor person-centred responses.
I am asking your permission to work with client 1 for this project.
The project will require me to:

 Develop and implement community support strategies
needs
 Complete risk assessments and develop solutions to ensure activities, services and programs are
suitable for the individual
I will be supervised at all times during the task.
I would welcome other family member’s participation in this project if you would like them to be involved.
Please sign below to show your agreement.
Name: ______________________________________________________________________________________
Signature:
Date: ___________________________
Supervisor’s approval – Client 1
I, Kanu Aggarwal approve ABC to undertake this project with client 1

Approval is dependent on the following conditions:
The student must be supervised at all times when working with the client.
The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name: Kanu Aggarwal
Signature
Date: ___________________________

Dear XYZ
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My name is ABC______________________________________________________________________________
I am asking your permission to work withclient 2 for this project.

needs
Name: ______________________________________________________________________________________
Signature
Date: ___________________________
I, Kanu Aggarwal approve ABC to undertake this project with client 2

Signature
Date: ___________________________

Client approval (Use this if the client is able to give permission themselves)
Dear XYZ
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My name is ABC______________________________________________________________________________
I am asking for your permission to work with you for this project. The project will require me to:
needs
I would welcome your participation in the project if you would like to be involved.
Name: ______________________________________________________________________________________
Signature
Date: ___________________________
I, Kanu Aggarwal approve ABC to undertake this project with Client 1

Signature
Date: ___________________________
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Dear XYZ
My name is ABC_____________________________________________________________________________
needs
Name: ______________________________________________________________________________________
Signature
Date: ___________________________
I, Kanu Aggarwal approve ABC to undertake this project with Client 2

Supervisor’s name: ___________________________________________________________________________
Signature:
Date: ___________________________
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DEVELOP AND IMPLEMENT COMMUNITY SUPPORT PLANS – CLIENT 1
Name Unit CHCDIS008
Client first name Date
Disability
Supervisor
Client details
Strengths
Amon has a friendly nature, which helps him be good at establishing new friends. He is eager to learn new
things and has outstanding learning skills. He excels in playing park football. He wants to continue with his
everyday routine.
Interests
Sports include football, hanging out in the park with friends. enjoy taking part in musical activities.
Abilities
Football ,Music , outdoor activities , playing with animals.
Support requirements
Amon will require assistance in meal preparation, toileting, showering, walking, transportation. He would
also need a hearing device because he has hearing loss.
Cultural considerations
Amon left Ethiopia and moved here. His family practises Christianity and is an orthodox Christian
household. They are not adhering to customs or traditions that are typical of Ethiopia.
Community services
Existing social networks
In addition to his mother and sister, Amon has a small group of friends from the Ethiopian community
outside of his immediate family. Also, they have a few buddies from Amon's parent company. Others from
other countries who are part of their extended family are also connected to them online and on the
weekends.
Community programs/activities – attach samples of program brochures/websites or pamphlets you

discussed with the individual
1. Acting classes
2. Cooking workshops
3. Local footy training groups
4. Zoo programs
Barriers/challenges to participation in community programs
Because some outdoor activities and community events depend entirely on the weather, Amon's family is
reluctant to support Amon participating in them. In some of the classes, he did not get along well with
other students, and as a result, he felt angry and resisted going back to the programme. He wished he
could have attended some of the more expensive events, but he was unable to.
Strategies to overcome barriers/challenges
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Amon's mother will undergo counselling sessions to ensure she has the necessary knowledge about
the outdoor programmes and that a complete risk assessment is carried out prior to participation. It
should be discussed how the programme would help Amon from a social standpoint. His mother would
occasionally be able to participate in some of the outdoor activities, easing her concerns even further.
Sports that rely on good weather were to be replaced with indoor alternatives, such as indoor soccer. He
could continue to exercise without having to give up being outside.
Resources
Policies and protocols
The workplace should providea list of acceptable networks and associations to network and contact. A
step by step process should followedwhen reaching out to groups The documentsshould beoutlined with
all the process and what we could and could not do. It should include best practice procedures, relevant
workplace templates and use of online case management tools. Everyone should be made aware of
emergency procedures and emergency contact information including first aid, and work health and safety
training procedures.
Program/activity selection
Once the range of community programs for Amon to participate in is established, his family and carer
will be collaborated for the consultation session along with his treating health practitioner to confirm the
activities were appropriate and most beneficial for achieving hiss social goals.
These programs to be reviewed by most effective inclusive of cost considerations. The programs were
selected in line with hispersonal plan and same to be shared with members of his support team.
Objectives and support strategies were developed in line with his goals and contact was made with the
community service providers to start the membership process.
Process and review strategy
The team has been developed to review strategy for review of Amon’s progress, observed behavioural
changes or through direct interview with him along with program managers and other support
members.
Support plan to be reviewed in the quarterly basis to check the progress and effectiveness of the
program.
The programs which Amon did not seem to enjoy are to be modified and the activities that did not
display any strong positive response in Amon to be removed from the plan.
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Questions
How did you support the person to ensure they were consistently participating in community programs?
By accompanying them to local activities, such as fairs, markets, concerts, and gatherings, which are
frequently open to everyone, free, and promote social interaction. These experiences might be wonderful
to share with clients. It may result in a change in the way that persons with disabilities behave and feel
about themselves, as well as about their family and carers.
Describe how you worked with the rest of the support team to coordinate activities.
1. Explain the work's purpose.
2. Display How Work Aligns with Broader Objectives.
3. Get support for the vision.
4. Ensure that everyone is reading the same material.
5. Recognize the Team's Strengths.
6. Give each person a certain project role.
7. Choose a project leader with proven leadership abilities.
Did you experience any communication barriers with the individual?

No, there were no communication problems between myself and the person, but Amon requires some
time to take in the knowledge and instructions that have been given to him. He had good communication
skills, therefore there were no problems.
Were there any communication devices or aids required?
His hearing problem necessitates the usage of a hearing aid.
Did you require any additional help or assistance?
No, I didn't need any further support or assistance.
DEVELOP AND IMPLEMENT COMMUNITY SUPPORT PLANS – CLIENT 2
Name Unit CHCDIS008
Client first name Date
Disability
Supervisor
Client details
Strengths
Interests
654418314.DOCXV1.0 Page 28
Abilities
Support requirements
Cultural considerations
Community services
Existing social networks
Community programs/activities – attach samples of program brochures/websites or pamphlets you

discussed with the individual
654418314.DOCXV1.0 Page 29
Barriers/challenges to participation in community programs
654418314.DOCXV1.0 Page 30
Strategies to overcome barriers/challenges
Resources
654418314.DOCXV1.0 Page 31
Policies and protocols
Program/activity selection
Process and review strategy
654418314.DOCXV1.0 Page 32
Questions
How did you support the person to ensure they were consistently participating in community programs?
Describe how you worked with the rest of the support team to coordinate activities.
Did you experience any communication barriers with the individual?
654418314.DOCXV1.0 Page 33
Were there any communication devices or aids required?
Did you require any additional help or assistance?
Complete a risk assessment for each client

Select one program or activity the individual may be able to participate in as part of their support plan and
complete a risk and hazard assessment for that activity. You will need to complete a risk assessment for both
clients.
Use the risk assessment template tool provided to complete your risk assessment, including control measures
and a suitable strategy to mitigate each risk/hazard.
654418314.DOCXV1.0 Page 34
RISK ASSESSMENT CONTROL FORM – CLIENT 1
Workplace/location of activity Site supervisor/manager
Completed by Date
Description of work task/activity:
Hazard identification and initial risk rating Control measures and actions
Risk level rating

Likelihood of Consequence of Current control Further action/ Who is
Hazard Potential harm harm occurring injury measures controls required responsible When
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Risk level rating

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Risk level rating

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RISK ASSESSMENT CONTROL FORM – CLIENT 2
Workplace/location of activity Site supervisor/manager
Completed by Date
Description of work task/activity:
Risk level rating

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Risk level rating

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Risk level rating

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RISK ASSESSMENT RATING MATRIX
Use this table to determine the current risk for each identified hazard.
LIKELIHOOD
Rare Unlikely Possible Likely Almost certain

The event will only The event is not likely The event may occur The event is likely to The event is almost
occur in exceptional to occur in a year within a year occur within a year certain to occur within
circumstances a year
Severe/Catastrophic
(Accidental death/ MEDIUM HIGH EXTREME EXTREME EXTREME
serious injury)
Major
MEDIUM MEDIUM HIGH EXTREME EXTREME
(serious injury)
CONSEQUENCE
Moderate
(Lost time due to workplace LOW MEDIUM HIGH HIGH HIGH
injury)
Minor
(Minor workplace injury – LOW LOW MEDIUM MEDIUM MEDIUM
no lost time)
Minimal
LOW LOW LOW LOW LOW
(no injury)
RISK LEVELS
Resolution at each level involves reducing the risk level to a lower level of risk
 Extreme – requires immediate assessment with management consideration. A detailed plan, regular monitoring and reporting is required with a target resolution within
1 month timeframe
 High – requires immediate assessment with senior staff consideration, planning and reporting. Target resolution should ideally be within 3 months
 Medium – reviewing of existing controls and planning required. Resolution timeframe should be within 1 year
 Low – the risk may be tolerable and controlled if managed with high quality process and procedures
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2 completed client consent forms ☐
2 completed community support plans ☐
2 completed risk assessments ☐
654418314.DOCXV1.0 Page 43
Name:
Unit:
Student
Part A
Part B
STUDENT DECLARATION
I _________________________________________________________ declare that these tasks are my own work.
Student signature
Student name: ______________________________________________________________________________________
Date: _______________________________________________________________________________________________
654418314.DOCXV1.0 Page 44
ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor signature
Assessor name: _____________________________________________________________________________________
Date: _______________________________________________________________________________________________
654418314.DOCXV1.0 Page 45
ASSESSMENT TASK 4: WORKPLACE OBSERVATION
TASK SUMMARY:
There are two parts to this task:
 Part A requires you to identify the needs, strengths and social networks of one
individual with a disability and following workplace protocols, match the most
appropriate community services, programs or activities according to their individual
plan and goals. Community options will be discussed with the individual as well as
their family, and/or carer.
 Part B requires you to implement a community support plan with the help of the
support team based on the needs and programs identified in Part A.

 Access to client and family members or other representatives of the client
 Access to individualised plan
 Access to suitable facilities, documentation, equipment and resources
 Access to workplace policies and procedures
 Access to equipment outlined in the plan
 Client consent form
 Your supervisor.

 You will do this taskduring your assessor’s workplace visit
If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some
feedback and you will need to do the specific task again.
INSTRUCTIONS:
As part of your assessment for this unit you will be visited in the workplace by your assessor to observe you
identify needs and community services, develop a support plan and implement this plan.
Your assessor will discuss the arrangements of the visit with you and your workplace supervisor to ensure that
they will be able to observe you doing tasks related to this area of study.
654418314.DOCXV1.0 Page 46
DEVELOPING COMMUNITY SUPPORT STRATEGIES – PERMISSION FORM
Dear ________________________________________________________________________________________
My name is __________________________________________________________________________________
As part of my study I am required to work with a client with a disability to to develop a person-centred
approach and review and monitor person-centred responses.
I am asking your permission to work with _______________________________________________________
____________________________________________________________<insert client name> for this project.
 Identify needs and community services
– Work effectively with the individual to identify their needs and interests
– Identify individual support requirements to assist social participation and engagement
– Identify and explore relevant services within the community
– Identify participation barriers and develop strategies to mitigate challenges
– Adhere to workplace policies and protocols
– Discuss available opportunities with the individual and/or their family and carer
 Develop and implement a community support plan
– Develop a community support plan
– Establish client requirements to support participation
– Assist the client to access suitable options
– Support social networking opportunities and identify additional activities
– Assist the client, family and/or their carer to select suitable activities
– Work effectively with other members to implement the plan
Name: ______________________________________________________________________________________
Signature
Date: ___________________________
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
Signature
Date: ___________________________
654418314.DOCXV1.0 Page 47
DEVELOPING COMMUNITY SUPPORT STRATEGIES – PERMISSION FORM
Dear ________________________________________________________________________________________
My name is __________________________________________________________________________________
 Identify needs and community services
– Work effectively with the individual to identify their needs and interests
– Identify individual support requirements to assist social participation and engagement
– Identify and explore relevant services within the community
– Identify participation barriers and develop strategies to mitigate challenges
– Adhere to workplace policies and protocols
– Discuss available opportunities with the individual and/or their family and carer
 Develop and implement a community support plan
– Develop a community support plan
– Establish client requirements to support participation
– Assist the client to access suitable options
– Support social networking opportunities and identify additional activities
– Assist the client, family and/or their carer to select suitable activities
– Work effectively with other members to implement the plan
Name: ______________________________________________________________________________________
Signature
Date: ___________________________
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
Signature
Date: ___________________________
654418314.DOCXV1.0 Page 48
PART A – IDENTIFY NEEDS AND COMMUNITY SERVICES
For this part of the task your assessor will observe you identifying social networks and community services for
an individual in collaboration with their family and/or carer.
You must:
 Identify one individual with a disability who you are working with. You will need to obtain consent from
the individual to include them in this project. A consent form has been provided for this purpose.
 Arrange a meeting with the individual, their family and/or carer to identify and discuss appropriate client’s
needs, interests, strengths and abilities.
 Provide suitable community services, programs or activities as options to the individual, their family,
and/or carer.
 Follow workplace protocols and guidelines when arranging the meeting.
 Discuss any challenges or barriers the individual might experience for each program or activity
suggested. You should also determine solutions to these challenges.
Following this observation your assessor will also ask you some verbal questions.
Your assessor will be looking to see that you:

 Work effectively with the individual to identify their needs and interests.
For example, communicating and assessing individual needs, strengths, interests and abilities in collaboration with the client, and in line
with their individualised plan.
 Identify individual support requirements to assist social participation and engagement.

For example, ensuring that the support needs of the client are identified and assessed to support successful client participation and social
networking.
 Identify and explore relevant services within the community.

For example, conducting research of available services, programs, activities and events held within the community that are suitable to the
individual’s interests and abilities. This includes communicating with services to assess suitability.
 Identify participation barriers and develop strategies to mitigate challenges.

For example, collaborating with the client to ascertain potential challenges, barriers or limitations they may face in participating in the
community events or activities. Develop strategies for each barrier, challenge or limitation identified.
 Adhere to workplace policies and protocols.

For example, always following workplace process and procedures when accessing and identifying resources.
 Discuss available opportunities with the individual and/or their family and carer.
For example, suitable options, events, activities or services identified should be discussed with the individual and their family and/or carer
to get their review, feedback and approval of client participation.
 Correctly answer verbal questions
654418314.DOCXV1.0 Page 49
PART B– DEVELOP AND IMPLEMENT A COMMUNITY SUPPORT PLAN
For this part of the task your assessor will observe you develop and implement a community support plan
with the individual and relevant others.
To do this you must:
 Work with the individual selected as part of Part A and ensure consent has been obtained from the
individual to include them in this part of the project. A consent form has been provided for this purpose.
 Develop goals and objectives with the individual in line with their interests.
 Select the most appropriate community programs and services for the individual, in collaboration with the
individual’s family and/or carer.
 Determine support strategies for each objective, program and service taking into account individual
support requirements. Review strategies must be reviewed by all members.
 Develop a support plan and prepare for implementation with other members of the support team.
Following this observation your assessor will also ask you some verbal questions.
Your assessor will be looking to see that you:

 Develop a community support plan.
For example, developing the documented plan in collaboration with the individual that is in line with both their individualised plan, strengths
and abilities incorporating suitable options and services identified with both the client, family and/or their carer.
 Establish client requirements to support participation.

For example, ensuring that all client requirements have been identified and included within the plan to maximise client opportunity to
participate in community activities.
 Assist the client to access suitable options.

For example, supporting the client to access community options, activities or services. This could be through facilitating networks,
establishing relationships with key contacts, organising logistics, providing additional resources or information.
 Support social networking opportunities and identify additional activities.

For example, encouraging the client to develop new social networks or maintain existing social networks with members in the community
and participating in additional activities, services or events.
 Assist the client, family and/or their carer to select suitable activities.
For example, reviewing any additional activities or services that promote social inclusion, in collaboration with the client, their family and/or
carer to help select the most appropriate options.
 Work effectively with other members to implement the plan.

For example, ensuring team members who are involved with implementing the plan are aware of client requirements, challenges and
participation in community programs and activities. This ensures the plan is effective and consistent across team members.
 Correctly answer verbal questions
What do I need to hand in for this task?
You do not need to submit anything for this task
654418314.DOCXV1.0 Page 50

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Unit 2 CHCDIS008 Harsharanjeet Singh

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STUDENT ASSESSMENT

Student first name: Harsharanjeet

Student last name: Singh

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

Assessment Task 4: Workplace There are two parts to this task.

How to submit your assessments

Assessment Task Cover Sheet

Do you understand the requirements of this assessment? ☒ Yes ☐ No

Student name: Harsharanjeet Singh

Assessor name: _____________________________________________________________________________________

Name: Harsharanjeet Singh

Date of birth: Student ID:

Student to complete Assessor to complete

None of this work has been completed by any other person.

Student name: Harsharanjeet Singh

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

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

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

Medical model Social model

Medical model Social model

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

Medical model Social model

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

1. Having a reputation as a culture and business that thinks ahead

2. Increasing levels of stakeholder and client satisfaction

a) Trouble keeping friends

b) Difficulties finding work

1. Establish a suitable action plan to inspire the populace

2. Determine the pursuits for which the individual has a passion

A person with hearing loss:

a person who is visually impaired:

What do I need to hand in for this task? Have I completed this?

Your answers to these questions ☒

Date of birth: Student ID:

Student to complete Assessor to complete

None of this work has been completed by any other person.

Student name: Harsharanjeet Singh

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

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

DEVELOP A COMMUNITY SUPPORT PLAN

Review the scenario below and complete the corresponding task.

Goals Support strategy Community programs/ activities Support team

Community of Amon's close friends on the internet

 Problems with hearing;

1. How Amon will interact with the other members

What do I need to hand in for this task? Have I completed this?

Completed support plan ☐

Your answers to these questions ☐

Date of birth: Student ID:

Student to complete Assessor to complete

Workplace project – client 1

Workplace project – client 2

I _________________________________________________________ declare that these tasks are my own work.

None of this work has been completed by any other person.

Student name: ______________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

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