CHCDIS002 Follow Established Person-Centred Behaviour Supports SAB V3.4 1

Student Assessment Booklet
CHCDIS002
Follow Established Person-centred
Behaviour Supports
Student Name: Abhiskar Chhetri
CHC33015 Certificate III in Individual Support (Disability)
14/785 Pascoe Vale Road, Glenroy, VIC 3046

 03 8609 1393 
Chandler RTO is a trading name of The Skills Development and Training Company Pty Ltd , RTO 52733.
CHCDIS002 Follow established person-centred behaviour supports Page 2

© Chandler RTO 01 JUNE 2022, Version 3.4
RECORD OF ASSESSMENT OUTCOMES: CHCDIS002
This section records the outcome of each task/assessment requirement so that the final assessment
outcome can be determined for the unit CHCDIS002 Follow established person-centred behaviour
supports.
The table below shows all the assessment requirements for this unit. Once a student has satisfactorily
completed all requirements related to the unit, they can be given a Final Assessment Result of ‘C-
Competent’. A number of spaces have been provided to record multiple attempts. Final Assessment
Results should only be recorded once all tasks have been attempted.
Task Outcome
Assessment requirements/tasks Satisfactory (S)

Assessor
Not Date
initials
satisfactory
(NS)
1. Written Questions
2. Role Play
3. Journal
Result (C - Competent / NYC -

Final Assessment Results Date
Not Yet Competent)
CHCDIS002 - Follow established person-centred

behaviour supports
Student Name:
Student ID:
Assessor Name:
Assessor Signature: Date Resulted: / /

ASSESSMENT OVERVIEW
The assessments for this unit CHCDIS002 Follow established person-centred behaviour supports includes the tasks
listed in the table below:
*For any workplace related tasks/activities, please refer to Placement Observation Worklog.
This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to
ABOUT YOUR
demonstrate ASSESSMENTS
competency in this unit.
Assessment Task About this task

Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Role play You are to undertake a role play using a video on self-
injury as guidance.
Assessment Task 3: Journal You are to record and develop journal reports on three
different clients in your workplace.
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.
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.
Reassessment
Students who are deemed NYC at the first attempt will be given two more opportunities for re-assessment
at a mutually agreed time and date without any cost to learner. If a learner fails the re-assessment after
two additional attempts, they will be advised to re-enrol in the unit and learner will be required to pay the
cost applicable for the unit. For further details, refer to Chandler RTO’s Assessment Policy and Chandler
RTO’s Course Progress Policy.

Complaints and Appeals
Students not satisfied with an assessment outcome may appeal the assessment decision by accessing
Chandler RTO’s Complaints and Appeals Policy. In the first instance, learners are encouraged to appeal
informally by contacting their trainer/assessor and discussing the matter with them. In the event that the
learner is dissatisfied with the outcome of such discussion, the learner may appeal further to either the
Lead trainer and/or course coordinator. If a learner is still dissatisfied, the learner may appeal formally and
in writing to have their result reviewed.
For more information, refer to Complaints and Appeals Policy and Procedures.
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of
PERFORMANCE
this unit, manage tasks EVIDENCE
and manage contingencies in the context of the job role. There must be evidence that the
candidate has:
 provided positive support in response to at least 3 different situations of behaviours of concern
 responded to at least 1 critical incident relating to adverse behaviour in accordance with
individualised behaviour support plan and organisation’s policies and procedures
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
KNOWLEDGE
outlined EVIDENCE
in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:
 principles and practices of positive behaviour support which focuses on the individual person
 the social model of disability
 the impact of social devaluation on an individual's quality of life
 positive lifestyle enhancement strategies, including:
 positive reinforcement
 motivation
 stress management
 engagement in meaningful activities
 support relationships
 nutrition
 environmental and systems improvement
 organisation policies and procedures relating to behaviour management, including:

 critical incidents
 accident and incident reporting
 restrictions on the use of aversive procedures
 principles of effective communication and ways to implement these to minimise behaviours of

concern
 indicators that people have unmet needs
 factors that may contribute to behaviours of concern, including:
 physical
 emotional
 environmental

 medications
 specialist services and referral options

 legal and ethical considerations for working with people with disability:
 codes of conduct
 dignity of risk
 duty of care
 human rights, including the united nations convention on the rights of persons with
disabilities (UNCRPD)
 constraint
 imprisonment
 abuse
 practice standards
 work safety and health
For all documentation on the performance criteria and assessment requirements of the unit CHCDIS002 Follow
established person-centred behaviour supports, please refer to the training.gov.au website with this link:
https://training.gov.au/Training/Details/CHCDIS002.

ASSESSMENT TASK COVER SHEET
Students: Please fill out this cover sheet clearly and accurately for this task.
Student Name Abhiskar Chhetri
Unit: CHCDIS002 - Follow established person-centred behaviour supports
ASSESSMENT DETAILS
Assessment Type  AT1: Written questions  AT2: Role play  AT3: Journal
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 reasonable adjustment 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
 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  Yes  No
these 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, Abhiskar Chhetri , 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: ............... /................./...................................

ASSESSMENT TASK COVER SHEET – Attempt 1
Result Satisfactory (S)  Not Yet Satisfactory  (NYS)
ASSESSOR FEEDBACK (All Assessment Tasks)

Assessors: Please return this cover sheet to the student with assessment results and feedback.
Assessor signature: Date:
Re-assessment Result Satisfactory (S)  Not Yet Satisfactory  (NYS)


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

ASSESSOR DECLARATION
I, declare that I have conducted a fair, valid, reliable, and flexible assessment with this student.
I, declareFEEDBACK
STUDENT that I have observed the student demonstrate
AND ASSESSMENT APPEALSunit outcomes through consistent and
repeated
Dear application of skills and knowledge over a period of time.
Student,
I, declare that I have provided appropriate and timely feedback.
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 or visit our website.
Trainer/Assessor Name:
 I have received my assessment result and I am satisfied with the given feedback for this assessment.
 ITrainer/Assessor Signature:
am not satisfied about my result, and I would like to appeal regarding my result.
Date: / /
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).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
Your assessor will provide due date for the submission of this assessment.
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.
 Your assessor may allow you to answer the questions that were incorrect verbally.
Instructions to students:
WRITTEN ANSWER QUESTION GUIDANCE

The following written questions use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words guide
students as to how they should answer the question. Use the definitions below to assist you in determining whether
the student has provided enough detail (the guidance is the minimum level of response required).
 Analyse – when a question asks students to ‘analyse’, they should do so in detail, identifying important
points and key features. Generally, students are expected to write a response of one to two paragraphs in
length.
 Compare – when a question asks students to ‘compare’, they will need to show how two or more things are
similar, ensuring they also indicate the relevance of the consequences. Generally, students are expected to
write a response of one or two paragraphs in length.
 Contrast – when a question asks students to ‘contrast’, they will need to show how two or more things are
different, ensuring they indicate the relevance or the consequences. Generally, students are expected to write
a response of one or two paragraphs in length.
 Discuss – when a question asks students to ‘discuss’, they are required to point out important issues or
features, and express some form of critical judgment. Generally, students are expected to write a response of
one or two paragraphs in length.
 Describe – when a question asks students to ‘describe’, they will need to state the most noticeable qualities
or features. Generally, they are expected to write a response of two or three sentences in length.

 Evaluate – when a question asks students to ‘evaluate’, they should do so putting forward arguments for
and against something. Generally, they are expected to write a response of one or two paragraphs in length.
 Examine – when a question asks students to ‘examine’, this is similar to ‘analyse’. Students will need to provide a
detailed response with key points and features and provide a critical analysis. Generally, students are expected
to write a response of one or two paragraphs in length.
 Explain – when a question asks students to ‘explain’, they will need to make clear how or why something
happened or the way it is. Generally, they are expected to write a response of two or three sentences in length.
 Identify – when a question asks students to ‘identify’, they will need to briefly describe the required information.
Generally, they are expected to write a response of two or three sentences in length.
 List – when a question asks students to ‘list’, this means they will need to briefly state information in a list
format, often with a specific number of items indicated.
 Outline – when a question asks students to ‘outline’, this means giving only the main points. Generally,
students are expected to write a response of two or three sentences in length.
 Summarise – when a question asks students to ‘summarise’, this is similar to ‘outline’, only giving the main
points. Generally, students are expected to write a response of two or three sentences in length.
QUESTION 1
Provide THREE types of legislation both on a national level and within your state that is related to protecting human
rights and practice standards in disability services.
Your state’s legislation:
Act 1: National Disability Insurance Scheme (NDIS) Act 2013 (National Level - Australia):
The National Disability Insurance Scheme (NDIS) Act 2013 is a significant piece of
legislation at the national level in Australia. The NDIS provides individualized funding
and support to eligible people with permanent and significant disabilities. It aims to
empower individuals with disabilities to have greater choice and control over their
support, enabling them to achieve their goals and participate fully in their
communities. The NDIS sets out the framework for delivering disability services and
support in a person-centered and flexible manner.
Act 2: Disability Act 2006 (Victoria, Australia):

The Disability Act 2006 is specific to Victoria and is aimed at promoting the rights of
people with disabilities within the state. It outlines principles of person-centered
planning, individual choice, and social inclusion for people with disabilities. The Act
ensures that people with disabilities in Victoria have access to services, support, and
opportunities while protecting their rights. Additionally, the Disability Act 2006
establishes the Disability Services Commissioner, an independent office responsible
for handling complaints and investigations related to disability services in Victoria.
Act 3: Victorian Charter of Human Rights and Responsibilities Act 2006 (Victoria, Australia):
The Victorian Charter of Human Rights and Responsibilities Act 2006 protects the
human rights of all individuals within Victoria, including people with disabilities. It sets
out 20 fundamental human rights, such as the right to equality, privacy, and
protection from torture and inhuman treatment. This legislation applies to all public
authorities, including disability service providers, ensuring that their actions align with
human rights principles. The Charter enhances the accountability of public
authorities and promotes the protection of human rights in all areas of service
provision, including disability services.
Commonwealth legislation:
Act 1: Disability Discrimination Act 1992 (Commonwealth - National Level):

The Disability Discrimination Act 1992 is a crucial piece of legislation at the national
level in Australia. It prohibits discrimination against individuals with disabilities in
various areas, including employment, education, public facilities, goods and services,
and accommodation. The Act ensures that people with disabilities have equal access
to opportunities and services, and it promotes inclusive practices and reasonable
adjustments to accommodate their needs.

Act 2: National Disability Insurance Scheme (NDIS) Act 2013 (Commonwealth - National
Level):
The National Disability Insurance Scheme (NDIS) Act 2013 is a comprehensive
national-level legislation that transformed disability services in Australia. The NDIS
provides individualized funding and support for eligible people with permanent and
significant disabilities. It aims to empower people with disabilities to have greater
choice and control over their support, enabling them to achieve their goals and
participate fully in their communities.
Act 3: Disability Act 2006 (Victoria - State Level):

The Disability Act 2006 is specific to the state of Victoria, Australia. It aims to
promote the rights of people with disabilities within Victoria and ensure that they
have equal access to services, support, and opportunities. The Act sets out
principles of person-centered planning, individual choice, and social inclusion for
people with disabilities. It also establishes the Disability Services Commissioner, who
handles complaints and investigations related to disability services in Victoria.
QUESTION 2
Identify the SIX National Standards that apply to disability service providers.
1. Rights: The first standard focuses on upholding the rights of people with disabilities. It
emphasizes the promotion of human rights, dignity, and respect for the individual's
autonomy and choices.
2. Participation and Inclusion: This standard centers on promoting the active participation and
social inclusion of people with disabilities in their communities and society. It aims to support
individuals in achieving their personal goals and aspirations.
3. Individual Outcomes: The third standard is about designing and delivering services that are
person-centered and tailored to the specific needs and preferences of each individual. It
emphasizes the achievement of positive and measurable outcomes that enhance the
person's quality of life.
4. Feedback and Complaints: This standard focuses on establishing effective mechanisms for
gathering feedback, addressing complaints, and continuously improving service delivery
based on the input of clients and their families.
5. Service Access: The fifth standard addresses the accessibility and responsiveness of
disability services. It aims to ensure that services are available, accessible, and culturally
appropriate to people with disabilities.
6. Service Management: The last standard deals with the management and governance of
disability service providers. It emphasizes the need for strong leadership, clear policies and
procedures, and a commitment to continuous improvement and innovation.
QUESTION 3
Marty is 53 years old and suffers from quadriplegia. He lives in a state government-funded group home and
spent days with an undiagnosed broken left leg.
Due to his condition, he was not able to verbally communicate his levels of pain and symptoms, including
a protruding bone that went unnoticed by the staff on duty.
After two days a staff member raised concerns to management; however, they decided it was best to wait until the
next day to contact a doctor for treatment.

Did the staff exercise their duty of care? Explain your answer.
The client experienced Neglect Abuse,

the client is having skin problems, and
abrasion on his buttocks, since the
client cannot communicate properly on
what he is experiencing and the service
worker retained necessary
services that the client needed. Because
of this, if the service worker fails to do
his/her duty and responsibilities
she/he is putting the client's health at risk
The client experienced Neglect Abuse,
the client is having skin problems, and
abrasion on his buttocks, since the
client cannot communicate properly on
what he is experiencing and the service
worker retained necessary
services that the client needed. Because
of this, if the service worker fails to do
his/her duty and responsibilities
she/he is putting the client's health at ris
No, the staff didn’t exercise their duty of care. Their duty is to make sure that Marty is all okay. Also, the concern
here is Quadriplegia is a serious condition where a person is paralysed from his/her neck to all over down to the
feet. A patient can’t feel sensations because they don’t have control on muscle movements and the sensations
can’t be felt due to major spinal cord injury. The staff on duty is well aware of the conditions of Marty regarding the
muscle difficulties and the undiagnosed and untreated leg will only worsen the case. Marty will have to give more
pain to his body due to the prolonged treatment that awaits. Also, the management hasn’t considered the
seriousness in this case because they have delayed to contact the doctor. The case is worsening.
QUESTION 4
The staff always have trouble with Jodie when it comes to taking her medications, as she becomes physically
challenging towards staff on duty.
Jodie has an intellectual disability and tends to become irritable quite frequently.
To teach her a lesson, a staff member punches her and pushes her into a garage for ‘acting up’ and refusing
to take her medication.
Jodie was locked in the garage for nearly 24 hours with nothing but a bucket for a toilet, before they let her
back inside.
Is this a case of abuse? Explain your answer.

People having intellectual difficulty have problems with learning as they can’t grasp things at a
normal speed and they can’t function smoothly as expected. The staff should be calm and patient
enough while dealing with Jodie. It seems as if the staff out of frustration talked in a loud tone or
shouted which provokes Jodie to act up. This is clearly a case of physical and mental abuse. The
staff needs to understand that the treatment will affect Jodie badly and the patient will become more
physically challenging. The staff can just talk normally and convince them to take medications.
However, the staff decides to lock Jodie inside the garage for 24 hours all alone. It may be a cause
of serious accident as Jodie can hurt himself/herself with the instruments lying all over openly in
garage. This is a clear case of physical and mental torture.

QUESTION 5
What are the THREE types of constraints in the Leisure Constraints Model? How does this impact individuals living with
a disability?
1. Leisure Constraints Model deals with the elements that individuals assume inhibit them from
actively engaging in and savoring recreational time and amusements. The very first type of
constraint in this model is Intrapersonal Constraints. It refers to the internal elements of a
person i.e., personality attributes that unfold insecurities and prevent them from being
involved in social interaction and engagement activities. Individuals living with disability may
have developed low self-esteem as they aren’t treated the same as any other individuals.
Also, they grow reserved as the time passes and learn to live within themselves that they
don’t want to open. Thus, internal factors cause hindrances in social inclusion.
2. Interpersonal Constraints These feature barriers in leisure activities resulting from the
relationships they have with other people. This may include obligations of the family, lack of
leisure partner or mismatched partner. People with disabilities have a very rare chance to
vibe with other people as they have difficulties connecting emotionally. They are worried
that the social construct can never let other people spend time with them without any
judgements. They are worried that people don’t consider them worthy enough to enjoy and
spend leisure time together. This establishes a barrier as they lack this energy to prove
themselves to fit in with a social construct that doesn’t accept them as a part of society.
3. Structural Constraints These constraints deal with the differences between an individual’s
interest and reality (actual participation). These constraints may include time, money, health
etc. that prevent people from engaging themselves in leisure activities. In the case of people
with disabilities, their health conditions play a major role. Disabled people too have various
interests, but they feel like these health conditions have been forced on them. So, these
structural constraints also play a major role. For example: a person with quadriplegia is busy
enough to deal with so many health complications that there is no question about leisure
activity.
QUESTION 6
What is the UNCRPD? What is its purpose?
The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) is an
international human rights instrument that recognizes the rights of disabled people and the
obligation of national authorities and legislation to help and prosper favorable services to address
those rights. The treaty has principles like Equality of opportunities, Accessibility, no disparity
based on gender, Respect to the especially abled people, Protection and regards to the identity of
disabled people.
The purpose of The United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD) is to encourage, safeguard, and guarantee that all people who are disabled have full
and equal enjoyment of all rights and fundamental freedoms, as well as to show consideration for
their inherent worth

QUESTION 7
Describe each of the following articles in the UNCRPD.
Article 19 Article 19 of UNCPRD must talk about individual autonomy and Social Inclusion. This
explains that people with disabilities also can celebrate their individual freedom by
enjoying similar fundamental rights as by others and placing themselves socially out
there.
i) Disabled people have the same right as everyone else to pick their place of
abode, as well as location and people they want to live with, and are not
required to participate in a particular accommodation.
ii) Individuals who are disabled have rights to enjoy a range of in-home,
apartments, and other community-based services along with all other support
required to assist surviving and participation in the society.
iii) Community amenities and services again for public at large are readily
available to individuals with impairments on an equal ground and thus are
tailored to their requirements.
Article 20 Article 20 deals with the provisions of personal mobility. It explains that a nation should
ensure all the services that can help the disabled individuals enjoy personal mobility with
higher autonomy.
i) Support in the matter of time and cost by making it approachable and
affordable respectively.
ii) Creating custom mobility assistive gadgets, devices, technological solutions,
and facets of live support and brokerages more available and affordable to
those with disabilities.
iii) Coaching in mobility competences for disabled individuals and professionals
who work with those with disabilities.
iv) Empowering makers of assistive devices, gadgets, and technological
solutions to keep in mind all facets of movement for disabled individuals.
Article 23 Article 23 is about Respect for home and family. Countries need to take appropriate and
effective initiatives to alleviate discrimination against individuals with disabilities in all
aspects of the relationship, kin, child rearing, and associations, on an equal footing with
everyone else.
i) The article talks about protecting a child’s interest to the ultimate level. The
provisions for custody, adoptions, trusteeship, parenthood are also facilitated by
the state legislation.
ii) The state intends to prevent abandonment, hiding, and ignoring of children with
disabilities from the side of their family.
iii) A child with disabilities can’t be segregated from its family when the child
doesn’t have such a will. Also, it is only possible if the judicial authorities decide
on separation in some rare cases for the child’s welfare.
iv) Arrange for other family options in case real family is unable to provide proper
care for such children.
Article 25 The article 25 is all about Health provisions in this regard. The following are the facilities
that a state needs to ensure to provide health services to the disabled individuals:
i) same price bracket, value, and standard of free or reduced healthcare coverage
and initiatives as non - disabled people, even in the sectors of reproductive
health and community-based health services.
ii) Focus on providing health care services to disabled individuals that are specific
due to their disabilities, such as early diagnosis and care. Also, arranging
special treatments that can lessen the possibilities of danger in health
conditions.
iii) Cover the rural areas with similar health needs as explained above.
iv) National insurance schemes shouldn’t be differentiating people based on their
disability. Fair and equitable treatment must be ensured by the working
professionals in such fields.
v) Provide awareness among communities regarding services available for the
QUESTION 7
disabled people and trainings to empower everyone as a community.
Article 27 Article 27 focuses on provisions for work and employment. This ensures:
I) People with disabilities have similar access to trade unions and facilities as the
other workers.
II) Equal remuneration, safe and healthy working environment with no harassment
provisions.
III) Assistance in job placement and arrangement of career advancement training
and campaigns.
IV) Support entrepreneurship.
V) Disabled individuals aren’t forced into job situations and exploited badly

QUESTION 8
What is a code of conduct?
Code of conduct is a collection of value systems, guidelines, norms, and philosophies that highlight what
employers require their employees to act like. A code of conduct directs employees in their operations as they
work for achievement of goals. Generally, a code of conduct sums up the following elements:
i) Authenticity and obedience.
ii) Organizational Confidentiality
iii) Priority on organizational needs i.e., objectivity
iv) Professionalism
v) Acumen
QUESTION 9
Identify at least FIVE sociodemographic characteristics of prisoners with an intellectual disability.
1. Members of indigenous minority:

People may be marginalized from opportunities and extreme oppression may lead the
intellectual disabled individuals to commit something prohibited by law. That’s how they end
up in prison.
2. Abusive environment:
The intellectual disabled people are the victims of abuse in most of the cases. It may be
physical or sexual abuse as humanity no longer exists. It is seen that these people who are
prisoners have grown up in abusive environment.
3. Segregation from family:

In case of substance abuse by parents, children are segregated from them. And the children
tend to develop many behavioral problems as they must go through bully, abuse and
discrimination.
4. Limited formal education

In most of the cases, the intellectual disabled people are witnessed to complete only limited
formal education. They don’t have controlled decision making and the impairment may lead to
the lack of rationality in thinking.
5. Homeless
They struggle everyday with their identity and for survival. The individuals may cause damage
to other’s property or harm others. This is how they connect with the criminal justice system.
QUESTION 10
Explain why individuals with a disability are often socially devalued.
It is the fault of this meaningless social construct that it sets standards which must be met to be able
to fit in. There exists nothing like chivalry in this world. Individuals with disability are excluded and
even socially devalued that they struggle every day to accommodate. They are devalued due to
societal barriers like a footpath with no friendly trail for the visually impaired people. The Social
Model of disability says that the societal construct makes them disabled as people have negative
attitude towards these people. For example: people may refer someone having Autism as a mentally
ill person. There is not enough awareness about these concepts and the ways how we should deal
with the disabled people. The other reason may be rigid and inflexible laws that discriminate the
individuals having disabilities. Thus, the ultimate impact if their value gets socially devalued.

QUESTION 11
What is the social model of disability?
The social model of disability is a worldview created by individuals who have disabilities. According to the social
model of disability, individuals are impaired by social and cultural impediments such as sidewalks missing ramp, or
by society's views such as assuming individuals with disabilities can't accomplish things as easily as others. This is
how individuals with disabilities are discriminated against in our daily life. It is believed that the medical model of
disability fosters lowered standards and provokes people to give up individuality, preference, and influence over
their own lives. The model only focuses on the real problem surface as it says that impairments are the results of
wrong happenings to people. It fails to consider how difficult it is for them to survive in this inconsiderate society.
The Social Model of Disability helps us to point out the impediments that make life of these people tough. This has
helped people to realize difficulty of disabled people. Thus, people nowadays try to accommodate societal roles
rather than force the disabled ones to adjust for fitting in.
QUESTION 12
What is the danger of being overprotective as a disability support worker? How does this impact an
individual’s dignity of risk?
Being overprotective sets up a fire that will gradually damage the life of disabled individuals. The
disability support worker may be overprotective to save them from any injury or danger. But this is
more dangerous. This action has a far-reaching impact because individuals can never develop
independence and they start thinking that they are incapable. The lowered self-esteem will always
hinder them from reaching their full potential. This continues and the individual internalizes a thought
that people around them have very low expectations from them because they are incapable. This is
extremely demotivating, which may result in continuous failure in life. Dignity of risk means taking
calculative risk to achieve self-esteem and self-respect. Overprotection will flood the disabled people
with insecurities. The lowered self-esteem from overprotective disability support worker leads the
individuals towards darkness. They won’t be able to determine their self-potential and there is
maximum possibility of underachievement. Thus, this practice of disability support workers impacts
an individual’s dignity of risk negatively.

QUESTION 13
Explain the why Positive Behaviour Support (PBS) is an effective approach for managing behaviours of concerns.
Positive Behavior Support is an approach that helps disabled people to live a happier and healthier life by
decreasing worries or insecurities increased due to societal construct. It is an effective and proven approach for
managing behaviors of concern for the following reasons:
i) Positive Behavior Support employs a holistic approach to diagnosis and further actions because it
considers the individual, which includes their personal background, needs and wants, and physical
wellbeing. Also, it assists the Support workers to better comprehend the reasons for their behavioral
tendencies and find appropriate ways to fulfill their wants and needs.
ii) PBS approaches intervention strategies and remedies from an individual focused perspective, with
the presumption that an ordinary person can accomplish their goals with therapeutic interventions
personalized to their relevant needs. It is a result-oriented model that focuses consequences
beneficial to a person and society. PBS involves active listening to the concerned person, which can
unravel the preferences and strengths, so that steps can be taken to utilize the strengths and skills to
achieve the predetermined goals.
iii) It is a pro-active approach that focuses on training individuals with life skills that help them overcome
the behaviors of action and focus on gaining autonomy. This is very practical and famous approach
applied on different palaces in Australia.
QUESTION 14
What are some common immediate response strategies to behaviours of concern or challenging behaviours?
Provide at least FIVE examples.
1. Act in a calm manner. Panicking against the response of challenging behavior can increase
anxiety or they may rush themselves. So, it is very important to act calmly.
2. Don’t interrupt. Try to understand the situation and let the person act as he does. Take some
time and talk in a normal tone.
3. Clear out the surroundings by asking other people to leave the place. It will be easy to deal
with the person alone.
4. Use humor as a tool to help them calm. Showing anger and worry will not help in any case.
So, humor can distract the individual from what s/he is thinking, and s/he will eventually calm
down.
5. Try to understand the body language and tone of speech to find out what has triggered the
behavior of concern. This will take time but helps to solve the problem in an effective manner.

QUESTION 15
Provide at least THREE communication strategies for people who are deaf or hearing impaired.
1. Make the background clear and face the person. Communication with people who have
hearing impairment requires dedication, power, and commitment. An individual must make
sure that there is sufficient illumination, so they are able to concentrate, and mouth read while
you talk. Likewise, focus on ensuring that the background is transparent and that no item
obscures the vision of the speaker's face.
2. Rephrase rather than repeat Repeating the same thing again and again along with shouting
can provoke anger in the receiver’s behalf. It is better to rephrase than to repeat.
3. Make eye contact with them while speaking and the speaker needs to make sure that they
are on the same level. This makes it easy for the receiver to understand what the speaker is
trying to say.
QUESTION 16
Provide at least THREE communication strategies for people who are blind or vision impaired.
1. Use a normal voice tone. The strategy is to seem as natural as possible. Users can begin by
describing themselves in a calm voice. Also, various characterizations for images, colour
combinations, and artefacts can be used to define the environment. Don't yell since it makes
disabled individuals stressed about their feelings of inadequacy. And hence, the goal is to
speak nonchalantly and enable the explanations to subside.
2. Speak directly to the person and not through any guides or assistants. This helps to establish
rapport between the speaker and the receiver. The visually impaired person will feel valued;
so, the communication will be very effective.
3. Call them by their name. It helps them to be on track and grasp the information as fast as
possible. The strategy can work where there is a lot of noise in the place. As they can’t see
and lip read, speaker needs to make sure that s/he speaks clearly and in a stable tone.

QUESTION 17
Provide at least THREE communication strategies to reduce sensory overload.
1. Stop talking.
Sensory overload occurs as the person receives way too much information than the brain can
comprehend. The speaker should stop talking for a while that helps the person to calm down a
little.
2. Find a quieter place.

Individuals should be shifted to a silent place where they can just take their time and get back
to normal.
3. Recognize and remove the sensory triggers.

Anything can be a trigger provoking the sensory overload. It is very important to investigate
and recognize the sensory triggers so that they can be removed to calm the person down.
QUESTION 18
What is Triple C? Why is this used?
The Triple C Manual is intended for communication professionals who consult with teenagers and
adults who have limited or no voice. The Guide is meant for use by teenagers' and adult people'
communication associates. It can be utilized by senders and receivers who do not have real
education; even so, it is highly suggested that the official outcome be affirmed. Triple C is a tool
mostly used by caregivers and the support workers to assess the communication abilities of people
having various disabilities specially speech impairment. It is a checklist of communication
competencies which is popular due to the ease of learning, understanding, and using.

QUESTION 19
Provide at least FIVE common reasons which drive behaviours of concern and challenging behaviours.
1. Sensory Overload
When the individuals receive way too much sensory information that a brain can process,
sensory overload occurs and it may result or drive challenging behaviors like anger, shouting,
running away etc. Myriad discussions inside a single space, too much light, or extremely loud
noise can all contribute to fuel the sensory overload situation. Anyone can encounter sensory
overload, and individuals have various risk factors. Sensory overload has indeed been linked
to several other health issues, including down syndrome, sensory and motor disorder,
intellectual disability, chronic fatigue syndrome etc.
2. Stress
Showing the behaviors of concern may actually be the coping mechanism of individuals with
disability because they can’t verbally express what they feel. Stress may be a common
reason as stress provokes fear and the individuals may shout it out.
3. Anxiety
Severe anxiety may lead to a condition that people can’t control their bodily movements. So,
when s/he gets anxiety, they may end up giving horrendous reactions. Anxiety and panic
disrupt everyday routines, are harder to monitor, out of touch with actual reality, which can
last for a great many years. To avert these feelings, one may ignore the triggers and escape
from certain circumstances and locations. Also, it may start from childhood and reside upto
the adult period.
4. Fear
Fear can arise from actual dangers, but it could also emerge from fantasized dangers. Even
as fear is a natural human reaction to a certain scenario, it may also cause discomfort and
interruption if it is intense or disproportionate to the the real threat. Some people have fear of
social interactions or conversation or face to face communication. They may act up and hurt
the other person around showing the behavior of concern.
5. Discomfort or frustration
If the person is frustrated, s/he may hurt themselves or others as they can’t control their
decision making sometimes. Thus, this is also a triggering factor for challenging behaviour
and behaviour of concern. It may be the result of unrecognized pain that they end up being
numb and helpless. The feeling of lethargy or anguish is often caused by an inability to
accomplish something. Being constantly frustrated can cause a slew of issues in your life.
Disabled people have certain way of thinking and perceiving things that they can’t share
easily among others. When they end up with the unmet needs, they can’t process the failure
that results discomfort.
QUESTION 20
Explain the difference between a behaviour of concern and a challenging behaviour. Provide an example of each.
Behaviour of concern:
Behaviour of concerns are those behaviours that have aggravated to a point where they threaten
the children's or someone else's' personal wellbeing. The above sort of behaviour can intrude with
everyday life. Outbursts, yelling or crying, violent interactions, escaping, or sense of powerlessness
are all examples of behaviour of concern. But the thing we need to understand is that it is not a
disease and it is not justified by putting blame on that person. The problem should be focused here.

QUESTION 19
Challenging behaviour:
On the other hand, challenging behaviour means the behaviour shown by the individuals with
intellectual or learning disabilities when everything doesn’t go as they plan the things to. To put it in
a simple way, it means expression of behaviours like shouting, crying, hitting, running away when
their emotional needs remain unfulfilled. The example of challenging behaviour is running away.

QUESTION 21
What is a Motivational Assessment Scale (MAS) and how is this used?
A motivation assessment is a tool used to evaluate what entices folks to bring a deliberate task, make a choice, or
select the correct item above another. It is about assessing a person's aspirations, needs and wants, and priorities
by using this assessment to inform what encourages people to devote themselves to specific presumptions. Thus,
Motivational Assessment Scale (MAS) is an assessment tool that uses six different scales like never, almost
never, half the time, almost always, always. All the questions used for assessment have these scales and the
score is calculated by adding these responses. MAS is a rating scale tool which helps to assess motivation
justifying problematic behaviour in individuals suffering from developmental disability. The scores are the
representatives of function of behaviour.
QUESTION 22
a) Provide a definition of ‘aversive treatment’ and give THREE examples.
Aversive treatment definition:

Aversive treatment or aversive therapy or aversive conditioning refers to a phenomenon which
helps people to give up on bad habits by pairing up unpleasant stimulus to the behaviour that is
undesirable. This is very helpful in the case of alcohol consumption disorder and substance abuse.
This treatment follows the ground of classical conditioning theory of pairing stimulus with response.
It is mostly used to give up substance addictions.
Example 1: For helping people give up on alcohol addiction, a doctor may say that you can continue
drinking alcohol so that you will have to pay a large sum of money as you will be diagnosed with
liver damage soon. Here, negative aspects are highlighted more while making pair.

Example 2: In the similar case, the doctor can apply chemical aversion by mixing some agent/ drug in
alcohol that causes vomiting. Now, whenever the individual looks at alcohol, s/he will feel nauseatic.
There are some probable chances that the habit has gone.
Example 3: To stop smoking Chain smokers have this difficulty of overcoming the habit of continuous
smoking. Different attempts fail but shock therapy under aversion treatments are the popular ones
to give up smoking. Whenever the patient feels the need to smoke, he consults the doctor he is
seeing to setup sessions for shock. Every time shocks are administered as soon as patient shares
his feeling towards smoking. Gradually, the body doesn’t like these sensations from shock and
understands nicotine shouldn’t be consumed.
b) What restrictions are in place around using aversive treatment?
The following restrictions are in place around using the aversive treatment:
i) It should only be practiced to solve problems and as a part of intervention plan.
ii) That the intervention program is not unnecessarily restrictive because the extreme intrusion may provoke
violent actions on the individuals.
QUESTION 23
Provide an example of how you would apply the following lifestyle enhancement strategies when managing client
behaviour.
Positive reinforcement In positive reinforcement, particular behaviour leads to positive outcomes i.e.
rewards or achievement. Thus, it is a technique of influencing behaviour of
people where positive outcomes are paired with desired behavioural pattern.
This helps in managing client behaviour as the client learns to behave in
appositive way to enjoy the reward that the process yields. For example:
appreciating the client for his behaviour so that s/he repeats. Here, the logic is
repetition in behaviour is caused as they get complimented(reward).

Motivation It is the process of encouraging individuals to devote their best efforts for the
achievement of desired goals. It is widely used as lifestyle enhancement
strategies for managing client behaviour. It is individual focused as we can
develop intrinsic motivation in clients after knowing their priorities and goals.
The gap between current state and desired state will motivate the client to
shape up his/her behaviour accordingly. For example: assist them setting
realistic and SMART goals which helps to achieve the desired state or negative
motivation is used where client is a pessimist. Tool like punishments are
established when s/he doesn’t behave in a particular way.
Stress management Stress may cause uncontrolled tension, sleeplessness, hair loss, anxiety etc.
They start losing control over behaviour. Stress management can be
approached through various methods like yoga, spa, acupuncture, meditation.
Also, cognitive behaviour therapy can be implemented which reduces client’s
negative thoughts that emerge because of stress. Setting healthy life goals that
can relax and calm the client down. This helps our clients to influence their
behaviour on long term basis.
Engagement in Any behavioural change needs dedication from the client’s side as well because
meaningful activities nothing is going to work unless the client pushes himself/ herself out there to
engage in meaningful activities. Considering a holistic approach, knowing
client’s individually and making them engage in meaningful activities can be a
life enhancement activity. Meaningful activities give purpose to the clients to
improve their behaviour for greater good. The activities involve normal daily
routine habits, cleaning, self-care, exercise that make them fall in love with
themselves.
Support relationships People may have started showing undesirable behaviour due to failed or toxic
relationships in their life. Encouraging them to establish supportive and healthy
relationships help to bring out the best in them. This helps to foster positivity
and the real life support system motivates people to change for good and be the
better version of themselves. For example: healthy relationships will friends can
help people get out of a miserable state led by failed past relationships or toxic
relationships.

Nutrition Nutrition is very important to maintain a healthy life. It also aids to a client’s
thought process. They may be careless about eating habits and it is a real
challenge because when it comes to habit people can’t just overcome them. We
should practice melting the current habit so that a new one can be set. It starts
with developing awareness about the importance of nutrition. Motivation for
establishment of healthier life makes them to choose correct nutritional value
and the continuous practice can help people change behaviour. Thus, it doesn’t
happen all at once. It is a long process, but a lifelong impact is guaranteed.
Environmental and It may be the social construct or chaotic environment that brings out the
systems improvement behaviour of concern sometimes in people. Making adjustments in systems and
environment is much required to change behaviour of clients as they can work
on themselves if they feel like the environment is comfortable.
QUESTION 24
Provide at least THREE examples of emotional indicators and three examples of physical indicators that suggest
person with disabilities has unmet needs
Physical Indicators The example of physical indicators suggesting that a disabled person has
unmet needs are as follows:
i) No maintenance of proper hygiene.
ii) Anger and violence as they act up to hurt others.
iii) Chronic health problems
Emotional Indicators The example of emotional indicators suggesting that a disabled person has
unmet needs are as follows:
i) Lack of emotional responses
ii) Avoidance of support workers required for special health conditions.
iii) Seek for physical intimacy or over expressive/ friendly expression to
support workers.
QUESTION 25
Describe how each of the following factors are contributors to behaviour of concern or challenging behaviour.

Unrecognized pain or The disabled people sometimes have problem in communicating the fact that
discomfort they are experiencing pain, so the behaviour of concern is their way out to
communicate unrecognized pain or discomfort. They may harm themselves
to curb the discomfort because it is weird but intense pain caused by self-
harm can overcome the sensations of other unrecognized pain or discomfort.
This is how they end up showing behaviour of concern.
Stress Stress causes bodily pain such as muscle pain as well as restlessness.
When people experience traumatic events, they end up stressing. It is a fuel
for challenging behaviour. Stress has an impact on nervous system, brain
functioning that influences the reception capabilities and decision-making
power negatively. Too much of stress can contribute to the challenging
behaviour.
Medications Medications have short- and long-term impact on health like increased
aggression and moody behaviours. Disabled people may be very difficult to
deal with if they should be administered with medications. They have
frustrations with medicines because they feel like the health condition is
imposed on them and so are the medications. This results in challenging
behaviour.
Communication issues Disabled people have difficulty in communicating with non-disabled or any
other people. When other people fail to make them feel comfortable, they
freak out and end up showing the behaviour of concern. Example: talking in
a loud voice may make them feel secured and they may run away for escape
or shout.

ASSESSMENT TASK 2: ROLE PLAY
TASK SUMMARY:
There are two parts to this task:
 Part A: You are to respond to a critical incident involving a behavioural issue of a
person with a disability.
 Part B: You are required to answer a set of questions about effective response strategies.
WP ART
HAT DOAI –NEED
ROLE PLAY TO COMPLETE PART A OF THIS ASSESSMENT?
IN ORDER
 Role play participant to play the role of the client (your assessor will play this role)
 Access to a computer and the Internet
 Simulated props and resources – headphones, toys, mittens to simulate padded gloves
 Access to the YouTube video (link provided below).
WHEN DO I DO PART A?
 You will do this task in your simulated classroom or in the workplace (your assessor will determine the
most suitable location).
 Your assessor will provide due date for the submission of this assessment.
If your assessor identifies that you have not demonstrated the required skills/knowledge, they will give you
some feedback and you will need to do the role play again.
INSTRUCTIONS:
The purpose of this task is for your assessor to observe how well you can respond to a critical incident
involving adverse behaviour in a simulated environment, using appropriate support strategies and
communication. You will do this role play in your workplace with your assessor.
First you will need to watch the YouTube video titled Autism, Self-Injurious Behavioral Interventions. You
should do this prior to your assessor’s workplace visit.
You can find this video at https://www.youtube.com/watch?v=DXbe2VHa37w.
The video shows the self-injurious behaviour of James, who has severe autism and epilepsy. James is seen
repeatedly hitting his head in a violent manner with both hands.
You will then need to participate in a role play with your assessor playing the role of James. James has just
been disturbed by a car going past and squealing its brakes.
You will be required to do the following during the role play:
 Use appropriate interventions and positive behavioral support strategies.
 Use a person-centred approach.
 Address safety requirements and procedures.
 Use effective communication strategies to meet James’s needs.

James’s behavioural management plan states the following:
 James is often startled by loud noises, which cause a buzzing in his head.
 He becomes self-injurious, hitting himself around the head involuntarily. He may also
ASSESSMENT TASK a2:seizure.
experience ROLE PLAY
 James
Your assessor will beonly ever
looking to hits himself
see that – never anyone or anything else.
you can:
 JamesName
Trainer/Assessor responds to wearing headphonesAttempt
and Signature: 1
to reduce Attempt 2
noise stimulus. These should be put Comments,
on as soonIf applicable
Yes (✓) / No (×) Yes (✓) / No (×)
as possible during an incident.
Date: Date:
 James may wear padded mitts to prevent injury.
Identify theJames
triggerswill
thatrespond
cause James’s
to calm, repetitive instructions.
adverse behaviour
 Holding James’s hands in his lap reduces the risk of injury and can be calming. James does not
Respond tofind this in
James restrictive.
an appropriate
manner, correctly carrying
 James reacts badly out behavioural
to sudden loud noises, shouting, complicated instructions, laughing or panic
strategies in response to his
by anyone near him. behaviour
 and
Consider James behaviourJames’s
acknowledge can beneeds,
diverted by drawing his attention to objects he enjoys – for example,
watching the
strengths, capabilities ceiling
and fan, his pet dog, his toys and other family members.
his preferences
Make sure James’s environment is safe
Acknowledge James’s emotional state?
WP ART
HAT DOBI –NEED
VERBAL QUESTIONS
IN ORDER TO COMPLETE PART B OF THIS ASSESSMENT?
 You do not need anything for this task.
WHEN DO I DO PART B?
 You will do this task after your role play has finished.
 Your assessor will provide due date for the submission of this assessment.
If your assessor identifies that your answers are not correct or not detailed enough, they will give you some
feedback and ask you to answer the question again.

INSTRUCTIONS:
Your assessor will ask you seven questions about the role play you completed in Part A.
You will answer these questions verbally.
Ask the student the following verbal questions:
Your assessor will be looking to see that you can:

Trainer/Assessor Name and Signature: Attempt 1 Attempt 2
Yes (✓) / No (×) Yes (✓) / No (×) Comments, If applicable
Date: Date:
What triggered the behaviour in James?
Describe what happened during and after the

behaviour was intervened.
Provide an example of an inappropriate

intervention in this scenario.
Show me what you would do to report this critical

incident?
Show me the steps you would take if you identified

a change in a person’s needs or behaviour?
Provide an example of a type of referral that may

be required as result of this behaviour? Show me
how you would organise this
Can you think of an example of an aversive

procedure that should not be used in this
situation?
Please add any feedback to the student about this task on the Assessment Cover Sheet. Keep a copy of the completed
Assessment Task Cover Sheet.
Please note any reasonable adjustments for this assessment below (if any).
Note: Student may use additoinal white pages if needed or as necessary.


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Student Assessment Booklet

CHC33015 Certificate III in Individual Support (Disability)

14/785 Pascoe Vale Road, Glenroy, VIC 3046

CHCDIS002 Follow established person-centred behaviour supports Page 2

Assessment requirements/tasks Satisfactory (S)

Result (C - Competent / NYC -

CHCDIS002 - Follow established person-centred

Assessor Signature: Date Resulted: / /

CHCDIS002 Follow established person-centred behaviour supports Page 3

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Task Cover Sheet

CHCDIS002 Follow established person-centred behaviour supports Page 4

 organisation policies and procedures relating to behaviour management, including:

 principles of effective communication and ways to implement these to minimise behaviours of

CHCDIS002 Follow established person-centred behaviour supports Page 5

 specialist services and referral options

CHCDIS002 Follow established person-centred behaviour supports Page 6

Student Name Abhiskar Chhetri

Unit: CHCDIS002 - Follow established person-centred behaviour supports

AGREEMENT BY THE STUDENT

I, Abhiskar Chhetri , certify that the statements I have attested

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

CHCDIS002 Follow established person-centred behaviour supports Page 7

Result Satisfactory (S)  Not Yet Satisfactory  (NYS)

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – Attempt 2

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

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessor signature: Date:

CHCDIS002 Follow established person-centred behaviour supports Page 8

ASSESSOR FEEDBACK (All Assessment Tasks)

Assessor signature: Date:

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

CHCDIS002 Follow established person-centred behaviour supports Page 9

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?

WRITTEN ANSWER QUESTION GUIDANCE

CHCDIS002 Follow established person-centred behaviour supports Page 10

Your state’s legislation:

Act 2: Disability Act 2006 (Victoria, Australia):

Act 1: Disability Discrimination Act 1992 (Commonwealth - National Level):

CHCDIS002 Follow established person-centred behaviour supports Page 12

Act 3: Disability Act 2006 (Victoria - State Level):

CHCDIS002 Follow established person-centred behaviour supports Page 13

The client experienced Neglect Abuse,

Is this a case of abuse? Explain your answer.

CHCDIS002 Follow established person-centred behaviour supports Page 15

What is the UNCRPD? What is its purpose?

CHCDIS002 Follow established person-centred behaviour supports Page 14

CHCDIS002 Follow established person-centred behaviour supports Page 16

1. Members of indigenous minority:

3. Segregation from family:

4. Limited formal education

Explain why individuals with a disability are often socially devalued.

CHCDIS002 Follow established person-centred behaviour supports Page 16

CHCDIS002 Follow established person-centred behaviour supports Page 17

CHCDIS002 Follow established person-centred behaviour supports Page 18

CHCDIS002 Follow established person-centred behaviour supports Page 19

2. Find a quieter place.