Chcdis007 Student Workbook (Word) (c3) .v1.1

STUDENT ASSESSMENT
BOOKLET
CHCDIS007 FACILITATE THE EMPOWERMENT
OF PEOPLE WITH DISABILITY
Student first name: Nischal
Student last name: Poudel

© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Shutterstock www.shutterstock.com (Image 1) and © Bigstock www.bigstock.com (Images 2 & 3)
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIS007 Facilitate the
empowerment of people with disability.
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 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the questions
for each.
Assessment Task 3: Research project You are to research and report on three types of
disability.
Assessment Task 4: Workplace project There are two parts to this task:
 Part A: You are to interview two people with a disability,
as well as their family/guardian or direct carer to identify
each person’s needs and goals. You will be observed by
your assessor during each interview.
 Part B: Based on the information gathered from the
interview, you are to develop a plan for each person to
help them achieve their needs and goals.
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 The Disability Support Worker, Cengage Learning Australia, South Melbourne, Victoria.
 Croft, H The Australian Carer, Cengage Learning Australia, South Melbourne, Victoria.
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.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Research project
4. Workplace project
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: Nischal Poudel
Student signature: Nischal Date: 22/09/2022
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: Nischal Poudel
Date of birth: 23/01/1997 Student ID:
Unit:
 CHCDIS007 Facilitate the empowerment of people with a disability
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I Nischal Poudel 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: Nischal
Date: 22/09/2022
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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.
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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.
 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.
 Write in the due date as advised by your assessor: _____________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
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QUESTION 1
How did society view and treat people with a disability in our history?
In prior century, people with a disability were treated by negative mentality, customs, fear and pity. Social
attitudes for the people with disability were unhealthy and defective.
In the past, people with mental retardation, autism or epilepsy were cared of by their families. They got their
requirements (mentally, emotionally and physically) from their families. Life expectancy for severely and
profoundly disabled individuals was not as long as it is today.
Institutions were also built by government, state and local administrative agencies for management of
disability people but were usually on the outskirts of town.
During the last 45-55 years, there have been huge changes in our society with respect to the management
and treatment of disabled people. There are numerous improvements and developments like concern in
self-determination, move away from institutional type services to relocation of people with disability from
nursing homes into community housing etc.
QUESTION 2
Explain the difference between the social and medical model of service.
Social model: The social model considers disability to be a societal issue.

It aims to remove unneeded obstacles that stand in the way of disabled people's full
inclusion, participation, and independent life.
It claims that altering how individuals and society interact is the solution.
Medical model: According to the medical concept, a disability is a personal issue.

It emphasises on a person's impairment as the main factor in why they are unable to
obtain products and services or fully engage in society for handicapped persons.
A medical cure or an effort to make the person look less impaired or more normal are
two ways that the medical model attempts to address disability.
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QUESTION 3
Describe the role of the United Nations in the movement of disability rights.
The struggle for disability rights has been heavily influenced by the United Nations. It establishes the basic
human rights of those with disabilities.
The United Nations Convention on the Rights of Persons with Disabilities (CRPD) aims to ensure that all
people with disabilities have equal access to and enjoyment of all human rights and basic freedoms.
The convention is designed to be a human rights tool with a clear focus on social development.
It explains and qualifies how all categories of rights apply to people with disabilities and points out
situations in which accommodations are necessary to effectively exercise those rights, as well as situations
in which those rights have been violated and where those rights' protection needs to be strengthened.
Source:humanrights.gov.au
:QUESTION 4
In your own words, describe the purpose of Article 19 under the UNCRPD.
The right of disabled individuals to live in their community and have the same options as others is included
in Article 19 of the UNCRPD.
By eliminating segregation and isolation from the community, it focuses on providing facilities and
opportunities that enable disabled individuals to participate fully in, enjoy, and enjoy themselves in the
community.
They also have access to a variety of residential in-home services and other community support services,
including personal help required to enable living and involvement in the community and prevent isolation
or segregation from it.
This article 19 is accommodating and protective of people with impairments.
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QUESTION 5
Provide an explanation for each of the following terms.
Self-directed It is a method of giving care and support that gives people the power to make an
educated decision about how assistance is given to them, with an emphasis on
collaborating to accomplish individual results.
Person-centred The individual is the focal point of all we do in person-centered practise. 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.
Strengths-based A strength-based practise is one that involves the individual receiving assistance and
those who are providing that support in working together to choose a result that
takes use of the person's strengths and capabilities.
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Human rights The human rights perspective requires that all types of discrimination in the exercise
approach of rights be outlawed, stopped, and eradicated. Additionally, it means that those who
are most disadvantaged or marginalised and experience the greatest obstacles to
exercising their rights should be treated with respect.
Active support Active support in aged care is a personalised, person-centered care strategy that
enables elderly and disabled people to participate in various programmes. Similar to
how comprehensive support services provide person-centered and efficient help,
active support is fundamental.
QUESTION 6
Describe what an individual with a disability might have experienced historically, having lived in an
institutionalised environment.
There is a great likelihood of establishing an institutionalised atmosphere if the person with the handicap is
not treated and behaved as similarly as other members of the same community. When people are denied
the freedom to determine their own wants and demands, such as those related to their homes, where they
want to be, and what they genuinely desire.
QUESTION 7
List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or
territory that are related to protecting human rights in disability services.
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Your state or territory’s legislation
Legislation 1: The Disability Service Act 2006.
Legislation 2: Human Right Act 2019
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Commonwealth legislation
Legislation 1: Disability Discrimination Act 1992
Legislation 2: Disability Service Act 1986
QUESTION 8
Identify the 6 National Standards that apply to disability service providers.
1. Rights
2. Participation and Inclusion
3. Individual Outcomes
4. Feedback and Complaints
5. Service Access
6. Service Management
QUESTION 9
Billy is a quadriplegic and lives in residential care. He spent several days with bed sores on his buttocks.
Due to his condition he was not able to verbally communicate his levels of pain and symptoms, which
included redness, rashes and broken skin.
Billy is meant to be fully examined for bedsores and other lesions every day. After 4 days, a new worker
raised concerns to management however they decided it was best to wait until the next day to provide
treatment.
a) Explain what type of abuse occurred here and the signs and indicators of such abuse. Explain how the
staff did not exercise their duty of care.
Billy was unable to vocally express his pain and other problems, thus I believe that support staff failed to
appropriately care for him. As a result, they had to appropriately manage monitoring and therapy, and they
were required to test regularly. The staff at this residential care facility, however, weren't doing their duties.
They were negligent, and Billy's health has become worse as a result. They are not truly concerned for the
patient's welfare.
Jaycee is 72 and lives in a residential care facility. She is in care due to a range of physical disabilities and
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illnesses that have left her husband and family unable to care for her. Her husband, her son (Kellan) and his
wife often come to visit her, usually every weekend. They spend lots of time with her and it is clear they care
deeply for her wellbeing. Jaycee loves their visits and her spirits are always high when she knows it is the
weekend and her family are coming.
Jaycee has another son, Warwick, who visits her sporadically. He never stays long and rarely asks the care
team about her health or how she is going. You can tell by Jaycee’s body language and the tension
between the two that the relationship is strained. Jaycee does not discuss Warwick much, and you can see
that she is relieved when he leaves.
Jaycee’s husband passes away suddenly from a heart attack. Jaycee’s son and daughter-in-law are busy
sorting out the family home, packing up items and supporting their own children through the grief of losing
a grandparent.
Suddenly Warwick’s visits to his mother increase. He is coming several times a week. Kellan mentions that
he is concerned with Warwick’s sudden interest in his mother – there have been arguments over money
since their father passed away. He asks you, as one of Jaycee’s carers, to mention his concerns to the team
as he has his suspicions on Warwick’s true intentions.
One day, you are passing by Jaycee’s room and hear Warwick talking rapidly to Jaycee. You can tell by his
tone of voice that he is being persuasive and pushy. You backtrack and enter the room to ask Jaycee if she
would like a cup of tea or if she needs anything. She looks uncomfortable and says no, she is fine.
Later that afternoon Jaycee tells you that Warwick is trying to get her to transfer the family home to him
rather then Kellan and his wife, who already have their own home. Jaycee does not want to do this, but he
is being very forceful and says he will keep coming to visit her until she gives in. She is scared to tell Kellan
because the family is going through so much right now.
b) Explain what type of abuse is occurring here and the signs and indicators of such abuse. As a carer, what
would be your duty of care and would mandatory reporting be required (consider your own state or
territory).
Financial abuse because there have been arguments over money since their father passed away
Verbal abuse because they used tone of voice
I would tell supervisor/MOD and wright a not.
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QUESTION 10
Janessa advises her supervisor that she needs to undergo surgery to address some issues with a physical
disability. Later that day, she is very surprised when some of her colleagues start asking her about her
surgery. She hadn’t mentioned it to anyone yet! Apparently her supervisor sent out an email to all staff
letting them know Janessa was having specific type of surgery and would be on leave for a week.
Has Janessa’s employer breached her rights to privacy? Explain your answer.
Janessa's employment violated her privacy rights. Any actions or behaviours that go against a person's
legal right to privacy are considered breaches of that client's privacy rights. In relation to legal terms,
community service and labour are seen as protecting personal data. No on is forbidden from disclosing
another person's personal information without their permission. Examples include: Support staff should
only disclose information from a client's file with the client's consent; Client information should not be
disclosed to anybody who does not need to know; Clients' medical information is never disclosed without
their permission; Adult clients have the right to maintain the privacy of any information about themselves,
including information that is withheld from family and friends. In this instance, the supervisor violated
Janessa's private rights by failing to protect the confidentiality of her medical condition.
QUESTION 11
Peta’s support worker Trish tells her she should take part in a new clinical trial for her disability. Peta is told it
would be a good opportunity for her to see if the new medications will help her. Peta is not too sure,
however Trish already signed Peta up to participate in the trial the day before she told her, as a surprise and
as she is sure the results will be positive.
Trish does not know too much about the success of the drug or its side effects but she believes Peta will
appreciate it when she feels better from it.
What should Trish have provided Peta with prior to signing her up to participate in the trial?
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Prior to enrolling Peta up to participate in the experiment, Trish need to have informed her about the new
clinical trial's goals, prospective advantages, effects, etc. He didn't give Peta's opinion on the new trial any
thought. Without the subject's agreement, a new trial must be requested, which is a grave breach of both
their human and disability rights. Trish may have used techniques like explanation, exchange of knowledge,
or communication to help Peta (a person with a handicap) exercise her rights. To inform her about the new
trial, he would even employ technology. He signed for Peta instead of obtaining permission, though. This is
an instance of carelessness and a voilation of rights.
QUESTION 12
Andy is overly protective of his elderly dad Jeff, who resides in a local residential facility. Andy visits Jeff a
few times a week and sometimes on the weekends makes an effort to take him out to the shops. Jeff
enjoys having playing chess and having an ice cream in the park, however as Jeff is getting older Andy is
worried about risking his dad from getting sick or falling over outside, so suggests they play chess inside
and not have any more ice cream.
Whilst playing chess Andy always lets his dad win. Jeff is never taken out to the park for an ice cream for
months and always wins the indoor game of chess. Andy thinks it is for the best and a good risk
management strategy to prevent him from both injury and illness.
What are your thoughts about Andy’s approach with his dad? In your response, refer to dignity of risk.
I believe that Andy's strategy is somewhat valid. He is restricting his father to just the game he likes because
of his excessively protective personality. However, his father's right to go out to eat or go to the park was
disregarded. If his father were to dwell in a residential institution, he must be treated in accordance with his
care plan and, of course, his legal rights. I don't think Andy's self-criticism strategy is suitable.
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QUESTION 13
a) Explain in your own words the purpose of the Disability Discrimination Act 1992.
The Disability Discrimination Act of 1992 makes it illegal to discriminate1 against a person because of their
disability in a variety of spheres of public life, including employment, education, obtaining or utilising
services, renting or purchasing a home or apartment, and entering public spaces.
Nigel is blind. He has an office job – his workplace has provided adaptive technology so he can do his
work.
Every day Nigel’s carer takes him to work. He is able to use a cane to manoeuvre around the workplace.
Nigel was allocated a guide dog after working in the office for a few months. This is very exciting for Nigel
as he can finally be independent and get to work by himself.
Nigel’s dog has been in the workplace for two weeks now. Nigel’s manager has called him into his office.
The manager expresses his deep sorrow – Nigel can no longer keep his job. Two members of staff have
complained about the dog. One of the staff members stepped in dog faeces on the grass outside the office,
and the other one has developed hay fever, which she believes is due to an allergy to animals.
Nigel is distraught – the dog is meant to make things easier for him, not make him lose his job!
b) Does Nigel have a case for unfair dismissal? Explain your answer, referring to the Disability Discrimination
Act as part of your answer.
Prior to enrolling Peta up to participate in the experiment, Trish need to have informed her about the new
clinical trial's goals, prospective advantages, effects, etc. He didn't give Peta's opinion on the new trial any
thought. Without the subject's agreement, a new trial must be requested, which is a grave breach of both
their human and disability rights. Trish may have used techniques like explanation, exchange of knowledge,
or communication to help Peta (a person with a handicap) exercise her rights. To inform her about the new
trial, he would even employ technology. He signed for Peta instead of obtaining permission, though. This is
an instance of carelessness and a voilation of right
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QUESTION 14
Review the Code of Practice for the Prevention and Management of Occupational Violence in Disability
Services. What type of disability services does this code address?
The 2007 Code of Practice for Occupational Violence Prevention and Management in Disability Services
As the region with the largest exposure, concerns related to disability accommodations are addressed
under this law. But a lot of the advice also applies to fields like outreach and customer support.
QUESTION 15
Provide three examples of occupations that are most commonly referred to as mandated reporters for
suspected cases of child abuse and neglect.
1. Security Service (Police as mandatory reporter)
2. early childhood education and care practitioners
3. Doctors and nurses
QUESTION 16
Noopur has an intellectual disability and resides in a state government-run group home. She is unable to
feed herself and relies on staff to feed her through her feeding tube into her stomach 4–5 times per day.
Upon inspection of the group home, it is found that Noopur’s feeding tube is infested with maggots at the
site where the tube entered her stomach. The investigation also found that she was not following her
rehabilitation programme, her bed linen was not regularly cleaned and unsafe hoisting was being used to
transfer her in and out of bed.
Explain the type of misconduct in this scenario. In your answer, refer to work health and safety
Due to her intellectual disability, Noopur must rely on others; nevertheless, a closer look reveals that her
coworkers have neglected her. She was being fed through a tube that was contaminated with maggots,
her bed liner wasn't being cleaned frequently, and dangerous hoisting—which is illegal—was being used to
get her in and out of bed.
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QUESTION 17
Provide an example of when you may be required to seek additional help from more experienced staff.
This situation has to be brought up, and a more seasoned set of employees may be advised before making
a similar trip to the care facility.
QUESTION 18
Access the information at the following website:
7 Tech Breakthroughs That Empower People with Disabilities: http://mashable.com/2011/10/05/tech-
disabled/#JwRiAVaITsku
Select one of the devices in this article. For the device you have selected, complete the following questions:
What is the device? DynaVox EyeMax System
Who will benefit from Individuals with paralysis, cerebral palsy and stroke victims
using it?
How does it work? An eye tracking system is part of the system. Additionally, it has an on-screen
keyboard. Words and phrases entered by the user are converted into spoken text
via the device's text-to-speech feature.
How is it empowering? It gives impaired people the opportunity to engage in verbal conversation using
only their eyes, empowering them.
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QUESTION 19
a) Provide a definition of acquired brain injury and explain at least three different ways in which it can occur,
and disease that are included under the category of ABI.
Any sort of brain impairment that develops after birth is referred to as an acquired brain injury (ABI). It may
involve harm brought on by an infection, a sickness, a lack of oxygen, or a head injury. Over 45-years-old make
up two-thirds of all ABI patients whose activity is restricted or reduced.
b) Jemma has Asperger syndrome. What are five symptoms that Jemma may display?
1. Inappropriate and poor social interactions
2. Becoming upset at any small changes in routines
3. odd speech patterns
4. other peculiar mannerisms
5. limited facial expressions
c) Explain at least two types of non-typical skills and focus people on the autism spectrum may show.
1. Career path and employment.
2. Health and safety.
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d) Identify at least three secondary conditions that people on the autism spectrum may have.
1. such as epilepsy
2. classic medical problems, gastrointestinal issues or sleep disorders
3. speech disorder
e) Identify three symptoms of dyslexia
1. difficulty with learning shapes, colours and how to write their own name.
2. problems with pronunciation
3. Trouble with reading, writing, and spelling
Jemima is 24 months old. She is able to crawl and make babbling noises. She spends ages amusing herself
banging her blocks together. She does not yet stack them on top of each other. She does not appear to
understand the meaning of the word ‘No’. When she wants something she will say ‘Ah ah ah ah’, but she does
not yet form any recognisable words. She also has temper tantrums.
f) Do you think there is any indication of developmental delay? Explain your answer using examples from
the scenario.
Yes, because Jemima could understand No meaning and she not able to recognise world.
Problem with pronunciation.
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g) Provide a definition of the term ‘intellectual’ disability. In your response, identify ways in which intellectual
disability may be caused.
When someone has high-quality boundaries in their cognitive functioning and talents, along with their
communicative, social, and self-care capacities, this is referred to as intellectual incapacity (or id). These
restrictions may lead a baby to grow and seem more slowly or differently than a baby who is otherwise
growing. Before a child becomes 18 years old, even younger than that, intellectual incapacity might start to
show.
Due to these restrictions, a kid may grow and learn more slowly or otherwise differently than a youngster with
average development..
h) Provide a definition of each of the neurological disorders below and briefly explain symptoms and causes
of each.
Cerebral palsy: A series of conditions known as cerebral palsy (CP) have an impact on a person's mobility,
balance, and posture. The most typical motor impairment in children is cerebral palsy.
Cerebral refers to something involving the brain. Palsy refers to muscular weakness or
functional issues.
Symptoms
 Stiff muscles and exaggerated reflexes (spasticity), the most common
movement disorder.
 Variations in muscle tone, such as being either too stiff or too floppy.
 Stiff muscles with normal reflexes (rigidity)
 Lack of balance and muscle coordination (ataxia)
 Tremors or jerky involuntary movements
Epilepsy: The fourth most prevalent neurological condition, epilepsy affects people of all ages. • The
term "epilepsy" is synonymous with "seizure disorders.
Symptoms of epilepsy
 uncontrollable jerking and shaking, called fit;
 losing awareness and staring blankly into space.
 becoming stiff.
 strange sensations, such as a rising feeling in the tummy, unusual smells or
tastes, and a tingling feeling in your arms or legs.
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Multiple a long-term, usually progressive condition that affects the sheaths of nerve cells in the
sclerosis: brain and spinal cord. Its symptoms might include numbness, loss of speech and motor
coordination, impaired vision, and extreme exhaustion.
Loss of vision in one eye, weakness in an arm or leg, or increasing numbness in the legs
are all symptoms. Other typical MS symptoms include spasms, exhaustion, melancholy,
incontinence problems, sexual dysfunction, and trouble walking.
Tourette’s a neurological condition marked by uncontrollable tics, vocalisations, and frequently the
syndrome: obsessive use of expletives.
Spasms—various engine spasms and one or two vocal spasms—are the primary adverse
symptoms of Tourette syndrome. Engine spasms can manifest in a variety of ways,
including eye squinting, scowling, head jolting, and foot stomping. A few symptoms of
vocal spasms include cleaning the throat, producing clicking noises, continuing to sniff,
sobbing, or screaming.
i) Provide a definition of sensory impairment.
When one of your senses—sight, hearing, smell, touch, taste, and spatial awareness—is impaired, it's called
sensory impairment. As an illustration, if you need glasses, you have vision impairment; if you have trouble
hearing or need a hearing aid, you have hearing impairment.
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j) What is meant by dual sensory impairment?
A student who has a degenerative disease that may eventually cause a substantial impairment in their ability
to learn, communicate, or operate in their surroundings, or who has dual-sensory impairments that impact
both their vision and hearing.
k) Define the terms ‘legally blind’ and ‘low vision’.
l) legally blind
If your better eye's vision is 20/200 or worse, or if your field of vision is fewer than 20 degrees,
you are legally blind. That implies that in order to see something clearly from 200 feet away,
you must be 20 feet away from it. However, someone with normal vision can stand 200 feet
away and clearly see that thing.
Low vision
Low vision is a visual issue that makes doing routine tasks challenging. Glasses, contact lenses, or other
common treatments like medication or surgery won't help. If you cannot see clearly enough to read, you may
have poor vision. Drive.
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m) Identify two causes of hearing loss/hearing impairment.
1. Chronic exposure to loud noises
2. aging
n) Provide a definition of sensory processing order.
The illness known as sensory processing disorder (SPD) affects how your brain processes sensory data
(stimuli). Things that you can see, hear, smell, taste, or touch are considered sensory information. Your senses
may be affected by SPD in one or all of them. SPD often denotes an over sensitivity to stimuli that other
individuals do not have
o) Identify three ways in which people may have speech and/or language disabilities.
1. neurological disorders
2. Loss of hearing
3. Apraxia and dysarthria.
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p) Provide a definition of the term ‘physical disability’. In your answer, provide at least two types of physical
disability.
Musculoskeletal and neuromusculoskeletal disabilities are the two categories of physical impairments. A
neuromusculoskeletal impairment is the inability to move body parts owing to illnesses, nervous system
disorders, or degeneration. Musculoskeletal disabilities impact the joints, bones, and muscles.
q) List one support service for each of the following conditions
Condition Support group
Genetic factors The two most common genetic causes of intellectual disabilities are
Down syndrome and Fragile X syndrome. Down syndrome is the most
common genetic origin of intellectual disabilities (ID, formerly mental
retardation). Down syndrome occurs in 1 out of every 800 births.
Physical trauma Queensland Program of Assistance to Survivors of Torture and Trauma

(QPASTT)
Psychological trauma Mind australia
Chronic lifestyle conditions The Solaris Care Foundation
Acquired brain injury Peninsula ABI Support Group (A Bright Idea)
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QUESTION 20
Explain the principles and aims of empowerment.
Being polite and judgment-free, developing a relationship where the individual feels comfortable talking
about their feelings and what they need, and emphasising strengths and talents are all ways to increase
empowerment.
QUESTION 21
Provide a definition of active listening, including ways in which you would demonstrate this communication
skill. Explain why it is such an important skill for someone working in disability services.
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QUESTION 21
Provide a definition of active listening, including ways in which you would demonstrate this communication
skill. Explain why it is such an important skill for someone working in disability services.
Active listening asks you to be fully engaging and responding to what is being communicated. This quote
from Carl Rogers is a great introduction to active listening, because it highlights that there is so much more
to active listening than just hearing someone.
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QUESTION 22
Identify, in your state or territory, at least two disability advocacy services and how to access them.
1. TASC Legal and Social Justice Service
2. Queensland Advocacy Incorporated.
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
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Unit:
 CHCDIS007 Facilitate the empowerment of people with disability
Student
Case study 1
Case study 2
Reflective questions
STUDENT DECLARATION
Date: 22/09/2022
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ASSESSOR FEEDBACK
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Date: ______________________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are to read the case studies and complete the questions that follow. You are also
required to answer the reflective questions at the end of this task.

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

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. .
CASE STUDY 1: EMMA
Emma is of strict Catholic background. She resides alone in a group home village where she is looked after
for her intellectual disability needs.
The units in the village are located close to each other and have single occupancy or multiple occupancy.
All residents in the village have a type of intellectual disability.
Support workers attend to each unit regularly, providing in-home visits across all units. One of the male
support workers, Chris (who provides Emma with in-home care and assistance) forced himself upon her to
engage in sexual intercourse on a number of occasions. He saw this as an opportunity to challenge
Emma’s Catholic beliefs and practices.
After the incident happened, Emma became withdrawn from others in the residential community and
stopped interacting with them like she used to.
Emma tentatively raises the occurrence with another support worker, Phil, who is visiting the village one
day. Phil assures her that Chris would not have behaved that way intentionally and laughed it off, insisting
he was probably just joking around because he is not a religious person, and he was known to the others
for his jovial nature and sense of humour. She was also advised to do as she is told by Chris to keep out of
his way and off his bad side.
Emma never mentioned this again to any of the other workers and was made to accept the situation. She
was led to believe that this type of occurrence was part of Chris’s role. Chris continued to rape her upon his
visits and, as a result, she became completely withdrawn from the community.
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1. What are Emma’s rights? How would you, if you were one of her carers, ensure she understood her rights.
In your answer, explain how you could use technology to help her in this regard.
Emma has the choice to choose whether or not to engage in sexual activity. She has, however,
experienced harassment and a rape while receiving care. The Sex Discrimination Act of 1984 forbids it.
She also had the right to express what she had been going through. She had the right to become
independent, feel powerful, and receive support in understanding her own rights. She was told not to
enquire further about the things Chris had done to her, so her worries were not only dismissed but also
suppressed. She was made to endure a life of sexual exploitation.
2. What is Phil’s responsibility in this situation? How should he have responded to ensure that services were
delivered in a manner that upheld Emma’s rights and needs?
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3. What type of support does Emma need? What might need to happen in this case so she can feel safe and
protected?
Emma requires both moral and legal help. These are necessary to restore her self-assurance and feeling of
dignity in the eyes of the village's other residents.
4. Are Emma’s cultural needs being respected? Explain your answer.
The cultural requirements of Emma are not being honoured. She has been used to undermine her Catholic
cultural norms and values. Chris, who is not religious, misbehaved and sexually exploited Emma, who
comes from a pious family.
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5. What legal and ethical breaches have occurred in this scenario?
Legal violations of handicapped people's and human rights have taken place. The case also involves
violations of the ethical code of conduct, the discriminatory code of conduct, the disability code of conduct,
and the community services code of conduct.
6. If you were Emma’s support worker, what signs or symptoms would you be able to observe or identify that
show something wrong/bad has occurred? What would you have done when you had realised there was
a problem?
Two indications that anything is amiss should be noted If I were Phil, they would be I Emma's increasing
occurrence; and (ii) Emma entirely withdrawing from the community (if I were a support professional other
than Phil).
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7. What would you do to help empower and advocate disability rights for Emma and other residents in the
village?
Gaining independence is a crucial component of empowerment for individuals with disabilities, and
working with them must take this into consideration. I would use a rights-based strategy to ensuring that all
clients' rights are consistently maintained. It is crucial to make sure that all of the
client are recognised, clarified to the client, and then always upheld. I would also abide by the right person.
Focused communication methods to effectively interact with a person with a handicap and help them
in the expression of their individual objectives.
. Supporting and aiding someone who might not be able to or feel comfortable asserting their own rights to
recognise and articulate their own needs or concerns is known as advocacy. Together with Emma and
other residents, I would engage in a variety of lobbying efforts to guarantee their support and treatment in
the context of community services.
8. Imagine you are helping Emma exercise her rights. Who could a complaint be made to? Provide website
links or contact details of places that could be contacted.
The complaint would be made to the immediate supervisor while staying within the parameters of the job. It
would be made to the manager in charge of duties if they weren't present.
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9. Refer to the UNCRPD and identify at least two articles that are relevant to Emma’s case.
1. Article 9
2. Article 11
Your answers to this case study 
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CASE STUDY 2: RYO
Ryo is a 17-year-old boy who has cerebral palsy and severe spastic quadriparesis. Ryo cannot mobilise
himself or bear his own weight, and he is required to use a wheelchair.
He is not able to verbally communicate with people much – only make certain sounds now and then. Ryo
lives in a residential care facility where his mother, Kumiko, comes to visit daily.
One morning whilst assisting in changing Ryo’s clothes, Kumiko notices bruising on his left femur.
Symptoms of the bruising appear suspect of a potential fracture.
Kumiko informs the staff on duty and a medical specialist comes to review the symptoms. The medical
specialist confirms that Ryo has sustained a fracture most likely two days prior, and he shows prominent
symptoms of physical abuse.
The physical trauma appears to have occurred by being hit with a hard object, or by Ryo being pushed or
tipped out of his wheelchair.
Kumiko raises an investigation into the residential staff and services, however no reporting or
documentation of Ryo’s injury is ever recorded.
The occurrence of Ryo’s injury never gets resolved.
1. What is the responsibility of the residential care facility? How should they have responded to ensure a
person-centred approach to ensure Ryo was supported?
The residential care facility is responsible for making sure that no one with a handicap faces discrimination
and receives the same level of care as everyone else. The residential care facility should be aware that all
provisions of the Work Health and Safety Act are upheld at all times, and that appropriate controls and
measures are taken to effectively identify any environmental hazards and to take the necessary precautions
to minimise, manage, and report them.
They need to have responded in such a way that the incident on Ryo was captured on camera. If Ryo had
been aware of the event, the bruises would have been noted and he would have been promptly hauled in
for a medical examination. The institution failed to provide the handicapped with the required treatment,
allowing him to go two days without being discovered while suffering from a fracture.
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2. After confirming the cause of injury, what type of support does Ryo and his family require?
Once the injury's source has been established, Ryo will require medical, legal, and emotional care. His
family members could harbour hatred for the employee while also feeling unqualified to care for their ward.
Their minds would start to feel uneasy. It would make the environment more challenging. They must
guarantee that Ryo would receive sufficient care and that such carelessness won't be repeated.
3. Are the rights of Ryo and his family being exercised? Explain your answer.
The instance of Ryo left unattended for two days while suffering shows that his family's rights are not being
exercised. Despite having bruises, no one reported him. A violation of the duty of care code of practise
occurred. Also, there was an instance of neglect.
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4. What breach has occurred in this situation?
This scenario involves a breach of carelessness, human rights, and disability rights.
5. How would you be able to tell through observation that Ryo had been abused? How would you
demonstrate your duty of care?
Because Ryo was exhibiting symptoms, I might infer from my observations that he had been physically
assaulted.
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6. What would you do to help empower and advocate disability rights for Ryo and his family?
I would take steps to encourage and help Ryo's family so they could or would feel comfortable asserting
their own rights to recognise and express their own needs and concerns. To guarantee that the rights of
persons with disabilities to appropriate, culturally safe treatment and assistance within the context of
community services are met, I will need to engage in a variety of advocacy actions with and for them. In
order to empower him/his family and make sure they are aware of their own rights, I would also use a right-
based and person-centered approach. I'd help them grasp their legal rights.
Your answers to this case study 
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REFLECTION QUESTIONS
7. Explain the ways in which society can disadvantage individuals with a disability, such as Emma and Ryo.
By taking advantage of their condition, society may penalise people like Ryo and Emma. Due to their
handicap, people with disabilities are more vulnerable to sexual assault, prejudice, and carelessness from
society. People with disabilities, like Ryo and Emma, are unable to speak out for themselves or even be
aware of their rights. These become their weak areas, making them vulnerable to attack.
8. How do individual values and attitudes impact the way people with disabilities are treated within the
community?
One of the detrimental factors in Emma's instance is her feeling of cultural competitiveness as opposed to
her respect for other people's cultural beliefs. The second aspect is discrimination based on gender.
Negative attitudes towards handicapped people only because they are different from regular people have
an adverse effect on their ability to take control of their condition.
They are neglected, repressed, and disregarded. As a result, they experience less confidence loss, stay
reclusive in social situations, and become more isolated from others.
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9. Explain how your own personal values and attitudes towards individuals with a disability have evolved
over time, and especially since beginning this course. How do you think your prior values and attitudes
would have impacted on those you might care for now and in future?
I possess values like honesty, a desire to achieve professional greatness, a sense of justice, and
compassion. The handicapped are also members of humanity. There are both able-bodied and impaired
people in human civilisation. In order for a society as a whole to move towards happiness and peace, it is
the duty of the able-bodied to assist and support the disabled. My inclination to accept and help the
disabled has been further increased through common sense, research, and observation of support work.
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10. Provide three ways of how you could get involved with advocating for disability services to assist in
empowering people with a disability.
1. I would engage in advocacy so that those working with disabilities would carry out their advocacy
actions in a polite and appropriate manner.
2. . To manage any conflict or opposition that may result from advocacy actions, I would use a variety
of tactics.
3.
It is likely that other staff members and members of the community may believe that advocating for
a person with a disability goes against their own behaviours, views, or those of their coworkers
while doing so in the professional and community services sector. I'll be completely informed about
these matters.
Your answers to these questions 
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Unit:
Student
Research project
STUDENT DECLARATION
Date: 22/09/2022
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 3: RESEARCH PROJECT
TASK SUMMARY:
You are to conduct research and report on three different disabilities.

 Access to research material (such as textbooks, journals, the Internet etc)
 Access to a computer (if you prefer type out your answers).
WHEN DO I DO THIS ASSESSMENT?

If your assessor marks any of your answers as incorrect, or you have not completed all parts of the
template, they will talk to you about resubmission. You will need to do one of the following:
 Answer the questions that were incorrect or incomplete in writing.
 Answer the questions that were incorrect or incomplete verbally. .
INSTRUCTIONS:
For this task you will need to complete a number of research reports, using the templates provided.
You are required to demonstrate your knowledge of a number of types of disability.
Choose one type of disability from each area below. You might like to highlight or circle each one you
choose.
List 1 (select one):
Select one of the below to research and report on:

 Fragile X syndrome (FXS)
 Down syndrome
 Developmental delay
 Prader-Willi Syndrome (PWS)
 Foetal alcohol spectrum disorder (FASD)
 Epilepsy
 Tourette’s syndrome
 Alzheimer’s disease
 Parkinson’s disease
 Multiple sclerosis
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 Muscular dystrophy
 Spina bifida
 Cerebral palsy
 Spinal cord injury
 Cystic fibrosis
Research all three disabilities you have chosen and fill out the template for each one, providing as much
detail as you can. Make sure you use your own words and provide a list of the sources you research (that
is, the website address, textbook name and page number, etc).
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Disability 1
Disability: Cerebral Palsy
Description
The term "cerebral palsy" is used to describe a variety of conditions that impair one's capacity to move. It
results from injury to the brain during pregnancy or soon after delivery. Different persons are affected
differently by cerebral palsy, which can also impact balance, posture, reflexes, muscular control,
coordination, and muscle tone. Although cerebral palsy is a lifelong illness that lasts a lifetime, some of
these symptoms might get better or get worse with time.
Impairment
Visual, learning, hearing, speech, epilepsy, and intellectual deficits can also occur in cerebral palsy
patients.
Causes
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Cerebral palsy can have many different causes. The aetiology of cerebral palsy in the majority of
newborns is still unclear. Researchers now understand that just a very tiny proportion of cerebral palsy
cases are brought on by birth problems (e.g. asphyxia or lack of oxygen). It is now well acknowledged
that cerebral palsy typically results from a number of causal pathways, or a series of incidents that, when
taken together, can inflict or hasten damage to the developing brain.
Characteristics
There are some signs that may indicate a child has cerebral palsy. Not all signs are visible at
birth and may become more obvious as babies develop.
Babies
 Low muscle tone (baby feels ‘floppy’ when picked up)
 Unable to hold up his/her own head while lying on their stomach or in a supported sitting
Position
Muscle spasms or feeling stiff
 Poor muscle control, reflexes and posture
 Delayed development (can’t sit up or independently roll over by 6 months)
 Feeding or swallowing difficulties
 Prefers to use one side of their body
Toddlers/Children
Although the brain of toddlers/children with cerebral palsy remains injured, the injury does not
get worse as they develop. Depending on the level of severity of cerebral palsy, toddlers and
children may experience difficulties with physical development such as:
 not walking by 12-18 months
 not speaking simple sentences by 24 months
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Support services
The national governing body for organisations that support persons with cerebral palsy and other
impairments as well as their caregivers is called Cerebral Palsy Australia.
Since 1952, Cerebral Palsy Australia (formerly known as CP Australia and the Australian Cerebral Palsy
Association) has served as a national spokesperson for cerebral palsy awareness.
CPL: CPL helps people of all ages reach their full potential. CPL offers assistance to people with Cerebral
Palsy, helping them with everything from going to school or finding employment to taking advantage of
their retirement years.
Source material researched
Cerebral Palsy Alliance

https://www.cerebralpalsy.org.au/what-is-cerebral-palsy/
Cerebral Palsy Australia:
http://cpaustralia.com.au/
CPL
http://www.cpl.org.au/
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Disability 2
Disability: Acquired brain injury
Description
Any brain impairment that developed after birth is referred to as an acquired brain injury (ABI). Brain
injuries are frequent. Over 700,000 Australians, according to the Australian Bureau of Statistics, suffer a
brain injury and have daily "activity limits" and "participation restrictions." These folks are aged 65 or
younger in three out of every four cases. Two out of every three people who have a brain injury do so
before the age of 25. Men make about 75 percent of those who have brain injuries.
Impairment
Cognitive, physical, emotional, and autonomous functioning can all be impaired by ABI.
Causes
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Accidents, strokes, infections, tumours, surgeries, degenerative neurological diseases, and oxygen
deprivation are common causes of ABI.
Characteristics
Every person is different, and the same is true of every brain injury. A common occurrence include
physical impairments, learning difficulties, and personality problems. Physical Speech, Hearing, Paralysis,
Headaches, Vision, Seizure Disorder, Muscle Spasticity, Reduced Endurance are among the issues that
are frequently mentioned.
• Cognitive Issues
Focus, attention, perception, planning, communication, writing abilities, short-term memory, long-term
memory, judgement, sequencing, reading abilities, and orientation.
• Emotional and behavioural changes
Mood swings, excessive emotions, depression, sexual dysfunction, lack of motivation, inability to cope,
self-centeredness, fatigue, anxiety, low self-esteem, restlessness, agitation, and depression
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Support services
Founded in 1990, arbias Ltd. is a nonprofit organisation that is run in tandem by the business and
nonprofit communities. For those with acquired brain injuries and high complexity demands, such as
alcohol and other substance use disorders and mental health problems, it offers specialised assistance.
• Synapse: Synapse offers specialised and tailored services to everyone with ABI, regardless of where
they reside or what culture they are a part of.
http://www.biail.org/whatis.htm#Characteristics
http://www.braininjuryaustralia.org.au/brain-injury-australia-3/
http://www.arbias.org.au/index.php/about-us.html
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Disability 2
Disability:
Description
Impairment
Causes
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Characteristics
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Support services
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Answers to disability type 1 
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Name:Nischal Poudel
Date of birth:23/09/1997 Student ID:
Unit:
Student
Workplace project
STUDENT DECLARATION
Student signature: Nischal Poudel
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ASSESSOR FEEDBACK
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ASSESSMENT TASK 4: WORKPLACE PROJECT
TASK SUMMARY:
There are two parts to this task:
 Part A: You are to interview two people with a disability, as well as their family/
guardian or direct carer to identify the person’s needs and goals.
 Part B: Based on the information gathered from the interview, you are to develop a
plan for each person to help them achieve their needs and goals.
You will be observed during Part A (the interviews) by your assessor during one of their
workplace visits

 Access to your workplace
 Access to two clients with a disability and/or their family member, guardian or carer
 Approval from your supervisor to work with these clients
 Access to individual plans and equipment outlined in the plan
 Interview questions (provided)
 Access to a computer (if you prefer type out your answers)
 Access to the Internet (for conducting online research).

 You will do this task in your workplace.
If your assessor identifies that you did not complete all parts of each template correctly, you will be asked to fix
the parts that are wrong and resubmit.
INSTRUCTIONS:
You are two choose two clients with a disability from your workplace to work with for this task. You will need
to obtain permission from your supervisor to work with each client. Use the permission form at the end of this
task.
You will first interview each client (depending on their disability you may need to work also with a carer, family
member, guardian or advocate), going through the list of questions provided. Then you will need to need to
document a strategy as to how each client can be empowered to achieve their goals.
Your assessor will be observing your conduct during the interview.
You will be supervised at all times during your work with these clients.
Note: You must not use identifying information in this assessment. Please refer to clients as either ‘Client’ or
‘Client X’, ‘carer’, ‘mother’, etc.
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PART A: CLIENT INTERVIEW
One you have obtained permission from your supervisor on your choice of clients, you will need to set up a
meeting time with them and your assessor (your supervisor or another colleague may sit in on the interviews).
The purpose of this interview is to work with two clients to identify their personal goals, and facilitate their
access to a range of choices to help them to meet their goals (you will develop a strategy in Part B).
Before each interview, make sure you read through each client’s files and notes, and review their
individualised plan. Then look over the interview questions provided.
Note that you may need to interview family members and/or carers if the client is not able to answer the
questions or they have an advocate or guardianship arrangement in place.
It is important that you explain to each client the purpose of what you are doing and why.
You must interview each client separately to ensure confidentiality and privacy procedures are followed.
You can record each client’s responses in the templates provided, or you may prefer to use your computer or
a tablet to take notes.
Make sure that you show your client and/or their family/carer/advocate/guardian the notes you have taken at
the end of the interview and that they reflect the discussion held. They should also sign off that the information
is accurate.
During each interview, your assessor will be looking to see that you can:
 Apply a person-centred approach
 Ensure the client understand their rights
 Empower the client to make choices, put forth ideas and be considered as their own expert
 Talk about the client’s strengths, abilities and capacities
 Discuss actions that are possible
 Talk about options in the community, where relevant, that can assist the client in meeting their goals
 Communicate in a manner that is positive and respectful
 Use active listening techniques
 Use appropriate communication strategies (verbal and non-verbal) to facilitate discussion and ensure a
person-centred approach
 Confirmed with the client that the discussion has been documented accurately
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CLIENT 1
Tell me about your needs and personal goals.
I need to learn how to move about on my own. My objective is to get mobile so that I may travel to places like
the market or park, among other places
What current options or services are being used to help you reach these needs and goals?
Most of the time, I am confined to bed. I have a support person assigned to me who assists me when I need
to get out of bed or leave the room.
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Are the current options effective? Why or why not?
The available choices are ineffective. I previously had a back problem from an accident and was confined to
bed. After receiving extensive care and physiotherapeutic therapy, I can just barely flex my body enough to
get out of bed. I require a wheelchair and walker.
I can walk more slowly if I use a walker. My wheelchair will enable me to access the backyard so I can get
some fresh air and feel better. I must then be provided an automatic wheelchair and trained to operate it.
What are your communication preferences?
I prefer person-centered communication.
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What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights
at this stage and ensure they understand.)
I had a difficult time obtaining my rights. I was initially not considered to be disabled for the possibility to
access this community care facility by a person who visited our hamlet to gather data just because I am a
Catholic. My uncle had to be asked to file a complaint against him.
How are you currently supported to make your own decisions? Would you prefer more or less support?
People here engage in advocacy work that enables and encourages people with disabilities, like me, to make
their own decisions.
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Now answer the following question about your interview technique:
What communication strategies did you use when interviewing the client?
Remember to include verbal and non-verbal communication in your answer.
How effective did you find them? Did you need to change anything with your communication to ensure your client
was comfortable and able to answer?
SUPERVISOR SIGN OFF
I confirm that this is an accurate and true account of the student’s client interview.
Supervisor name:
Supervisor signature: Date:
CLIENT SIGN OFF
I confirm that this is an accurate and true account of our interview.
Client name:
Client signature: Date:
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CLIENT 2
Tell me about your needs and personal goals.
I require employment. Developing hearing capacity is my aim (communication). I have hearing loss. Today
I'm in a support facility.
What current options or services are being used to help you reach these needs and goals?
To assist you in meeting these requirements and objectives, I have been provided a hearing aid.
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Are the current options effective? Why or why not?
This has not been that much effective because I can help in controlling sound when I attend concert or go
nearby factory or when a bus passes by. I need to get trained for communication through gestures and signs
as well. This hasn't been as successful as it could be because I can contribute to noise control when I go to a
concert, visit a local industry, or when a bus goes by. I also need to receive training on how to communicate
using gestures and signs.
What are your communication preferences?
My prefered forms of communication are both verbal and nonverbal.
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What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights
at this stage and ensure they understand.)
When I was taunted and labelled a "Deaf-lamb," I had a problem. They used to make a motion of forming a
horn out of their head and pulling out their tongue when they saw me.
How are you currently supported to make your own decisions? Would you prefer more or less support?
I voiced my displeasure to my former class instructor. She then gave the issue her full attention. The bullies
were summoned to the conference and informed that their actions would have significant consequences
because they were against the law. I was tired of attending my old school. Following this incident, the school
helped me get to the rehabilitation facility where I received training on how to communicate by using
gestures and signs. After I understand these educational strategies, I shall receive official schooling
afterwards.
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Now answer the following question about your interview technique:
What communication strategies did you use when interviewing the client? Remember to include verbal and
non-verbal communication in your answer. How effective did you find them? Did you need to change
anything with your communication to ensure your client was comfortable and able to answer?
As I interviewed the client, I used both verbal and nonverbal communication approaches.
In addition to verbal communication, I occasionally got close to him and communicated through gestures and
pictures. Additionally, he was using hearing aids.
SUPERVISOR SIGN OFF
I confirm that this is an accurate and true account of the student’s client interview.
Supervisor name:
Supervisor signature: Date:
CLIENT SIGN OFF
I confirm that this is an accurate and true account of our interview.
Client name:
Client signature: Date:
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Notes from Client 1 interview (signed) 
Notes from Client 2 interview (signed) 
Signed permission form for Client 1 
Signed permission form for Client 2 
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PART B: STRATEGY
After you have completed both interviews, you will need to use the information you gathered to develop a
strategy as to how you can assist each client to:
 facilitate access to services and/or the community to meet their goals
 advocate for their client’s rights
 support their independence to help them achieve their goals.
Use the following template to guide you in developing your plan for each client.
Client 1
Suitable options/services
The client only has a support worker to depend on. Dependency has been eliminated through this. He must
be provided with a wheelchair and walker. He needs to see a therapist.
Communication strategy
685998991.DOCX
Client 1
Although he does not have hearing loss, technology (such as laptops or tablets) may be used to assure
communication and allow choice for him. The use of audio-visual approaches would be a more efficient way
to convey information about his rights, the services he requires, and the alternatives he would select. He can
also get a presentation.
The alternatives and services should be explained to him and his family members.
Decision making (who will be responsible for decision making?)
The facility manager will make decisions based on the client's, his family's, and the medical therapist's
approval.
Relationships and key people
685998991.DOCX
Client 1
Relationship: Father
Key people
• Advocate/s
• Carers
• Disability support worker
• Occupational therapists
• Facility manager
685998991.DOCX
Client 1
How will the client access any required services?
The rehabilitation centre will offer services to the customer. It will be obtained through a support group
Strategies for maintaining positive relationships
If the client's rights are upheld, a positive relationship will continue. The beneficial connection endures as long
as measures are taken to guarantee that individuals with disabilities feel at ease with any decisions that are
made on their behalf. For this, it is necessary to:
Obtain informed permission;
Clearly communicate alternatives to people with disabilities;
and Make recommendations on behalf of clients.
Trust and respect ought to rule.
685998991.DOCX
Client 1
Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)
The client needs assistance with advocacy. He should get rights advocacy that would enable him to take up
for himself. Since there are several access methods for different types of advocacy services, it is crucial that
these are recognised and used as needed. Direct contact, referrals, online access, and formal application
processes are all examples of access procedures.
685998991.DOCX
Client 2
Suitable options/services
using signs and gestures, He has to be taken to the gesture language centre for vocational training based on
such language.
Communication strategy
Most communication is nonverbal. sporadically talkative due to his usage of hearing aids.
685998991.DOCX
Client 2
Decision making (who will be responsible for decision making?)
The facility management will make a choice based on the client's permission, the occupational therapist's
suggestion, and discussion with the family member.
Relationships and key people
Father
• Advocate/s
• Disability support worker
• Occupational therapists
• Gesture language trainer
Facility manager
The client will use the gesture language school's services. He'll spend the night in the local hostel. At the
school, he will receive more vocational training.
685998991.DOCX
Client 2
How will the client access any required services?
At the gesture language school, the customer will have access to the services. He will occupy a hostel there
that offers lodging. He will receive further vocational instruction at the institution.
Strategies for maintaining positive relationships
If the client's rights are upheld, a positive relationship will continue. The beneficial connection endures as long
as measures are taken to guarantee that individuals with disabilities feel at ease with any decisions that are
made on their behalf. For this, it is necessary to:
Obtain informed permission;
Clearly communicate alternatives to people with disabilities;
and Make recommendations on behalf of clients.
Trust and respect ought to rule.
685998991.DOCX
Client 2
Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)
The client needs assistance with advocacy. He should get rights advocacy that would enable him to take up
for himself. Since there are several access methods for different types of advocacy services, it is crucial that
these are recognised and used as needed. Access protocols might consist of:
Direct communication, recommendations, online access, or submission of official applications
Developed strategy outline for client 1 
Developed strategy outline for client 2 
685998991.DOCX
Workplace Project (Disability) – Permission Form Client 1
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
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: ___________________________________________________________________________
Signature:____________________________________________________________________________________
Date: ___________________________
Workplace Project (Disability) – Permission Form Client 2
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
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: ___________________________________________________________________________
Signature:____________________________________________________________________________________
Date: ___________________________
685998991.DOCX

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STUDENT ASSESSMENT

Student first name: Nischal

Student last name: Poudel

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: Nischal Poudel

Student signature: Nischal Date: 22/09/2022

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Name: Nischal Poudel

Date of birth: 23/01/1997 Student ID:

Student to complete Assessor to complete

I Nischal Poudel declare that these tasks are my own work.

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

Student signature: Nischal

Student name: Nischal Poudel

Assessor signature: __________________________________________________________________________________

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?

Social model: The social model considers disability to be a societal issue.

Medical model: According to the medical concept, a disability is a personal issue.

Person-centred The individual is the focal point of all we do in person-centered practise. It

Legislation 1: The Disability Service Act 2006.

Legislation 2: Human Right Act 2019

Legislation 1: Disability Discrimination Act 1992

Legislation 2: Disability Service Act 1986

2. Participation and Inclusion

4. Feedback and Complaints

1. Security Service (Police as mandatory reporter)

2. early childhood education and care practitioners

3. Doctors and nurses

What is the device? DynaVox EyeMax System

1. Inappropriate and poor social interactions

2. Becoming upset at any small changes in routines

3. odd speech patterns

4. other peculiar mannerisms

5. limited facial expressions

1. Career path and employment.

2. Health and safety.

2. classic medical problems, gastrointestinal issues or sleep disorders

e) Identify three symptoms of dyslexia

2. problems with pronunciation

3. Trouble with reading, writing, and spelling

Problem with pronunciation.

i) Provide a definition of sensory impairment.

k) Define the terms ‘legally blind’ and ‘low vision’.

1. Chronic exposure to loud noises

n) Provide a definition of sensory processing order.

3. Apraxia and dysarthria.

q) List one support service for each of the following conditions

Assessor signature: _____________________________ Date: