CHCDIS007 STUDENT WORKBOOK (WORD) (C3) .v1.1

STUDENT ASSESSMENT
BOOKLET
CHCDIS007 FACILITATE THE EMPOWERMENT
OF PEOPLE WITH DISABILITY
Student first name: Durga __________________________________________________________________
Student last name: khadka_________________________________________________________________

© 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: Bhawana Pantha
Student signature: Bhawana Date: 30/12/2022
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________
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© 2015 Eduworks Resources, a division of RTO Advice Group Pty Ltd Page 4
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: Bhawana Pantha
Date of birth:18/10/1999 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 Durga 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: Durga_____________________________________________________________________________
Student name: Durga khadka_________________________________________________________________________
Date: 26/08/2023____________________________________________________________________________________
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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?
Societal views towards people with a disability over the centuries were further driven by the development of
negative associations – they were considered ‘evil’, ‘to be pitied’, ‘unproductive’, ‘dependent’, ‘a drain on
society’. People with disability have been ignored, hidden, cursed, and treated as unwanted. When made
visible, they have been the subject of exhibitions and objects of ridicule. Society dealt with the ‘problem’ of
people with disability by placing them in institutions or prisons and by sterilizing women and girls.
QUESTION 2
Explain the difference between the social and medical model of service.
Social model: The social model sees 'disability' is the result of the interaction between people living
with impairments and an environment filled with physical, attitudinal, communication
and social barriers.
Medical model: The medical model of disability is all about what a person cannot do and cannot be.
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QUESTION 3
Describe the role of the United Nations in the movement of disability rights.
In May 2008, the United Nations Convention on the Rights of Persons with Disabilities (CRPD)7 came into
force. The Convention is intended as a human rights instrument with an explicit, social development
dimension. It adopts a broad categorization of persons with disabilities and reaffirms that all persons with
all types of disabilities must enjoy all human rights and fundamental freedoms. It clarifies and qualifies how
all categories of rights apply to people with disability and identifies areas where adaptations have to be
made to effectively exercise their rights and areas where their rights have been violated, and where
protection of rights must be reinforced.
QUESTION 4
In your own words, describe the purpose of Article 19 under the UNCRPD.
Article 19 under the UNCRPD States Parties to the present Convention recognize the equal right of all
persons with disabilities to live in the community, with choices equal to others, and shall take effective and
appropriate measures to facilitate full enjoyment by persons with disabilities of this right and their full
inclusion and participation in the community, including by ensuring that:
a) Persons with disabilities can choose their place of residence and where and with whom they live on an
equal basis with others and are not obliged to live in a particular living arrangement
b) Persons with disabilities have access to a range of in-home, residential and other community support
services, including personal assistance necessary to support living and inclusion in the community,
and to prevent isolation or segregation from the community.
c) Community services and facilities for the general population are available on an equal basis to
persons with disabilities and are responsive to their needs.
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QUESTION 5
Provide an explanation for each of the following terms.
Self-directed Self-directed support means people regardless of age and what help and support
they may need, being in control of their own lives and being able to organize support
and services in a way that makes sense and works well for themselves and their
families. It also means people getting the right information, advice, and support so
they can make decisions about:
• Where they live?
• Who they live with?
• What they do with their lives?
• How they spend their money?
Person-centred Person-centred is an approach ensure that individuals are in the centre of service
design, planning, delivery and review. Individuals shape and direct service and
support arrangements to suit their strengths, needs and goals with the support of
families, friends, caregivers, and advocates.
Strengths-based Strength-based practice is a social work practice theory that emphasizes people's
self-determination and strengths. It is a philosophy and a way of viewing clients as
resourceful and resilient in the face of adversity.
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Human rights A human rights-based approach is about empowering people to know and claim
approach their rights and increasing the ability and accountability of individuals and institutions
who are responsible for respecting, protecting, and fulfilling rights.
Active support Active Support is a person-centred approach to providing direct support. The goal of
Active Support is to ensure that people with even the most significant disabilities
have ongoing, daily support to be engaged in a variety of life activities and
opportunities of their choice.
QUESTION 6
Describe what an individual with a disability might have experienced historically, having lived in an
institutionalised environment.
An individual with a disability might have experienced physical, mental, emotional, and economical
obstacles. They are viewed as a burden or an object of dread, isolated and deprived of any social
relationship and welfare. Historically, disabled people are viewed as useless and pity and waste of space.
Such negative experiences effect a persons’ self-esteem, self-worth and confidence which then in turn can
affect a persons’ health. however, legislation such as the Commonwealth Disability Discrimination Act
(1992) aims to protect people with disabilities, so they are not discriminated.
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 Human Rights Act 2019 (Qld) (the Act)
Legislation 2: Anti-Discrimination Act 1991 (Qld)
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Commonwealth legislation
Legislation 1: Convention on the Rights of Persons with Disabilities (CRPD)
Legislation 2: Disability Discrimination Act 1992
QUESTION 8
Identify the 6 National Standards that apply to disability service providers.
1. Rights: The service promotes individual rights to freedom of expression, self-determination and
decision-making and actively prevents abuse, harm, neglect, and violence.
2. Participation and Inclusion: The service works with individuals and families, friends, and caregivers
to promote opportunities for meaningful participation and active inclusion in society.
3. Individual Outcomes: Services and supports are assessed, planned, delivered, and reviewed to
build on individual strengths and enable individuals to reach their goals.
4. Feedback and Complaints: Regular feedback is sought and used to inform individual and
organization-wide service reviews and improvement.
5. Service Access: The service manages access, commencement and leaving a service in a
transparent, fair, equal and responsive way.
6. Service Management: The service has effective and accountable service management and
leadership to maximize outcomes for individuals.
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.
Domestic violence abused is being occurred. Redness, Rashes, and broken skin has been signs
and not being able to speak is the symptoms of fear. The staff did not check properly, and billy is
not being emotionally and mentally connected. The staff did not check him properly which was
priority to his duty to do.
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).
Domestic violence or family violence. Arguments, tone of voice, being persuasive and pushy. I
will report to the higher authorities about the incident and what is happening to Jaycee. I will
report to manager, supervisors.
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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.
Yes, her employer has breached her rights to privacy. Janessa has told supervisor her private procedure
and it was not supposed to be revealed, if it was, she would have share to everyone. It is an offense to
reveal someone privacy to other co-workers.
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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Trish is not supposed to make others do anything without their permission. She should have asked if she
really wanted to participate or not. If something goes wrong, then Trish will be responsible for insisting Peta
to signed and she might also lose the job as well.
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.
Andy’s approach is an acceptable approach. This type of approach is helping Jeff to get improve in health.
It is related to Dignity of Risk because having risk in health by eating ice-cream will affect his health but this
will help him to get his peaceful and satisfying mind will help him an satisfying life living.
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QUESTION 13
a) Explain in your own words the purpose of the Disability Discrimination Act 1992.
The Disability Discrimination Act 1992(DDA) makes it unlawful to discriminate against a person,
in many areas of public life, including employment, education, getting or using services, renting,
or buying a house or unit, and accessing public places, because of their disability. The DDA
covers people who have temporary and permanent disabilities; physical, intellectual, sensory,
neurological, learning, and psychosocial disabilities, diseases or illness, physical disfigurement,
medical conditions, and work-related injuries. It extends to disabilities that people have had in
the past and potential future disabilities, as well as disabilities that people are assumed to have.
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.
It is unfair or it might be fair as well. If you see from unfair side, he must be given warnings
regarding such activities. It might be somewhat fair because of his not concerned of what might
happened to others because of animals. Somewhat people might get affected around the
workplace.
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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?
All the disability services used this code address.
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. Health care
2. Disability care
3. Schools
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
Code of conduct is missing in the government-run group home. The caretaker was supposed to clean all
the bed sheets and rehabilitation programmes should be done. Feeding tubes must be cleaned and kept
dust free, moist free after every use. Work and safety measures regarding health is compromised within
workplace. The work and safety policy should be updated and maintained within the workplace.
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QUESTION 17
Provide an example of when you may be required to seek additional help from more experienced staff.
Getting help from experienced staff on operating lifting machines, or moving disable person
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? The DynaVox EyeMax System
Who will benefit from paralysis, cerebral palsy, and stroke victims.
using it?
How does it work? Using a sophisticated eye tracking system, users can interact with an on-screen
keyboard, allowing them to enter words and phrases, which are then translated
into spoken text via the device
How is it empowering? It is empowering because it gives individuals who are paralysed, cerebral palsy
and stroke victims another chance to interact or communicate with others by the
help of this device that will empower so many others.
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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.
Acquired brain injury is Damage to the brain, which occurs after birth and is not related to a
congenital or a degenerative disease. These impairments may be temporary or permanent and
cause partial or functional disability or psychosocial maladjustment. Tumours, Stroke, Degenerative
diseases. This could come from a tumour. Or it could result from neurological illness, as in the case
of a stroke. Both traumatic brain injury and acquired brain injury occur after birth. And neither is
degenerative.
b) Jemma has Asperger syndrome. What are five symptoms that Jemma may display?
1. Lack of social Awareness
2. One-sided conversations
3. Unusual speech patterns
4. Reduced empathy
5. Resistance to change
c) Explain at least two types of non-typical skills and focus people on the autism spectrum may show.
1. Increased ability to focus attention on certain tasks
2. There is no delay in learning language or in cognitive development as children
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d) Identify at least three secondary conditions that people on the autism spectrum may have.
1. Intellectual disability
2. Speech and language difficulties
3. Anxiety disability
e) Identify three symptoms of dyslexia
1. The dyslexics often evince lack of phonic skills in reading and spelling.
2. The affected children normally experience visual discomfort and binocular instability.
3. The children often face problems in retaining sound-letter association.
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, there are few indications like crawling and babbling noises at the age of 24 which is not
normal. Banging herself on blocks is not normal at the age of 24. At the age of 24 having temper
tantrums and not saying yes properly is not normal. This indication might be because of
neurological disorder.
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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.
Intellectual disability is a disability characterized by significant limitations in both intellectual

functioning and in adaptive behaviour, which covers many everyday social and practical skills.
It can be causes due to:
 Anything that interferes with brain development can cause learning disabilities and in most of the
cases of intellectual disabilities, the exact cause is unknown.
 Genetic conditions like Down’s syndrome
 Pregnancy problems like preeclampsia, infections, certain drugs and substance abuse.
h) Provide a definition of each of the neurological disorders below and briefly explain symptoms and causes
of each.
Cerebral palsy: a condition marked by impaired muscle coordination (spastic paralysis) and/or other
disabilities, typically caused by damage to the brain before or at birth. Symptoms of
cerebral palsy. Mixed cerebral palsy: when a person has a mixture of the above types.
Cerebral palsy is caused by an injury to the brain.
Epilepsy: Epilepsy is a long-term brain condition where a person has repeated seizures. It is thought
to affect about 3 in every 100 Australians. Having just one seizure is not considered to be
epilepsy about half the people who have one seizure never have another seizure.
 Anti-epileptic drugs (AEDs) The majority of AEDs are taken orally.
 Partial seizure. A partial seizure means the epileptic activity took place in just part...
 Generalized seizure. A generalized seizure occurs when both halves of the brain
have epileptic.
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Multiple A chronic, typically progressive disease involving damage to the sheaths of nerve cells in
sclerosis: the brain and spinal cord, whose symptoms may include numbness, impairment of speech
and of muscular coordination, blurred vision, and severe fatigue.
 Stress. Stress can trigger and worsen MS symptoms.
 Smoking. Cigarette smoke can add to the progression of MS.
 Heat. Not everyone sees a difference in symptoms due to heat, but avoid direct
sun...
 Medication. There are several ways that medication can worsen symptoms.
 Lack of sleep.
Tourette’s A neurological disorder characterized by involuntary tics and vocalizations and often
syndrome: thecompulsive utterance of obscenities. Symptoms of Tourette syndrome include Eye
blinking. Nose twitching. Grimacing. Head jerking. Shoulder shrugging. Arm flapping.
Touching things or people.
i) Provide a definition of sensory impairment.
Sensory impairment is when one of your senses; sight, hearing, smell, touch, taste and spatial
awareness, is no longer normal.
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j) What is meant by dual sensory impairment?
Dual sensory impairment and ‘deafblind’ are terms to describe a combined sight and hearing
impairment. There are varying degrees of combined sight and hearing impairments.
k) Define the terms ‘legally blind’ and ‘low vision’.
Legally blind
Legally blind; Legal blindness is defined by lawmakers in nations or states in order to either limit allowable
activities, such as driving, of individuals who are blind or to provide preferential governmental benefits to those
people in the form of special educational services, assistance with daily functions or monetary assistance.
Low vision
Low vision: A visual impairment, not corrected by standard glasses, contact lenses, medicine, or surgery, that
interferes with the ability to perform everyday activities.
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l) Identify two causes of hearing loss/hearing impairment.
1. Gradual build-up of earwax. Earwax can block the ear canal and prevent conduction of sound waves.
2. Damage to the inner ear. Aging and exposure to loud noise may cause wear and tear on the hairs or
nerve cells in the cochlea that send sound signals.
m) Provide a definition of sensory processing order.
It is the way the brain receives, organises, and responds to sensory input to behave in a meaningful
consistent manner. Children who have difficulty processing sensory information have what is
known as Sensory Processing Disorder.
n) Identify three ways in which people may have speech and/or language disabilities.
1. Stuttering, also referred to as stammering, is so common that everyone knows what it sounds like and
can easily recognize it. Everyone has probably had moments of stuttering at least once in their life.
2. Apraxia of Speech (AOS) happens when the neural pathway between the brain and a person’s speech
function (speech muscles) is lost or obscured.
3. Dysarthria is a symptom of nerve or muscle damage. It manifests itself as slurred speech, slowed
speech, limited tongue, jaw, or lip movement, abnormal rhythm and pitch when speaking, changes in
voice quality, difficulty articulating, laboured speech, and other related symptoms.
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o) Provide a definition of the term ‘physical disability’. In your answer, provide at least two types of physical
disability.
It a physical condition that affects a person’s mobility, physical capacity, stamina, or dexterity. This
can include brain or spinal cord injuries, multiple sclerosis, cerebral palsy, respiratory disorders,
epilepsy, hearing, and visual impairments and more. The causes of a physical disability are also
varied.
Two types of physical disability are:
 epilepsy
 cerebral palsy
p) List one support service for each of the following conditions
Condition Support group
Genetic factors Genetic Support Network of Victoria (GSNV)
Physical trauma Concealing
Psychological trauma Psychological Support Services (PSS)
Chronic lifestyle conditions Lifeline and Beyond Blue
Acquired brain injury Acquired Brain Injury Services
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QUESTION 20
Explain the principles and aims of empowerment.
The principles and aims of human empowerment are:

The setting and achieving of objectives must be done in a collaborative environment. Collaboration is
between all stakeholders. All stakeholders take on the role of both learner and teacher. All stakeholders have
different and diverse skills, and all have an equal part to play in the setting and meeting of objectives. All
stakeholders should work to support one another in an environment that fosters independence and self-
empowerment. This must be considered in all aspects of work and life in communities. All collaboration
should work towards a sustainable outcome in the long term. All stakeholders must always be conscious
and respectful of how they portray each other. This includes visual, written, and verbal communications.
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 means paying close attention to the person who is speaking to you. People who are active
listeners are well-regarded by their co-workers because of the attention and respect they offer others. While
it seems simple, this is a skill that can be hard to develop and improve. You can be an active listener by
focusing on the speaker, avoiding distractions such as mobile phones, laptops, or other projects, and by
preparing questions, comments, or ideas to thoughtfully respond. Active listening is necessary because the
words of disabled people are not listened by their family members and their words are supposed to hear by
someone. So active listening will help workers to focus on what they really want and connecting with them
will help to remind that we care for them.
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QUESTION 22
Identify, in your state or territory, at least two disability advocacy services and how to access them.
1. Queensland Aged and Disability Advocacy Inc

We can access them thorough websites or phone numbers.
2. Queensland Advocacy Incorporated – QAI

We can access them thorough websites or phone numbers.
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
732690575.DOCX
Name:Durga khadka
Date of birth: 14/04/1995 Student ID:
Unit:
 CHCDIS007 Facilitate the empowerment of people with disability
Student
Case study 1
Case study 2
Reflective questions
STUDENT DECLARATION
Student signature: Durga_______________________________________________________________________________
Student name: Durga khadka___________________________________________________________________________
Date: 26/04/2023______________________________________________________________________________________
732690575.DOCX
ASSESSOR FEEDBACK
____________________________________________________________________________________________________
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____________________________________________________________________________________________________
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____________________________________________________________________________________________________
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____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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732690575.DOCX
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).
WHEN DO I DO THIS TASK?

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.
She has the rights to follow any religion and right to speak up. She has right to be treated with dignity and
respect and live without abuse and neglect. I will help her understand and meaning of those rights for
Emma. I will tell how she can use a mobile phone to record and capture what she has gone through as
video evidence.
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?
His responsibility is to inform higher authorities like supervisors and managers. He should have told and
warn Chris and help Emma to inform higher authorities about what had happened.
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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?
She needs emotional and mental support so that she can face the problems and get out of it as soon as
possible. Chris should be arrested and put in jail and take him out of job.
4. Are Emma’s cultural needs being respected? Explain your answer.
No, her cultural needs are not supported, because of her cultural values Chris has forced her to be
engaged into sexual intercourse. She has been stopped to tell this to higher authorities.
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5. What legal and ethical breaches have occurred in this scenario?
In this scenario, she was sexually forced to have intercourse and she was stopped to share these breaches
to higher authorities.
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?
I will saw some symptoms of bruises. Emma will be scared, and her voice patterns will be changed. She
might have blood on the floor as well. She might feel pain if she is touched smoothly.
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7. What would you do to help empower and advocate disability rights for Emma and other residents in the
village?
Residents should be allowed to speak up about good and things and they should be emotionally
connected so that they share their feelings to us. We can help them understands their rights and
responsibilities. Helping them to get up and participate in games and peaceful things that they love the
most. Having good environment for them to interact with others and positive talks to them and encouraging
words around the workplace.
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.
Complaints can be made to any higher authorities like supervisors, managers,

policewww.agedcarequality.gov.au/making-complaint.
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9. Refer to the UNCRPD and identify at least two articles that are relevant to Emma’s case.
1. Coerced Sexual Intercourse Within Marriage: A Clinic-Based Study of Pregnant Palestinian

Refugees in Lebanon
2. Sexuality: Desire, activity, and intimacy in the elderly
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?
They must protect their clients from any kinds of abuse. They should have recorded the abuse into report
format and in the digital form as well and keep update they should have used surveillance camera for the
safety for both clients and co-workers. The person at the facility should be treated as a person first and
must be focused on what the client is able to do not on their condition or disability.
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2. After confirming the cause of injury, what type of support does Ryo and his family require?
Health care support, physical support, mental support.
3. Are the rights of Ryo and his family being exercised? Explain your answer.
No, the rights are not exercised. Because of negligence of workplace, the reason behind the bruises on Ryo
could not be solved. The causes of bruises are hidden. What if more happens to him or other clients. So, it
is necessary to have some evidence and put some cameras to avoid such accidents.
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4. What breach has occurred in this situation?
Domestic violence must have occurred in this situation because of signs and symptoms seen in Ryo body.
5. How would you be able to tell through observation that Ryo had been abused? How would you
demonstrate your duty of care?
By demonstration it is obvious that he has been abused or some accident has happened. Such bruises and
fracture can happen only if Ryo is beaten or fallen off. I will have good take care of him and try to avoid any
harm to Ryo, in fact would not let him harm by anything as a part of my duty of care.
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6. What would you do to help empower and advocate disability rights for Ryo and his family?
I will help them understand their rights and help them understand benefits and where to appl such rights. I
will put some good posters around Ryo’s bed. I will help them to have good and positive environment to
play and do stuff. I will motivate and encourage them to take part in activities what they can do.
Your answers to this case study 
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REFLECTION QUESTIONS
1. Explain the ways in which society can disadvantage individuals with a disability, such as Emma and Ryo.
Attitudinal Barriers, Communication Barriers, physically not involved, socially excluded, not allowing to do
any activities, not giving them priority, not treating as person.
2. How do individual values and attitudes impact the way people with disabilities are treated within the
community?
Maintaining a distance from disabled people and assuming them to be inferior and incapable. They are not
respected in community; their rights are not protected. They feel down and their values to life and their
attitudes become low and could not find any meaning to living. They are not included in any social
activities, they are not communicating with them and not responding when they are talking and not
respecting what they are trying to say. These activities will impact their mental and emotional status of
mind.
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3. 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 already have positive values and attitudes towards individuals with disabilities. They have a strong
eagerness to help others, and it takes a lot of courage for them to overcome the thinking that they are
disabled. Out of respect for them, I strive to understand their needs and help in any way I can.
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4. Provide three ways of how you could get involved with advocating for disability services to assist in
empowering people with a disability.
1. Never let them feel inferior to anything and instead of showing them pity, encourage them by telling
them that they have got skills to earn a respectable place.
2. Encourage them without even realizing them about their disabilities and let them feel that they can
also do the same as other normal people are doing out there.
3. You need to make sure that these disabled people take part in every opportunity that they have got
to become a productive part of the society.
Your answers to these questions 
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Name:Durga khadka
Date of birth:14/04/1995 Student ID:
Unit:
 CHCDIS007 Facilitate the empowerment of people with disability
Student
Research project
STUDENT DECLARATION
Student signature: Durga _____________________________________________________________________________
Student name: Durga khadka_________________________________________________________________________
Date: 26/08/2023____________________________________________________________________________________
732690575.DOCX
ASSESSOR FEEDBACK
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Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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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: Developmental Delay
Description
Developmental delay refers to a delay in the acquisition of skills or abilities that are typically achieved
at a certain age. Developmental delays can occur in people of any age, including older adults.
In older adults, developmental delays may be caused by a variety of factors, including physical or
cognitive impairments, chronic health conditions, or the effects of aging on the brain. Developmental
delays may manifest as difficulty with activities of daily living, such as dressing, bathing, or managing
finances, or as difficulty with cognitive tasks, such as remembering names or following instructions.
If you are concerned about a loved one experiencing developmental delays, it is important to speak
with a healthcare provider. They can assess the individual needs and suggest appropriate
interventions, such as physical or occupational therapy, to help them achieve their full potential.
Impairment
There are a wide range of disabilities that can affect individuals as they age, including
impairments in development. Developmental delays refer to a child inability to reach
developmental milestones at the expected time. These delays can be due to a variety of
factors, including genetic conditions, prenatal complications, and environmental factors.
If an individual has a developmental delay, they may experience challenges with physical skills,
such as gross motor skills (e.g., walking, running, and jumping) and fine motor skills (e.g.,
grasping and manipulating objects). They may also have difficulties with cognitive skills, such
as problem solving, memory, and language development. There are many resources available
to support individuals with developmental delays and their families. These may include early
intervention programs, special education services, and therapy to help with physical,
cognitive, and social-emotional development. It is important to work with a team of
professionals, including doctors, therapists, and educators, to develop an appropriate plan of
care for the individual.
Causes
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Developmental delays in aging individuals with disabilities can have a variety of causes. Some possible
causes of developmental delays in this population include:
Genetic factors: Certain genetic conditions can lead to developmental delays in both children and
adults.
Examples include Down syndrome and Fragile X syndrome.
Medical conditions: Chronic medical conditions, such as cerebral palsy or epilepsy, can also cause
developmental delays.
Environmental factors: Exposure to toxins or other environmental factors may also contribute to
developmental delays.
Lack of early intervention: Some individuals with developmental delays may not have received
appropriate early intervention services, which can impact their overall development.
Social and economic factors: Poverty and other social and economic factors can also play a role in
developmental delays, as they may limit access to medical care, educational resources, and other
supportive services. It is important to note that the specific cause of developmental delays can vary
widely and may not be fully understood. In many cases, a combination of factors may be involved. It is
important for individuals with developmental delays to receive appropriate medical and supportive
services to help them reach their full potential.
Characteristics
Developmental delays refer to delays in the acquisition of skills that are typically developed at a certain
age. These skills may include physical, cognitive, social, and emotional abilities. Children with
developmental delays may have difficulty with activities such as sitting up, crawling, speaking, or
interacting with others. Developmental delays can be caused by a variety of factors, including genetics,
environmental influences, and medical conditions. Aging can also be associated with developmental
delays, as the aging process can sometimes lead to a decline in physical, cognitive, and social abilities.
However, it is important to note that not all older adults experience developmental delays, and there
are many ways to maintain and even improve cognitive and physical function as we age. People with
disabilities may also experience developmental delays. Disabilities can be congenital (present at birth)
or acquired later in life and can affect physical, cognitive, or social functioning. Some disabilities, such
as intellectual disabilities or cerebral palsy, can be associated with developmental delays. It is
important to note that people with disabilities are often capable of learning and achieving
developmental milestones and may benefit from specialized support and accommodations.
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Support services
Developmental delays in aging adults can be caused by a variety of factors, including neurological
conditions,
physical disabilities, and cognitive impairments. There are several types of support services that can
help
individuals with developmental delays to manage their conditions and improve their quality of life.
Some of
these services include:
Physical therapy
Occupational therapy
Speech therapy
Cognitive therapy
Social support services
It is important to note that the specific support services that are most appropriate for an individual with
developmental delays will depend on their specific needs and challenges. It is recommended that
individuals
with developmental delays work with a team of healthcare professionals, including doctors, therapists,
and
social workers, to develop a comprehensive treatment plan that meets their individual needs.
Source material researched
Developmental delay refers to a delay in the development of skills that are typically acquired at a
certain age. In older adults, developmental delay may be due to a variety of factors, including
underlying health conditions, social or environmental factors, or the effects of aging. There are several
resources that can provide information on developmental delay in older adults, including:
Professional organizations and societies
Research articles and studies.
Books and textbooks
Online resources
It is important to note that developmental delay in older adults should be evaluated and treated by a
qualified healthcare professional, such as a physician, psychologist, or occupational therapist. They
can assess the specific needs of the individual and provide appropriate recommendations for care and
treat
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Disability 2
Disability: Alzheimer’s disease
Description
Alzheimer disease is a progressive, degenerative brain disorder that affects memory, thinking, and
behaviour. It is the most common cause of dementia in older adults and is characterized by the
gradual loss of brain function and the inability to perform everyday activities. It is important for
individuals with Alzheimer disease to receive care and support from a team of healthcare
professionals, including doctors, nurses, and therapists, to help manage the physical and
psychological effects of the disease. It is also important for caregivers to be aware of the challenges
and stresses of caring for someone with Alzheimer disease and to seek support for themselves as
needed.
Impairment
Alzheimer disease is a progressive brain disorder that causes a decline in cognitive function, including
memory, language, and problem-solving skills. It is a type of dementia, which is a general term for a
decline in
mental ability severe enough to interfere with daily life. Alzheimer disease is most diagnosed in people
over
the age of 65, but it can also occur in younger people.
Symptoms of Alzheimer disease typically develop gradually and may include:
Memory loss, especially of recent events
Difficulty completing familiar tasks
Confusion about time and place
Trouble understanding current information or instructions
Difficulty speaking or writing
Disorientation in unfamiliar surroundings
Poor judgment or decision-making
Changes in mood or behaviour
As the disease progresses, people with Alzheimer disease may experience more severe symptoms,
such as difficulty swallowing, incontinence, and changes in sleep patterns. Eventually, they may need
help with daily activities such as bathing, dressing, and eating.
There is currently no cure for Alzheimer disease, but there are medications and other treatments that
may help to manage some of the symptoms and improve quality of life for people with the disease. It is
important for people with Alzheimer disease to receive regular medical care and support from
caregivers to help them manage their condition.
Causes
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The exact cause of Alzheimer disease is not fully understood, but it is believed to be a combination of
genetic, environmental, and lifestyle factors.
One of the main risk factors for developing Alzheimer, disease is age. The risk of developing the
disease
increases with age, and it is most diagnosed in people over the age of 65. However, it is important to
note that age is not the only risk factor for Alzheimer disease.
Other risk factors for Alzheimer disease include:
Family history of the diseases
Genetic factors
Medical conditions
Lifestyle factors
It is important to note that having one or more of these risk factors does not necessarily mean that a
person will develop Alzheimer disease. However, it is important to be aware of these factors and to take
steps to reduce the risk, such as maintaining a healthy lifestyle, managing medical conditions, and
getting regular medical check-ups.
Characteristics
Some common characteristics of Alzheimer's disease in aging and disabled individuals may
include: Memory
loss, especially of recent events: People with Alzheimer's disease may have difficulty
remembering recent
conversations, events, or appointments.
Difficulty completing familiar tasks: People with Alzheimer's disease may have trouble completing
tasks that
they have done many times before, such as cooking a meal or paying bills.
Confusion about time and place: People with Alzheimer disease may become disoriented and have
difficulty understanding where they are or what time it is.
Trouble understanding current information or instructions: People with Alzheimer disease may have
difficulty understanding or remembering added information or instructions.
Difficulty speaking or writing: People with Alzheimer disease may have trouble finding the right words
to use or may struggle to write clearly.
Disorientation in unfamiliar surroundings: People with Alzheimer disease may become lost or
disoriented in unfamiliar environments.
Poor judgment or decision-making: People with Alzheimer disease may make poor decisions or exhibit
poor judgment.
Changes in mood or behaviours: People with Alzheimer disease may experience mood swings or
changes in behaviours, such as becoming more anxious, aggressive, or agitated.
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Support services
There are many support services available for individuals with Alzheimer disease and other aging and
disability-related conditions. Some of the services that may be helpful for these individuals include:
In-home care.
Adult day care centre
Respite care
Support groups
Memory care facilities
It important to research and carefully consider the assorted options available to determine which type
of
support services are the most appropriate for an individual needs.
Alzheimer disease is a progressive neurodegenerative disorder that affects memory, thinking, and
behaviour. It is the most common cause of dementia in older adults and is characterized by the
abnormal accumulation of amyloid beta protein in the brain, which leads to the death of brain cells.
The disease typically begins with mild memory loss and difficulty performing familiar tasks, and
eventually progresses to the point where the individual is unable to communicate or care for
themselves. The exact cause of Alzheimer disease is not fully understood, but it is thought to be a
combination of genetic, environmental, and lifestyle factors. Age is the biggest risk factor for developing
Alzheimer disease, with the risk increasing as a person gets older. Other risk factors for developing the
disease include a family history of Alzheimer a history of head injuries, and certain genetic mutations.
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Disability 2
Disability: Cerebral palsy
Description
Cerebral palsy (CP) is a neurological disorder that affects movement and muscle tone. It is caused by
damage to the brain that occurs before, during, or shortly after birth. People with CP may experience
difficulties with movement, balance, and coordination, as well as problems with speech, hearing, and
vision.
Impairment
As people with cerebral palsy (CP) age, they may experience a range of physical and cognitive
changes that can affect their ability to function independently. These changes can be influenced by
several factors, including the severity of the CP, the presence of other medical conditions, and the
individual level of physical activity and rehabilitation. Some common impairments that people with CP
may experience as they age include:
Decreased muscle strength and endurance
Decreased range of motion
Mobility challenges
Communication challenges
Cognitive changes
Causes
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Cerebral palsy is a neurological disorder that affects muscle movement and coordination. It is caused
by damage to the brain, usually occurring before or during birth. The severity of cerebral palsy can vary
widely, ranging from mild to severe.
There are several possible causes of cerebral palsy, including:
Premature birth
Lack of oxygen to the brain
Infections during pregnancy
Abnormal brain development
Traumatic brain injury
Characteristics
Cerebral palsy is a neurological disorder that affects muscle movement and coordination. The
characteristics of cerebral palsy can vary widely, depending on the severity of the condition and the
specific areas of the brain that were damaged. Some common characteristics of cerebral palsy
include:
Poor muscle control
Weak muscles
Stiff muscles
Delays in motor development
Speech and language delays
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Support services
There are many support services available to help individuals with cerebral palsy in aging and disability
manage their condition and improve their quality of life. Some options may include:
Physical therapy
Occupational therapy
Speech therapy
Medications
Assistive devices
Support groups
Cerebral palsy (CP) is a neurological disorder that affects movement and muscle tone. It is caused by
damage to the developing brain, most commonly occurring before or during birth. People with CP may
have difficulty with mobility, balance, and coordination, as well as other challenges such as speech
and language difficulties, learning disabilities, and problems with sensation and perception. As people
with CP age, they may experience changes in their physical and cognitive abilities, as well as increased
medical and support needs. These changes can be particularly challenging for individuals with more
severe forms of CP, who may have been dependent on caregivers for most of their lives.
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Answers to disability type 1 
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732690575.DOCX

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STUDENT ASSESSMENT

Student first name: Durga __________________________________________________________________

Student last name: khadka_________________________________________________________________

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: Bhawana Pantha

Student signature: Bhawana Date: 30/12/2022

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Name: Bhawana Pantha

Date of birth:18/10/1999 Student ID:

Student to complete Assessor to complete

I Durga declare that these tasks are my own work.

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

Student signature: Durga_____________________________________________________________________________

Student name: Durga khadka_________________________________________________________________________

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?

Legislation 1: The Human Rights Act 2019 (Qld) (the Act)

Legislation 2: Anti-Discrimination Act 1991 (Qld)

Legislation 1: Convention on the Rights of Persons with Disabilities (CRPD)

Legislation 2: Disability Discrimination Act 1992

All the disability services used this code address.

What is the device? The DynaVox EyeMax System

1. Lack of social Awareness

3. Unusual speech patterns

1. Increased ability to focus attention on certain tasks

2. There is no delay in learning language or in cognitive development as children

2. Speech and language difficulties

e) Identify three symptoms of dyslexia

3. The children often face problems in retaining sound-letter association.

Intellectual disability is a disability characterized by significant limitations in both intellectual

It can be causes due to:

 Genetic conditions like Down’s syndrome

i) Provide a definition of sensory impairment.

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

m) Provide a definition of sensory processing order.

Two types of physical disability are:

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

Condition Support group

Genetic factors Genetic Support Network of Victoria (GSNV)

Physical trauma Concealing

Psychological trauma Psychological Support Services (PSS)

Chronic lifestyle conditions Lifeline and Beyond Blue

Acquired brain injury Acquired Brain Injury Services

The principles and aims of human empowerment are:

1. Queensland Aged and Disability Advocacy Inc

2. Queensland Advocacy Incorporated – QAI

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

Your answers to each question 

Date of birth: 14/04/1995 Student ID:

Student to complete Assessor to complete

I Durga declare that these tasks are my own work.

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

Assessor signature: _____________________________ Date: