Trainers Assessment Resource
HLTAP301B Recognise healthy body systems in a health care context
STUDENT ASSESSMENT
CHCDIS008 Facilitate community participation and social inclusion
STUDENT ASSESSMENT
CHCDIS008 Facilitate community participation and social inclusion
BEFORE YOU BEGIN
Please refer to the following assessment details.
ASSESSMENTS
DOCUMENT USED BY ASSESSOR TO ASSESS YOU
WHERE (Location of Assessment)
WHEN
(Assessment Duration/
Due Date)
Assessment Summary/ Cover Sheet to record results of all assessment tasks and determine competency
Classroom/ Real workplace/ simulated environment
N/A
Assessment Task 1 – Observation & Logbook
Assessment Task 1 – Observation & Logbook Assessor Checklist in the Work Placement Record Book
Real workplace/ simulated environment
Refer to timetable
Assessment Task 2 – Case study
Assessment Task 2 – Case Study Result Page
Classroom
Refer to timetable
Assessment Task 3 - Written Test
Assessment Task 3 - Written Test Result Page
Classroom
Refer to timetable
This page is intentionally made blank.
ASSESSMENT SUMMARY / COVER SHEET
(This sheet is in the Student Assessment pack)
This form is to be completed by the assessor and used a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Management System unless all relevant paperwork is completed and attached to this form.
Student Name:
Student ID No:
Final Completion Date:
Assessor Name:
Karen Buot
Unit Code/ Title
CHCDIS008 Facilitate community participation and social inclusion
Please attach the following documentation to this form
Result
Assessment Task 1-Observation & Logbook
( Observation Checklist in the Work Placement Record Book (1 assessor observation)
( Work Placement Record Book attached (2 workplace supervisor observations)
S / NYS
Assessment Task 2- Case Study
( Case Study attached
S / NYS
Assessment Task 3-Written Test
( Written Test attached
S / NYS
S = Satisfactory; NYS = Not Yet Satisfactory
Final Assessment Result for this unit
C / NYC
C = Competent; NYC = Not Yet Competent
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature: ____________________________
Date: ____/_____/_____
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
Signature: ____________________________
Date: ____/_____/_____
Administrative use only
Entered onto Student Management System
( ________________
Date
Initials
ASSESSMENT TASK 1 – OBSERVATION & LOGBOOK
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
This assessment is to be undertaken in a fully equipped a fully equipped disability support care facility.
For this assessment, you are to be observed on 3 separate occasions (2 observations by your workplace supervisor and 1 observation by your assessor).
Part A
For this task you are to identify and plan community engagement option for the client. You must plan activities for the clients depending on their needs and complete the community engagement template. To complete this task, you are required to:
· Complete the individualised community engagement plan template provided at the back of the Work Placement Record Book that is also included in this assessment.
· Complete the template based on the information collected from the client.
· Identify relevant opportunities for community engagement with supports that are required for maximum participation.
· You must complete a community engagement plan for three (3) clients.
You must ensure that any community engagement decision made is in accordance with:
· Funding requirements
· Budgetary and financial requirements specific to your organisation.
Part B
For this task you must demonstrate your ability to:
· Research, identify and network with relevant services to explore community inclusion opportunities for the client
· Match relevant services and networks to the needs of the person, considering their cultural and individual differences
· Work with the person to actively engage in a social network and identify any supports they may need
· Work with the person to identify any possible ba
iers to participation and inclusion and develop strategies to overcome these
· Assist the person to identify and access community options as identified in the individualized plan
· Facilitate access to opportunities that establish connections through shared interests with other community members in line with funding, budgetary or financial requirements
· Assist person and their family and/or carer and/or relevant other to select activities that will enhance inclusion
· Support other workers to implement the individualized plan according to requirements of the plan
· Assist clients and their families to select other activities that enhance inclusion
· Support other workers to implement the individualised care plan
· Identify support requirements and modifications needed for devices and aids
· Recognise own limitations in addressing issues and seek advice when necessary
· Discuss and resolve transport issues
· Develop strategies to ensure ongoing participation
· Conduct risk assessment of location and activity
· Discuss risks with the client and identify strategies to overcome them
Your 3 observations will be observed as follows:
· 2 observations by your host employer / workplace supervisor that will be verified by your assessor from your College
· 1 observation by an Assessor from your College
(These are to be recorded in your Work Placement Record Book that will be given to you by your assessor)
To be assessed on: _______________________
ASSESSMENT TASK 2 – CASE STUDY
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements
Student Instructions
You are to read each of the following case studies and answer the questions that follow.
Your assessment task will be due on: ____________________________
ASSESSMENT TASK 2 – CASE STUDY
Please complete below
Student Name:
Student ID No:
I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
Student Signature:
Date:
STUDENT INSTRUCTIONS
Please refer to the instructions below regarding completing this assessment
· You are to read each of the following case studies and answer the questions that follow.
· Print Clearly
· Answer all questions
· Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you
QUESTIONS
Case study 1: La
y Brogan
La
y is 17 years old and has mild intellectual disability. La
y is active and healthy. La
y has attended preschool. He is slow in learning due to developmental delays. He finishes his secondary school with good grades. La
y did have behavioural issues throughout school years. He required behavioural management classes. La
y does not have many friends. La
y had emotional outbursts quiet often at school. La
y’s main behavioural issue included mannerism.
La
y is able to manage his activities of daily living by himself. La
y walks independently at home but requires wheel chair for long distance travelling.
La
y lives at home with his family. La
y has two other siblings, younger
other(Tim) who is autistic and lives at home. La
y’s sister (Rimy) also has intellectual disability, she lives in the government supported accommodation. La
y is very good at music. He has taken piano classes at primary school. He plays piano at home as well. His parents are very proud of him.
La
y’s parents are from Fiji. Their primary language is Hindi but they speak good English too. La
y and his siblings are born in Australia. La
y’s parents do not have financial budget to support La
y as they have other two kids with disability to look after. La
y wants to pursue his career into music. He expressed his wish to his case manager that he wants to do further studies in music.
You are working as a disability support worker in Rosedale team. You have been asked to support La
y and his family to engage in social networks within the
oader community. You have to support La
y to get vocational skill development program into music field.
Options: Certificate 11 in music, advanced piano classes from local council clu
1. List two (2) strengths and interests of La
y that will help him to engage in social network in the given scenario?
2. What are La
y’s cu
ent needs as per given scenario?
3. Write any two (2) type of support services required to help La
y’s engagement in the community?
4. What would be your main area of concern while facilitating La
y’s social networking?
5. Name the team members or support groups which you will involve helping La
y’s in the given scenario?
6. What are the two (2) main ba
ier to engage La
y in community and list the strategies to overcome these ba
iers?
Ba
iers
Management Strategies
7. Name any one (1) method you would use to raise awareness about La
y’s talent in the community?
8. Write any three (3) methods you would use to provide information to La
y about services available for La
y?
9. List the two (2) options available that can be discussed with La
y to support his needs?
10. As a disability support worker, how do you think you have supported the client’s needs in the given scenario? Describe the approach you have used. Answer in XXXXXXXXXXwords.
Case study 2: Philips
Phillips, a 39-year-old male, spent most of his life so far in a disability support centre. When he was turning 40, his centre decided Phillips could live on his own. The centre set Phillips up with limited support in a flat and never saw him again. Phillips went from having 24-hour support, to a 1 hour visit every fortnight by a support person to assist him with budgeting.
Phillips felt frightened and became sad. He stopped going out. The only friends he knew were in the centre and he had lost them. Phillips couldn’t communicate easily, he didn’t know what he wanted and within a year and a half a mental illness developed and he was accessing the mental health system. Phillips met the local disability support worker who is based in Phillips’s subu
. They met weekly to talk, and develop a relationship. Gradually, the worker drew in people to support Phillips to achieve his goals to own his own home, gain employment, become a DJ and be involved in the football club.
The worker linked Phillips to different people that supported him with various interests. One included a mentor from the local church. Phillips met a few men his age and identified the person he felt most comfortable with. The mentor was a similar age and they started going out together. As Phillips came to trust the mentor, they went to the pub regularly, had a meal and played pool. Phillips attended a modified DJ course through a University and he completed the course and was presented with a certificate. He was then linked with a DJ mentor for a few hours every week to build up his DJ skills. He is now a DJ once a week for a local community radio station and has become well known in his area.
1. Do you agree with the initial decision taken by disability support centre to discharge and sent Phillips to live independently in his home? You must answer yes or no for this question?
2. Mention any two (2) strategies those worked in support of Phillips and encouraged him in social inclusion?
3. List the qualification that helped Philips to gain confidence on his DJ skills.
4. Name any one (1) member from the community that supported Philips participation in the community?
Case study 3: Stacy
Stacy has an acquired
ain injury from a car accident and use a wheelchair. She is very interested in local tourism events and activities. She was unable to obtain the information from a tourism information centre in a large provincial region in Victoria.
The ba
iers consisted of:
Physical access: The ke
, footpaths, weight of doors and access to desks were physical ba
iers.
Services and events: The receptionist sat at a desk that was too high for comfortable communication.
Accessible information: The
ochures on tourism activities and locations were out of reach.
Lack of staff awareness: The receptionist remained behind the desk. She looked down at Stacy when she should have come out from behind the counter to sit at eye level.
Participation in tourism events and activities. Stacy was told that she would be unable to participate in the boardwalk tour, as it was not suitable for wheelchairs.
Lodging a complaint: The complaints forms were not available when Stacy asked whether she could make a written complaint.
1. Explain two changes you suggest to the tourism information centre to ensure an inclusive access to the centre and its services.
2. Do you believe Stacy has basic human rights under international and Australian regulations to participate in local tourism events and activities? Answer in “yes” or “no”.
Before you hand in your assessment, make sure that you:
1. Re-check your answers and make sure you are happy with your responses
2. Have written your Name, Student ID and Date and signed it.
Assessor's Judgement:
Result: Satisfactory / Not Yet Satisfactory
Comments:
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Name: _______________________________
Signature: ____________________________
Date: ____/_____/_____
ASSESSMENT TASK 3 – WRITTEN TEST
This information which is in the Student Assessment pack is to be handed to each student to outline the assessment requirements.
Student Instructions
This