Reference no: EM134017622

SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSION

Assessment Task 1: Knowledge questions

Questions
Provide answers to all of the questions below:

1. Fill out the table below.
a. List four rights people with disability have when accessing services.
b. List four responsibilities people with disability have when accessing services.

2. Answer the following questions about active citizenship.
a. Explain the concept of ‘active citizenship'.
b. Explain what active citizenship means for people with disability.

3. Describe the key aspects of each of these principles:

Principle Description
a. Strengths-based practice
b. Person-centred practice
c. Human rights framework
d. Community inclusion and best practice examples
e. Social and emotional wellbeing frameworks

4. Describe three key strategies that could be applied to strengthen options, networks and services for people with disability.

5. List three strategies/techniques for each of the following.
a. Individual advocacy
b. Systemic advocacy

6. As part of your work in disability services, you will need to gather community information for your clients to provide them with information about how they can access a range of services and agencies that can meet their unique needs, preferences and goals.
For each of the following areas below, identify two agencies and/or services could be useful in supporting your clients.
a. Sporting groups
b. Cultural groups
c. Special interest groups

7. List five key strategies that can be used to support a person's participation in work.

8. Describe each of the strategies listed below that can be used by employers to facilitate the person's inclusion and engagement in the workplace.

Area Description
a. Inclusive hiring practices
b. Disability awareness training
c. Reasonable accommodations/ adjustments
d. Inclusive policies and procedures
e. Career development opportunities

9. In the question above you described the concept of reasonable accommodations/adjustments. Now provide four examples of how these can be used to increase a person's independence.

10. Provide three examples of assistive technologies relevant to each life domain.

Life domain Assistive technologies
a. Self-care
b. Continence and hygiene
c. Communication
d. Mobility and transferring
e. Cognition and memory loss
f. Vision and hearing
g. Daily living activities
h. Recreation and leisure
i. Education and employment
j. Home and other environments
k. Eating and drinking
l. Pressure area management
m. Carer support

11. Discuss the following.
a. How can assistive technologies promote the independence of people with disability?
b. How can assistive technologies enable inclusion and participation?

12. Briefly describe each of the following barriers a person with disability might experience in regards to community participation and social inclusion.
a. Physical barriers
b. Skills barriers
c. Personal barriers
d. Systemic barriers
e. Structural barriers
f. Psychological barriers
g. Stigma and self- stigma
h. Discrimination
i. Lack of resources

13. List five strategies that can be used to address negative attitudes towards community participation and social inclusion by carers, family and others.

14. Outline the role of each of the following in supporting and facilitating community participation and social inclusion.
a. Carers
b. Family
c. Others (such as health professionals, support workers, friends, colleagues and so on)

Assessment Task 2: Portfolio

Information about how you should complete this assessment can be found in Appendix A of the Community Services Works Student User Guide. Refer to the appendix for information on:
• where this task should be completed
• the maximum time allowed for completing this assessment task
• whether or not this task is openbook.
Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix C of the Student User Guide.

Complete the following activities:

1. Carefully read the following information.

Successful completion of this assessment task requires you to demonstrate your skills and knowledge by:
• support at least two people with disability to identify skills and interests and find matching options within the broader community including:
o selecting options that meet needs and preferences outlined in their individualised plan and supporting them to access
o identifying barriers and implementing strategies to overcome them in collaboration with the person
o monitoring strategies and seeking feedback from the person and others on the success of implemented strategies
o making adjustments as required to facilitate continued success.

It is important that you provide evidence that you have completed these requirements and we have provided a Portfolio to help you.

You will collect most of your evidence and complete Portfolio documentation while in the work setting. You may also complete some of your Portfolio in the classroom where time allows.

Your assessor will observe certain aspects of this assessment as you participate in role plays.

The skills and knowledge that you are required to demonstrate in relation to your work for this unit are included in your Portfolio - so look at this in detail before you start your assessment.

Your health and wellbeing

The content of role plays, scenarios, practical activities and case studies used throughout training and assessment in community services can include difficult and confronting material. This material can include domestic and family abuse, mental health issues, suicide, trauma, elder abuse, drug and alcohol issues and a range of other issues that impact the people to whom workers in the community services sector provide services and support.

It is important to consider and be respectful of the wellbeing and lived experiences of your fellow students, your trainers and assessors, and colleagues. Some materials, scenarios and role plays may include behaviours or situations that may bring up difficult or unexpected reactions for you and others.

If you feel that the nature of materials, scenarios or role plays included in this assessment may cause concerns for you or for someone else, speak to your assessor, a trusted support person, or to someone else at SP International College. They will work with you to ensure that you are supported to complete your assessment in a way that best meets your needs while still meeting the requirements of the unit of competency.

Respect for the rights and dignity of all people

All of the work that is done in the community services sector should be underpinned by the principle that the human rights of all people are respected and promoted. This includes human rights principles being built into all elements of policy development and service delivery planning.

Respecting the rights of each person recognises their right to be fully involved in their own care, to make informed decisions and to have dignity of risk.

Principles of confidentiality

Every community services worker has a responsibility to keep all information regarding the people they provide services and support to confidential, except in the specific circumstances outlined below. This requirement extends to you, whether you are in your own workplace or on a work placement. These principles should also be demonstrated when you are completing simulations, as these will be set up to run like a real community services work environment.

The Community Work Australia (CWA) code of ethics defines the specific circumstances where confidential information about a client can be shared as:
• where the information is required for the purposes of referrals or other professional consultation, opinion or advice is sought and the client has given their permission
• where the failure to disclose information would breach the terms of the worker's employment (the client must have been notified of this exception)
• where failure to disclose information would be in contravention of the worker's mandatory reporting obligations or other legal requirements.

Treat your obligation to keeping people's information confidential by deidentifying all documents and ensuring that you do not provide identifying information when sharing examples during debrief discussions, role plays or as part of the evidence you gather for your assessments.

Tips for completing your Portfolio
• Read through this assessment and your Portfolio before you get started and make sure you understand what you need to do. If you are unsure, speak to your assessor.
• Stay up to date! Complete your Portfolio entries as you go. Providing organised, complete evidence forms part of your assessment.
• Stay in touch with your assessor. Ask questions, raise issues, check in, communicate.
• Most importantly, ask for help if you are having trouble!

2. Complete your Portfolio.

Use the Portfolio to collect evidence for this assessment.

There are two sections of your Portfolio that need to be completed:
• Section 1: Preparation.
Review the information about each person in the CHCDIS012 Simulation Pack and then answer the questions at Section 1 using your understanding of each person and local resources, programs and so on.
• Section 2: Assessor observations (client meeting).
In Section 2, you will participate in role plays with your assessor playing the role of each client and another person (another trainer/assessor at SP International College) playing the role of the client's family member/partner. Your assessor will give you the time and date for each role play.
Ahead of the role play, you will need to read the following in the Junction Glen Support Services Employee Handbook:
• Vision
• Mission
• Our Values
• Staff Code of Conduct.

Refer to the CHCDIS012 Simulation Pack for information about what you will need to do in each role play.
• Section 3: Assessor observations (client follow up).
In Section 3, you will participate in role plays with your assessor playing the role of each client and another person (another trainer/assessor at SP International College) playing the role of your supervisor. Your assessor will give you the time and date for each role play.

Refer to the CHCDIS012 Simulation Pack for information about what you will need to do in each role play.
• Section 4: Reflective journal.
In Section 4, you will reflect on your work with each person. You will find questions to answer in your Portfolio. Answer them by providing as much detail as you can.