CHCDIS001 Assessment Cover Sheet and Knowledge Test
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This article includes the assessment cover sheet and knowledge test for CHCDIS001 unit of Certificate III in Individual Support course. It covers topics like social model of disability, person-centred practice, active support, community education, and more. The article also includes instructions and guidelines for answering the written questions.
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Assessment Cover Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code CHC33015
Course name Certificate III in Individual Support
Unit code CHCDIS001
Unit name Contribute to ongoing skills development using a strengths-based approach
Assessment Submission Method
☐ By hand to
trainer/assessor
☐ By email to
trainer/assessor
☐ Online submission via Learning Management
System (LMS)
☐ By Australia Post to RTO ☐ Any other method
_________________________________________________
(Please mention here)
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any
sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
CHCDIS001 Contribute to ongoing skills development using a strengths-based approach Current Version: 26 May 2020
Page 1 of 29
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code CHC33015
Course name Certificate III in Individual Support
Unit code CHCDIS001
Unit name Contribute to ongoing skills development using a strengths-based approach
Assessment Submission Method
☐ By hand to
trainer/assessor
☐ By email to
trainer/assessor
☐ Online submission via Learning Management
System (LMS)
☐ By Australia Post to RTO ☐ Any other method
_________________________________________________
(Please mention here)
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any
sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
CHCDIS001 Contribute to ongoing skills development using a strengths-based approach Current Version: 26 May 2020
Page 1 of 29
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Pre-Assessment Checklist: Task 1 - Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the
assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these
with your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this assessment task.
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate
circumstances must be provided together with your request for an extension to submit your
assessment work.
☐ The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided
in Appendix A and attached relevant evidence as required and select the correct checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to
me.
☐ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☐ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the Training
Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this
assessment.
☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines:
Knowledge Test
Page 2 of 29
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
☐ Make sure you have completed the necessary prior learning before attempting this assessment.
☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
☐ Make sure you understand what evidence is required to be collected and how.
☐ Make sure you know your rights and the Complaints and Appeal process.
☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the
assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these
with your trainer/assessor).
☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).
☐ Make sure that you have all the required resources needed to complete this assessment task.
☐ The due date of this assessment task is in accordance with your timetable.
☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate
circumstances must be provided together with your request for an extension to submit your
assessment work.
☐ The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided
in Appendix A and attached relevant evidence as required and select the correct checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to
me.
☐ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process.
☐ I confirm that the criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment.
☐ I confirm I have accessed and understand the assessment information as provided in the Training
Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this
assessment.
☐ I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines:
Knowledge Test
Page 2 of 29
Assessment type
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) assessment task you must successfully complete to be deemed competent
in this unit of competency.
The Knowledge Test is comprised of seventeen (17) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
You will receive your feedback within two (2) weeks, and you will be notified by your
Trainer/Assessor when your results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this means you
can refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use a computer to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing this
task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook.
Location:
This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.
Instructions for answering the written questions:
Complete a written assessment consisting of a series of questions.
You will be required to answer all the questions correctly.
Page 3 of 29
Written Questions
Instructions provided to the student:
Assessment task description:
This is the first (1) assessment task you must successfully complete to be deemed competent
in this unit of competency.
The Knowledge Test is comprised of seventeen (17) written questions
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
You will receive your feedback within two (2) weeks, and you will be notified by your
Trainer/Assessor when your results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this means you
can refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use a computer to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing this
task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook.
Location:
This assessment task may be completed in:
☐ a classroom
☐ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.
Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.
Instructions for answering the written questions:
Complete a written assessment consisting of a series of questions.
You will be required to answer all the questions correctly.
Page 3 of 29
Do not start answering questions without understanding what is required. Read the questions
carefully and critically analyse them for a few seconds; this will help you to identify what
information is needed in the answer.
Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
Be concise, to the point and write answers within the word-limit given to each question. Do not
provide irrelevant information. Remember, quantity is not quality.
You must write your responses in your own words.
Use non-discriminatory language. The language used should not devalue, demean, or exclude
individuals or groups based on attributes such as gender, disability, culture, race, religion,
sexual preference or age. Gender-inclusive language should be used.
When you quote, paraphrase, summarise or copy information from other sources to write your
answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to assist with supporting
the ongoing skill development of a person with disability and knowledge regarding the following:
Knowledge to current practices, philosophies and theories.
Knowledge to identify and develop social model of disability.
Knowledge to acquire practices which focus on the individual person.
Knowledge to develop concepts of vulnerability, power, independence and interdependence.
Knowledge to recognise assessment processes relating to ongoing skills development.
Knowledge to choose and organise assessments processes and protocols used by the
organisation or service.
Knowledge to identify communication needs, strategies and resources.
Knowledge to identify principles of access and equity.
Knowledge to legal and ethical considerations for working with people with disability.
Knowledge to tools, equipment and other resources used in the learning process.
Knowledge to various teaching and learning strategies.
Knowledge to develop strategies for identifying and maximising informal learning
opportunities.
Knowledge to select services and resources available to people with special needs.
Knowledge to develop strategies to create independence.
Knowledge to incidental learning and the importance of recognising opportunities for learning.
Task instructions
This is an individual assessment.
To ensure your responses are satisfactory, consult a range of learning resources and other
information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered
correctly.
Page 4 of 29
carefully and critically analyse them for a few seconds; this will help you to identify what
information is needed in the answer.
Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
Be concise, to the point and write answers within the word-limit given to each question. Do not
provide irrelevant information. Remember, quantity is not quality.
You must write your responses in your own words.
Use non-discriminatory language. The language used should not devalue, demean, or exclude
individuals or groups based on attributes such as gender, disability, culture, race, religion,
sexual preference or age. Gender-inclusive language should be used.
When you quote, paraphrase, summarise or copy information from other sources to write your
answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to assist with supporting
the ongoing skill development of a person with disability and knowledge regarding the following:
Knowledge to current practices, philosophies and theories.
Knowledge to identify and develop social model of disability.
Knowledge to acquire practices which focus on the individual person.
Knowledge to develop concepts of vulnerability, power, independence and interdependence.
Knowledge to recognise assessment processes relating to ongoing skills development.
Knowledge to choose and organise assessments processes and protocols used by the
organisation or service.
Knowledge to identify communication needs, strategies and resources.
Knowledge to identify principles of access and equity.
Knowledge to legal and ethical considerations for working with people with disability.
Knowledge to tools, equipment and other resources used in the learning process.
Knowledge to various teaching and learning strategies.
Knowledge to develop strategies for identifying and maximising informal learning
opportunities.
Knowledge to select services and resources available to people with special needs.
Knowledge to develop strategies to create independence.
Knowledge to incidental learning and the importance of recognising opportunities for learning.
Task instructions
This is an individual assessment.
To ensure your responses are satisfactory, consult a range of learning resources and other
information such as handouts, textbooks, learner resources etc.
To be assessed as Satisfactory in this assessment task, all questions must be answered
correctly.
Page 4 of 29
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Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1: Answer the following questions:
1.1. Describe the social model of disability. Write your
answer in 30-60 words.
1.2. Explain the impact of social devaluation on the quality
of life. Write your answer in 30-60 words.
1.3. Why is it important to maintain competency and image
enhancement for a person with a disability? Write your
answer in 30-60 words.
1.4. What are the four (4) principles of person-centred
practice?
1.5. What are the three (3) aims of a strengths-based
approach?
1.6. Explain the concept of active support in disability in 30-
60 words.
1.7. Explain how person-centred practise supports an
individual person. Write your answer in 30-60 words.
1.8. How can local community education and capacity
building be used to support development? Explain your
answer in 40-70 words.
1.9. Explain the current best practices in disability in 30-60
words.
Satisfactory
response
Yes ☐ No ☐
1.1 The social model of disability refers to way of viewing the world, it helps disable
person to view the things. According to this model, people are disabled by barriers in
society, not by difference. There are many barriers like, physical, or any other. This social
model is related to a person’s disadvantage to the combination of personal traits and
social setting.
1.2 Social devaluation can be defined as systematic belief which a group or person has
less social value than others. This devaluation has negative impact on the individual or
group. Socially devaluated parties are having less opportunities and they have to work
hard. Social devaluation has negative impact on the quality of life because people are not
getting opportunities and they have to survive.
1.3 It is important to maintain competency and image enhancement for a person with
disability because image strategies help in improving chances of other people to respond
positively to people who are disable. Competency and image enhancement helps disable
person to get good treatment for other people and society will accept their disability.
When a disable person creates good image in front of others then they can live their life
easily.
1.4 four principles of person centred care: affording people dignity, compassion and
respect, offering coordinated care, support of treatment. These are some principles of
person centred care which can be applied so that they can get well soon.
1.5 three aims of strengths based approach are, promoting the use of informal supportive
networks, offering assertive community involvement and emphasising relationship
between client and manager. It is important to fulfil these aims so that there will be no
issue. These strengths based approach focuses on individual’s strength. This will help in
boosting confidence of individual person and they can perform well.
1.6 active support is a approach of person centred which helps in providing direct support
to individual people. The main aim of active support is to make sure that people with
disabilities get opportunities and they can live their life easily. The goal of active support
Page 5 of 29
Provide your response to each question in the box below.
Q1: Answer the following questions:
1.1. Describe the social model of disability. Write your
answer in 30-60 words.
1.2. Explain the impact of social devaluation on the quality
of life. Write your answer in 30-60 words.
1.3. Why is it important to maintain competency and image
enhancement for a person with a disability? Write your
answer in 30-60 words.
1.4. What are the four (4) principles of person-centred
practice?
1.5. What are the three (3) aims of a strengths-based
approach?
1.6. Explain the concept of active support in disability in 30-
60 words.
1.7. Explain how person-centred practise supports an
individual person. Write your answer in 30-60 words.
1.8. How can local community education and capacity
building be used to support development? Explain your
answer in 40-70 words.
1.9. Explain the current best practices in disability in 30-60
words.
Satisfactory
response
Yes ☐ No ☐
1.1 The social model of disability refers to way of viewing the world, it helps disable
person to view the things. According to this model, people are disabled by barriers in
society, not by difference. There are many barriers like, physical, or any other. This social
model is related to a person’s disadvantage to the combination of personal traits and
social setting.
1.2 Social devaluation can be defined as systematic belief which a group or person has
less social value than others. This devaluation has negative impact on the individual or
group. Socially devaluated parties are having less opportunities and they have to work
hard. Social devaluation has negative impact on the quality of life because people are not
getting opportunities and they have to survive.
1.3 It is important to maintain competency and image enhancement for a person with
disability because image strategies help in improving chances of other people to respond
positively to people who are disable. Competency and image enhancement helps disable
person to get good treatment for other people and society will accept their disability.
When a disable person creates good image in front of others then they can live their life
easily.
1.4 four principles of person centred care: affording people dignity, compassion and
respect, offering coordinated care, support of treatment. These are some principles of
person centred care which can be applied so that they can get well soon.
1.5 three aims of strengths based approach are, promoting the use of informal supportive
networks, offering assertive community involvement and emphasising relationship
between client and manager. It is important to fulfil these aims so that there will be no
issue. These strengths based approach focuses on individual’s strength. This will help in
boosting confidence of individual person and they can perform well.
1.6 active support is a approach of person centred which helps in providing direct support
to individual people. The main aim of active support is to make sure that people with
disabilities get opportunities and they can live their life easily. The goal of active support
Page 5 of 29
is to focus on people who are disable and provide them all the facilities.
1.7 Person centred practice support individuals as it focuses on improving health of an
individual person. The focus is on what they can do, abilities they are having, not their
disability or condition. Support centred practice focuses on achieving person’s aspirations
and identify ways by which they can boost confidence of disable persons. It will help them
in learning new things and they can do work easily.
1.8 local community education and capacity building be used to support development and
make positive contribution. Capacity building is important for development of community
because it is valuable and have long term impact. It fosters a sense of ownership and
empowerment. This helps in development of community and contribute positively in
achieving goals and objectives. It is essential to educate local community so that they can
get relevant information and make contribution in development.
1.9 current best practices in disability are, provide good services to people who are
disable and remove all the barriers. Disable people should get all the necessary facilities
which will help them in living their life safely. Removal of barriers will help in further
study of persons who are disable and get better opportunities in future. Disable persons
are also having right to education and enjoy their life.
Page 6 of 29
1.7 Person centred practice support individuals as it focuses on improving health of an
individual person. The focus is on what they can do, abilities they are having, not their
disability or condition. Support centred practice focuses on achieving person’s aspirations
and identify ways by which they can boost confidence of disable persons. It will help them
in learning new things and they can do work easily.
1.8 local community education and capacity building be used to support development and
make positive contribution. Capacity building is important for development of community
because it is valuable and have long term impact. It fosters a sense of ownership and
empowerment. This helps in development of community and contribute positively in
achieving goals and objectives. It is essential to educate local community so that they can
get relevant information and make contribution in development.
1.9 current best practices in disability are, provide good services to people who are
disable and remove all the barriers. Disable people should get all the necessary facilities
which will help them in living their life safely. Removal of barriers will help in further
study of persons who are disable and get better opportunities in future. Disable persons
are also having right to education and enjoy their life.
Page 6 of 29
Assessor Feedback:
Q2: Answer the following questions: Satisfactory
response
Page 7 of 29
Q2: Answer the following questions: Satisfactory
response
Page 7 of 29
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2.1. How does disability make a person feel vulnerable and
interdependent? Write your answer in 30-60 words.
2.2. What are the risks that people with a disability face in
the community? Write your answer in 30-60 words.
2.3. What is considered abuse of a person with a disability?
Write your answer in 30-60 words.
2.4. How can you promote empowerment and
independence in disability? Write your answer in 50-100
words.
2.5. Explain the concept of power in the context of disability
support. Write your answer in 30-60 words.
Yes ☐ No ☐
2.1 Disability makes a person feel vulnerable and interdependent because they are not
able to do their work and depending on others. Disable person is experiencing domestic
abuse and not able to protect themselves. They are facing many problems and people are
not giving them respect because they are dependent on someone else. Risk of abuse can
be increased as disable person is reliable on others.
2.2 The risk that people with a disability face in the community are, feeling of being
ignored, nit getting proper respect and feel like they are not having any right or treated
like they belong to some other category. Families of disable person has to face many
challenges such as, emotional, financial and physical.
2.3 Abuse of a person with disability refers to when disable persons are abused
physically, financially, psychologically or sexually. Disability abuse is considered as a hate
crime. People who are dependent on others does not mean that society will abuse with
them. They are having right to live their life like other people and enjoy their life.
2.4 To promote empowerment and independence in disability some ways can be applied
such as, empower your relatives and friends to make decisions and actively participate for
providing rights to disable person. Trust others and build teams or support network in the
society. This will help in promoting empowerment and independence in disability. Another
way to promote independence is to be positive and celebrate improvements. When small
changes are being celebrated then it helps in boosting confidence of people and disable
person will also feel good. Proper instructions should be given to team members so that
they can work efficiently and encourage them to complete task.
2.5 Power in the context of disability support means to disable person are able to do their
work and they are not completely dependent on others. To support disable persons teams
should be form and fight for rights of people with disability. All are having equal rights
and opportunities to live their life and enjoy.
Page 8 of 29
interdependent? Write your answer in 30-60 words.
2.2. What are the risks that people with a disability face in
the community? Write your answer in 30-60 words.
2.3. What is considered abuse of a person with a disability?
Write your answer in 30-60 words.
2.4. How can you promote empowerment and
independence in disability? Write your answer in 50-100
words.
2.5. Explain the concept of power in the context of disability
support. Write your answer in 30-60 words.
Yes ☐ No ☐
2.1 Disability makes a person feel vulnerable and interdependent because they are not
able to do their work and depending on others. Disable person is experiencing domestic
abuse and not able to protect themselves. They are facing many problems and people are
not giving them respect because they are dependent on someone else. Risk of abuse can
be increased as disable person is reliable on others.
2.2 The risk that people with a disability face in the community are, feeling of being
ignored, nit getting proper respect and feel like they are not having any right or treated
like they belong to some other category. Families of disable person has to face many
challenges such as, emotional, financial and physical.
2.3 Abuse of a person with disability refers to when disable persons are abused
physically, financially, psychologically or sexually. Disability abuse is considered as a hate
crime. People who are dependent on others does not mean that society will abuse with
them. They are having right to live their life like other people and enjoy their life.
2.4 To promote empowerment and independence in disability some ways can be applied
such as, empower your relatives and friends to make decisions and actively participate for
providing rights to disable person. Trust others and build teams or support network in the
society. This will help in promoting empowerment and independence in disability. Another
way to promote independence is to be positive and celebrate improvements. When small
changes are being celebrated then it helps in boosting confidence of people and disable
person will also feel good. Proper instructions should be given to team members so that
they can work efficiently and encourage them to complete task.
2.5 Power in the context of disability support means to disable person are able to do their
work and they are not completely dependent on others. To support disable persons teams
should be form and fight for rights of people with disability. All are having equal rights
and opportunities to live their life and enjoy.
Page 8 of 29
Assessor Feedback:
Q3: Answer the following questions;
3.1. What are four (4) factors you must consider when
conducting an assessment related to the person's ongoing
skills' development?
3.2. What skills and competencies must be observed while
conducting an assessment? Identify and mention four (4)
skills and competencies.
Satisfactory
response
Yes ☐ No ☐
3.1 Four factors are, provide training and development sessions, gather relevant
information from different sources, choose best method for collecting data and be
consistent with questions. These are some factors which should be consider when
conducting an assessment.
3.2 Four skills and competencies are, give your employees a test, gather feedback from
teams, ask to prepare self- assessment, and put them in real situations so that they can
know what skills are required.
Page 9 of 29
Q3: Answer the following questions;
3.1. What are four (4) factors you must consider when
conducting an assessment related to the person's ongoing
skills' development?
3.2. What skills and competencies must be observed while
conducting an assessment? Identify and mention four (4)
skills and competencies.
Satisfactory
response
Yes ☐ No ☐
3.1 Four factors are, provide training and development sessions, gather relevant
information from different sources, choose best method for collecting data and be
consistent with questions. These are some factors which should be consider when
conducting an assessment.
3.2 Four skills and competencies are, give your employees a test, gather feedback from
teams, ask to prepare self- assessment, and put them in real situations so that they can
know what skills are required.
Page 9 of 29
Assessor Feedback:
Q4: Answer the following questions:
4.1. Explain how assessment processes and protocols
should be used by a service providing disability care
support. Write your answer in 30-60 words.
4.2. Identify six (6) parameters that assessment processes
and protocols should follow when recording observations on
skills and competencies to ensure they are accurate and
objective.
Satisfactory
response
Yes ☐ No ☐
4.1 Assessment process and protocols should be used by a service providing disability
care support is to gather information which is required by local coordinator at the time of
interacting with person, their family members or carer. This will help in providing better
care to people with disability and assessment will be conducted in responsive way and
completed within the time period given.
4.2 Six parameters that assessment processes and protocols should follow when
recording observations on skills and competencies are, reliability, validity,
standardization, formative assessment, quality of feedback and fairness. These will help
Page 10 of 29
Q4: Answer the following questions:
4.1. Explain how assessment processes and protocols
should be used by a service providing disability care
support. Write your answer in 30-60 words.
4.2. Identify six (6) parameters that assessment processes
and protocols should follow when recording observations on
skills and competencies to ensure they are accurate and
objective.
Satisfactory
response
Yes ☐ No ☐
4.1 Assessment process and protocols should be used by a service providing disability
care support is to gather information which is required by local coordinator at the time of
interacting with person, their family members or carer. This will help in providing better
care to people with disability and assessment will be conducted in responsive way and
completed within the time period given.
4.2 Six parameters that assessment processes and protocols should follow when
recording observations on skills and competencies are, reliability, validity,
standardization, formative assessment, quality of feedback and fairness. These will help
Page 10 of 29
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in recording observations on skills and competencies.
Assessor Feedback:
Q5: Answer the following questions;
5.1. Explain the communication needs, strategies and
resources you need to consider when working with people
with a disability. Answer in 50-100 words.
5.2. Discuss ways to maintain successful communication
with people who have a disability. Answer in 100-150 words.
Satisfactory
response
Yes ☐ No ☐
5.1 Communication needs, strategies and resources to be consider when working with
people with a disability are, be polite and patient with people who are disable so that
they can understand what a person want to say. Use non- verbal communication or
symbols because it is easy for disable person to understand. Use sound cues, reduce
distractions, break down things which is beneficial for people with disability to
understand and respond to question. When non- verbal communication is used then it
becomes easy to interact with disable person. Be genuine and polite with people who are
disable and try to understand their emotions.
5.2 Some ways to maintain successful communication with people who have a disability
are, use normal tone of voice, do not raise voice unless asked to because this is not good
for health of people with disability. Another way is to be polite and patient with people
and interact with them in a polite manner, do not rush the conversation. When you will
Page 11 of 29
Assessor Feedback:
Q5: Answer the following questions;
5.1. Explain the communication needs, strategies and
resources you need to consider when working with people
with a disability. Answer in 50-100 words.
5.2. Discuss ways to maintain successful communication
with people who have a disability. Answer in 100-150 words.
Satisfactory
response
Yes ☐ No ☐
5.1 Communication needs, strategies and resources to be consider when working with
people with a disability are, be polite and patient with people who are disable so that
they can understand what a person want to say. Use non- verbal communication or
symbols because it is easy for disable person to understand. Use sound cues, reduce
distractions, break down things which is beneficial for people with disability to
understand and respond to question. When non- verbal communication is used then it
becomes easy to interact with disable person. Be genuine and polite with people who are
disable and try to understand their emotions.
5.2 Some ways to maintain successful communication with people who have a disability
are, use normal tone of voice, do not raise voice unless asked to because this is not good
for health of people with disability. Another way is to be polite and patient with people
and interact with them in a polite manner, do not rush the conversation. When you will
Page 11 of 29
rush the conversation then people will not able to understand what you are trying to
convey. Speak directly to the person rather than person with them. Be flexible and do not
repeat things that is not understood. There should be proper communication between
persona and use simple words so that disable person can understand. It is important to
frame simple and easy sentences which will help in proper interaction. Avoid large and
complex sentences because it will be difficult for people with disability to understand.
Assessor Feedback:
Q6: Answer the following questions:
6.1. What are the principles and practices of access and
equity? Answer using 30-60 words.
6.2. What are the barriers to access and equity in the
following areas of disability support:
Satisfactory
response
Yes ☐ No ☐
Page 12 of 29
convey. Speak directly to the person rather than person with them. Be flexible and do not
repeat things that is not understood. There should be proper communication between
persona and use simple words so that disable person can understand. It is important to
frame simple and easy sentences which will help in proper interaction. Avoid large and
complex sentences because it will be difficult for people with disability to understand.
Assessor Feedback:
Q6: Answer the following questions:
6.1. What are the principles and practices of access and
equity? Answer using 30-60 words.
6.2. What are the barriers to access and equity in the
following areas of disability support:
Satisfactory
response
Yes ☐ No ☐
Page 12 of 29
Area of support Barrier
Transport
Building Design
Use of services
Communication
Culture
Equipment
Staff and community attitudes
Area of support Barrier
Transport To enhance city
accessibility for
seniors, disable
people, low
income etc.
Building Design Cost effective
and sustainable
Use of services Lac of quality
and financial
barrier
Communication Physical and
social barrier
Page 13 of 29
Transport
Building Design
Use of services
Communication
Culture
Equipment
Staff and community attitudes
Area of support Barrier
Transport To enhance city
accessibility for
seniors, disable
people, low
income etc.
Building Design Cost effective
and sustainable
Use of services Lac of quality
and financial
barrier
Communication Physical and
social barrier
Page 13 of 29
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Culture Difference in
language
Equipment Limited services
Staff and community attitudes Lack of
understanding
6.1 Principles and practices of equity and access are, broad social justice framework which aims at
development of society. It implies fair and equitable access to services in achieving social and
cultural wellbeing. There should be no discrimination among people and all are having equal right and
opportunities to live their life. Principles and practices will help in achieving goals and objectives,
better plans can be made.
Assessor Feedback:
Q7: Answer the following questions:
7.1. Explain duty of care. Describe the legal and ethical
aspects of duty of care. Write your answer in 50-100 words.
7.2. What is dignity of risk? Write your answer in 30-60 words.
7.3. Why is the convention on the rights of persons with
disabilities important? Answer this question based on human
rights, including the United Nations Convention on the rights
of persons with disabilities (UNCRPD). Answer in 30-60 words.
7.4. What is the difference between privacy, confidentiality
and disclosure? Answer in 50-100 words.
7.5. What are the legal and ethical considerations for working
in disability care? Identify five (5) considerations.
7.6. What are the three (3) types of ethics?
Satisfactory
response
Yes ☐ No ☐
Page 14 of 29
language
Equipment Limited services
Staff and community attitudes Lack of
understanding
6.1 Principles and practices of equity and access are, broad social justice framework which aims at
development of society. It implies fair and equitable access to services in achieving social and
cultural wellbeing. There should be no discrimination among people and all are having equal right and
opportunities to live their life. Principles and practices will help in achieving goals and objectives,
better plans can be made.
Assessor Feedback:
Q7: Answer the following questions:
7.1. Explain duty of care. Describe the legal and ethical
aspects of duty of care. Write your answer in 50-100 words.
7.2. What is dignity of risk? Write your answer in 30-60 words.
7.3. Why is the convention on the rights of persons with
disabilities important? Answer this question based on human
rights, including the United Nations Convention on the rights
of persons with disabilities (UNCRPD). Answer in 30-60 words.
7.4. What is the difference between privacy, confidentiality
and disclosure? Answer in 50-100 words.
7.5. What are the legal and ethical considerations for working
in disability care? Identify five (5) considerations.
7.6. What are the three (3) types of ethics?
Satisfactory
response
Yes ☐ No ☐
Page 14 of 29
7.1 Duty of care means to the obligations which is placed on people in certain way, with
some standards. It is being made to provide care to people who are disable and they can
get all the facilities. Legal and ethical aspects of duty of care is to ensure that all people
must remain safe and disable person can live their life happily. Duty of care is the legal
duty which involves identifying risk and providing proper care to people with disability.
This will help in protecting rights of disable person.
7.2 Dignity of risk means to allow individual to afford dignity by taking risk with
enhancement of personal growth and quality of life. It is a principle which allow individual
person to take decisions own their own and make choices. Dignity of risk is based on self-
determination and right to take reasonable risk. This principle is applied to people of all
age group.
7.3 Convention rights of persons with disabilities is important because it serves in global
disability rights movement. It shifts from viewing disable person as charity, or treat them
like, they are dependent or social protection towards viewing them as full and equal
members of society. The main aim of convention is to protect rights of disable persons
and give freedom to person with disabilities.
7.4 Difference between privacy, confidentiality and disclosure is that, privacy means when
talking a person is free from public interference. Confidentiality refers to when two
people are talking secretly and information is important. It is kept secret between two
person until person to whom information belongs permits to disclose it. Confidentiality
obliges to protect information safely and do not disclose it. Disclosure refers to the
process of making information known to public or all the details are told to public.
Privacy, confidentiality and disclosure are different from each other and all are important.
7.5 Legal and ethical consideration for working in disability care are, right to safety,
respect, privacy, free access and having right to complaint. People with disabilities should
get proper care, try to help people, do not harm anyone. It is important to provide good
services to disable people and support them in getting well. Disable people are having all
the rights and opportunities as a normal person is having.
7.6 There are three types of ethics are, deontological ethics, teleological and virtue based
ethics.
Page 15 of 29
some standards. It is being made to provide care to people who are disable and they can
get all the facilities. Legal and ethical aspects of duty of care is to ensure that all people
must remain safe and disable person can live their life happily. Duty of care is the legal
duty which involves identifying risk and providing proper care to people with disability.
This will help in protecting rights of disable person.
7.2 Dignity of risk means to allow individual to afford dignity by taking risk with
enhancement of personal growth and quality of life. It is a principle which allow individual
person to take decisions own their own and make choices. Dignity of risk is based on self-
determination and right to take reasonable risk. This principle is applied to people of all
age group.
7.3 Convention rights of persons with disabilities is important because it serves in global
disability rights movement. It shifts from viewing disable person as charity, or treat them
like, they are dependent or social protection towards viewing them as full and equal
members of society. The main aim of convention is to protect rights of disable persons
and give freedom to person with disabilities.
7.4 Difference between privacy, confidentiality and disclosure is that, privacy means when
talking a person is free from public interference. Confidentiality refers to when two
people are talking secretly and information is important. It is kept secret between two
person until person to whom information belongs permits to disclose it. Confidentiality
obliges to protect information safely and do not disclose it. Disclosure refers to the
process of making information known to public or all the details are told to public.
Privacy, confidentiality and disclosure are different from each other and all are important.
7.5 Legal and ethical consideration for working in disability care are, right to safety,
respect, privacy, free access and having right to complaint. People with disabilities should
get proper care, try to help people, do not harm anyone. It is important to provide good
services to disable people and support them in getting well. Disable people are having all
the rights and opportunities as a normal person is having.
7.6 There are three types of ethics are, deontological ethics, teleological and virtue based
ethics.
Page 15 of 29
Assessor Feedback:
Q8: Answer the following questions:
8.1. What are five (5) assessment tools you can use in the
learning process?
8.2. What are three (3) examples of equipment and two (2)
resources you can use in the learning process?
Satisfactory
response
Yes ☐ No ☐
8.1 Assessment tools in learning process are, knowledge surveys, oral
presentations, peer review, poster presentation and google forms. These are some
assessment tools which is used in learning process.
8.2 Three examples of equipment are, poster presentation rubric, grading guide
and research paper rubric. Two resources in learning process are, lectures and text
books. These are resources which can be used in the learning process.
Page 16 of 29
Q8: Answer the following questions:
8.1. What are five (5) assessment tools you can use in the
learning process?
8.2. What are three (3) examples of equipment and two (2)
resources you can use in the learning process?
Satisfactory
response
Yes ☐ No ☐
8.1 Assessment tools in learning process are, knowledge surveys, oral
presentations, peer review, poster presentation and google forms. These are some
assessment tools which is used in learning process.
8.2 Three examples of equipment are, poster presentation rubric, grading guide
and research paper rubric. Two resources in learning process are, lectures and text
books. These are resources which can be used in the learning process.
Page 16 of 29
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Assessor Feedback:
Q9: Answer the following questions:
9.1. Identify five (5) teaching and learning strategies you can
use in disability support.
9.2. What should be included in teaching and learning
strategies? Identify five (5) requirements.
Satisfactory
response
Yes ☐ No ☐
9.1 Five teaching and learning strategies which can be used in disability support
are, provide learning task into small steps, use diagrams and pictures, provide
independent practice, provide regular quality feedback and use simple and easy
words so that people with disability can understand.
9.2 In teaching and learning strategies are, to address mistakes, provide feedback,
class discussion or group discussion, cooperative learning and identify skills and
abilities of individual person. It is important to include teaching and learning
strategy.
Page 17 of 29
Q9: Answer the following questions:
9.1. Identify five (5) teaching and learning strategies you can
use in disability support.
9.2. What should be included in teaching and learning
strategies? Identify five (5) requirements.
Satisfactory
response
Yes ☐ No ☐
9.1 Five teaching and learning strategies which can be used in disability support
are, provide learning task into small steps, use diagrams and pictures, provide
independent practice, provide regular quality feedback and use simple and easy
words so that people with disability can understand.
9.2 In teaching and learning strategies are, to address mistakes, provide feedback,
class discussion or group discussion, cooperative learning and identify skills and
abilities of individual person. It is important to include teaching and learning
strategy.
Page 17 of 29
Assessor Feedback:
Q10: Answer the following questions:
10.1. Explain what informal learning opportunities can involve in 30-60
words.
10.2. How can you identify and maximise informal learning opportunities
as a supervisor or disability support worker? Answer in 30-60 words.
Satisfactor
y response
Yes
☐
No
☐
10.1 Informal learning means learning from external environment or surrounding. It
includes, viewing videos, self- study, performance support, games, coaching sessions, and
other things which help in increasing knowledge of person. Informal learning helps in
motivating people to learn new things and develop skills. There are many opportunities
available which is beneficial in improving learning.
10.2 To identify and maximise informal learning opportunities as a supervisor or disability
support worker are to encourage learners to continue learning. Provide a space for
communities, this will help in maximising informal learning opportunities. Assess skills
workers possess so that they can get better opportunities and it will help in enhancing
their knowledge. Maintain skills profiles for key job categories to promote informal
learning.
Assessor Feedback:
Page 18 of 29
Q10: Answer the following questions:
10.1. Explain what informal learning opportunities can involve in 30-60
words.
10.2. How can you identify and maximise informal learning opportunities
as a supervisor or disability support worker? Answer in 30-60 words.
Satisfactor
y response
Yes
☐
No
☐
10.1 Informal learning means learning from external environment or surrounding. It
includes, viewing videos, self- study, performance support, games, coaching sessions, and
other things which help in increasing knowledge of person. Informal learning helps in
motivating people to learn new things and develop skills. There are many opportunities
available which is beneficial in improving learning.
10.2 To identify and maximise informal learning opportunities as a supervisor or disability
support worker are to encourage learners to continue learning. Provide a space for
communities, this will help in maximising informal learning opportunities. Assess skills
workers possess so that they can get better opportunities and it will help in enhancing
their knowledge. Maintain skills profiles for key job categories to promote informal
learning.
Assessor Feedback:
Page 18 of 29
Q11: Answer the following questions;
11.1. Identify five (5) services and resources available to people with
special needs.
11.2. Explain the role of Disability Employment Services (DES) in Australia.
Answer using 30-60 words.
Satisfactor
y response
Yes
☐
No
☐
11.1 services and resources to people with special needs are, sign language interpreting,
telecommunication devices for deaf, health care, human rights and video relay services
for the hearing impaired.
11.2 Disability employment services (DES) in Australia is an initiative which is taken by
government to help people who are ill, having injury or disable. This will help in managing
health issues and developing skills which is required at the workplace. People who are
disable should enhance their knowledge and develop skills so that they can work
efficiently. It is important to learn new things and complete task on time.
Assessor Feedback:
Page 19 of 29
11.1. Identify five (5) services and resources available to people with
special needs.
11.2. Explain the role of Disability Employment Services (DES) in Australia.
Answer using 30-60 words.
Satisfactor
y response
Yes
☐
No
☐
11.1 services and resources to people with special needs are, sign language interpreting,
telecommunication devices for deaf, health care, human rights and video relay services
for the hearing impaired.
11.2 Disability employment services (DES) in Australia is an initiative which is taken by
government to help people who are ill, having injury or disable. This will help in managing
health issues and developing skills which is required at the workplace. People who are
disable should enhance their knowledge and develop skills so that they can work
efficiently. It is important to learn new things and complete task on time.
Assessor Feedback:
Page 19 of 29
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Q12: Answer the following questions:
12.1. Explain how prompting techniques can be used to assist a person
with a disability. Answer in 50-100 words.
12.2. What are the main principles of prompting and fading prompting?
Answer in 50-100 words.
12.3. What are the three (3) steps involved in fading prompting?
Answer in 50-100 words.
Satisfactory
response
Yes ☐ N
o
☐
12.1 Prompting techniques can be used to assist a person with a disability as prompting is
something which is applied by teachers to enhance knowledge and skills. For students
who are disable, prompting can be used to take new levels. It includes help which is given
to students with disability and assist them in learning new things and they can develop
skills which is required at the workplace. The purpose of prompting is to encourage
people with disabilities to complete task and learn new things. It is important that an
individual person should know how to work and develop skills.
12.2 prompting includes use of strategies to encourage right or correct responses.
Principle of prompting is, define target behaviour, identify suitable prompts, reinforce
and fade. Last principle is to monitor results, this will help in identifying mistakes and
better plans can be made. A prompt is a hint to help a child or student to perform desired
behaviour, skill and enhance knowledge. Fading prompting involves reducing prompt and
provide correct response. The goal of fading is to make sure that client does not depend
on prompt and complete task on time. There are three components of prompting i.e., the
antecedent, behaviour and consequence.
12.3 Fading principle is a technique which is applied in behaviour therapy, as well as skill
training settings. Three steps which are involved in fading prompting are, the antecedent,
behaviour and the consequence. The main aim of fading prompting is to reduce prompt
and client should not depend on someone to complete the task. It is important to apply
fading principle so that people with disability can learn new things and enhance
knowledge which will help them in completing task on time. So, there are three steps
involved in fading prompting.
Page 20 of 29
12.1. Explain how prompting techniques can be used to assist a person
with a disability. Answer in 50-100 words.
12.2. What are the main principles of prompting and fading prompting?
Answer in 50-100 words.
12.3. What are the three (3) steps involved in fading prompting?
Answer in 50-100 words.
Satisfactory
response
Yes ☐ N
o
☐
12.1 Prompting techniques can be used to assist a person with a disability as prompting is
something which is applied by teachers to enhance knowledge and skills. For students
who are disable, prompting can be used to take new levels. It includes help which is given
to students with disability and assist them in learning new things and they can develop
skills which is required at the workplace. The purpose of prompting is to encourage
people with disabilities to complete task and learn new things. It is important that an
individual person should know how to work and develop skills.
12.2 prompting includes use of strategies to encourage right or correct responses.
Principle of prompting is, define target behaviour, identify suitable prompts, reinforce
and fade. Last principle is to monitor results, this will help in identifying mistakes and
better plans can be made. A prompt is a hint to help a child or student to perform desired
behaviour, skill and enhance knowledge. Fading prompting involves reducing prompt and
provide correct response. The goal of fading is to make sure that client does not depend
on prompt and complete task on time. There are three components of prompting i.e., the
antecedent, behaviour and consequence.
12.3 Fading principle is a technique which is applied in behaviour therapy, as well as skill
training settings. Three steps which are involved in fading prompting are, the antecedent,
behaviour and the consequence. The main aim of fading prompting is to reduce prompt
and client should not depend on someone to complete the task. It is important to apply
fading principle so that people with disability can learn new things and enhance
knowledge which will help them in completing task on time. So, there are three steps
involved in fading prompting.
Page 20 of 29
Assessor Feedback:
Q13: How can you encourage empowerment and independence in clients
with special needs? Write your answer in 100-150 words.
Satisfactory
response
Yes ☐ No
☐
13. To encourage empowerment and independence in clients with special needs, there are
some ways which can be applied to boost confidence of client are, complete a
comprehensive assessment to create goals which are achievable. This will help in
encouraging clients to perform well and focus on accomplishing goals and objectives.
Another way is to tell your client that they can do it and believe in yourself. This is useful
in encouraging empowerment in clients and if one has believed in itself then it becomes
easy to complete the task. Another way is to empower family members of clients. When
family members will support client then they can complete the task. Teach your client a
new skill which will help in changing their life and better plans can be made. It is
important to encourage people to boost their confidence and morale. It will help in
accomplishing goals and objectives.
Page 21 of 29
Q13: How can you encourage empowerment and independence in clients
with special needs? Write your answer in 100-150 words.
Satisfactory
response
Yes ☐ No
☐
13. To encourage empowerment and independence in clients with special needs, there are
some ways which can be applied to boost confidence of client are, complete a
comprehensive assessment to create goals which are achievable. This will help in
encouraging clients to perform well and focus on accomplishing goals and objectives.
Another way is to tell your client that they can do it and believe in yourself. This is useful
in encouraging empowerment in clients and if one has believed in itself then it becomes
easy to complete the task. Another way is to empower family members of clients. When
family members will support client then they can complete the task. Teach your client a
new skill which will help in changing their life and better plans can be made. It is
important to encourage people to boost their confidence and morale. It will help in
accomplishing goals and objectives.
Page 21 of 29
Assessor Feedback:
Q14: Answer the following questions;
14.1. What are the 4 types of reinforcement? Provide a brief description
of each technique in 10-30 words
14.2. When and how do you use reinforcement techniques in disability?
Answer using 50-100 words.
Satisfactory
response
Ye
s
☐
No ☐
14.1 Types of reinforcement are: Positive reinforcement – It includes addition of a reinforcing behaviour which will
occur again in future.
Negative reinforcement – This technique is used to help teach specific behaviours.
Punishment reinforcement – It means to decrease a behaviour and it can be
negative or positive.
Extinction reinforcement – It refers to discontinue reinforcement which is provided
for problem behaviour.
14.2 To use reinforcement techniques in disability there are some ways such as, clapping
and cheering people with disabilities to motivate them. Offer them a special activity like,
playing a game or reading book which is beneficial for them in enhancing knowledge.
There are different types of reinforcement techniques which is used in disability to boost
confidence or morale of people. Positive reinforcement help in enhancing knowledge and
developing skills of people with disabilities.
Page 22 of 29
Q14: Answer the following questions;
14.1. What are the 4 types of reinforcement? Provide a brief description
of each technique in 10-30 words
14.2. When and how do you use reinforcement techniques in disability?
Answer using 50-100 words.
Satisfactory
response
Ye
s
☐
No ☐
14.1 Types of reinforcement are: Positive reinforcement – It includes addition of a reinforcing behaviour which will
occur again in future.
Negative reinforcement – This technique is used to help teach specific behaviours.
Punishment reinforcement – It means to decrease a behaviour and it can be
negative or positive.
Extinction reinforcement – It refers to discontinue reinforcement which is provided
for problem behaviour.
14.2 To use reinforcement techniques in disability there are some ways such as, clapping
and cheering people with disabilities to motivate them. Offer them a special activity like,
playing a game or reading book which is beneficial for them in enhancing knowledge.
There are different types of reinforcement techniques which is used in disability to boost
confidence or morale of people. Positive reinforcement help in enhancing knowledge and
developing skills of people with disabilities.
Page 22 of 29
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Assessor Feedback:
Q15: Answer the following questions;
15.1. What are three (3) common motivators for learning?
15.2. What are three (3) common de-motivators and blocks to
learning?
Satisfactory
response
Yes ☐ No ☐
15.1 Three common motivators for learning are, intrinsic, extrinsic and identified.
Intrinsic means internal source and action which is used for learning. Extrinsic means
external source and action which is helpful in learning. Identified refers to external
source, non- action.
15.2 Three common de- motivators and blocks to learning are, indifference, unfairness
and inadequate facilities. These are some problems which demotivate student at the time
of learning. It should be improved so that students can learn new things and enhance
their knowledge.
Page 23 of 29
Q15: Answer the following questions;
15.1. What are three (3) common motivators for learning?
15.2. What are three (3) common de-motivators and blocks to
learning?
Satisfactory
response
Yes ☐ No ☐
15.1 Three common motivators for learning are, intrinsic, extrinsic and identified.
Intrinsic means internal source and action which is used for learning. Extrinsic means
external source and action which is helpful in learning. Identified refers to external
source, non- action.
15.2 Three common de- motivators and blocks to learning are, indifference, unfairness
and inadequate facilities. These are some problems which demotivate student at the time
of learning. It should be improved so that students can learn new things and enhance
their knowledge.
Page 23 of 29
Assessor Feedback:
Q16: Answer the following questions:
16.1. Explain incidental learning in 30-60 words.
16.2. What is an example of incidental learning and how is it
different from deliberate learning?. Answer in 50-100 words.
Satisfactory
response
Yes ☐ No ☐
16.1 Incidental learning means to any learning which is not planned i.e., unplanned or
unintended. This develops when a person is engaged in a task or activity. Incidental learning
is when a person learns something outside formal teaching environment such as, television,
reading book, playing video game, travelling to another country, learn things from parents.
16.2 Example of incidental learning is, when a child finds a bug outside, it helps in
enhancing knowledge of student. When an individual person learns from watching
television, reading book, talking with a friend, playing video games, travelling to another
country. It is important to enhance knowledge and develop skill. Deliberate learning refers
to gather feedback, interaction is done with others and conscious thought. Results of this
learning is reflected in actions and change in behaviour. Some principles of deliberate
learning are, be focused, set goals and objectives, take feedback so that improvements can
be made. This will help a student in learning new things and develop skills.
Page 24 of 29
Q16: Answer the following questions:
16.1. Explain incidental learning in 30-60 words.
16.2. What is an example of incidental learning and how is it
different from deliberate learning?. Answer in 50-100 words.
Satisfactory
response
Yes ☐ No ☐
16.1 Incidental learning means to any learning which is not planned i.e., unplanned or
unintended. This develops when a person is engaged in a task or activity. Incidental learning
is when a person learns something outside formal teaching environment such as, television,
reading book, playing video game, travelling to another country, learn things from parents.
16.2 Example of incidental learning is, when a child finds a bug outside, it helps in
enhancing knowledge of student. When an individual person learns from watching
television, reading book, talking with a friend, playing video games, travelling to another
country. It is important to enhance knowledge and develop skill. Deliberate learning refers
to gather feedback, interaction is done with others and conscious thought. Results of this
learning is reflected in actions and change in behaviour. Some principles of deliberate
learning are, be focused, set goals and objectives, take feedback so that improvements can
be made. This will help a student in learning new things and develop skills.
Page 24 of 29
Assessor Feedback:
Q17: Match the following terminologies with the correct description?
A. Social Model of disability
B. Person-Centred Practice
C. Duty of care
D. Human Rights
E. Seclusion
F. Restrictive Practices (Restraint)
G. Code of conduct
H. Confidentiality
I. Work health and safety
J. Abuse
K. Strength-based approach
L. UNCRPD
M. Active support
N. Dignity of risk
O Informed Consent
Terms Descriptions
To restrain a person is to restrict, limit or prohibit
their behaviour or freedom of movement or thought
in some way.
It refers to the obligation to take responsible care to
avoid injury to a person whom, it can be reasonably
foreseen, might be injured by an act or omission. It
encompasses the rights of the older person to self-
determination, independence and dignity.
It is a collaborative process between the person
supported by services and those supporting them,
Satisfactory
response
Yes ☐ No ☐
Page 25 of 29
Q17: Match the following terminologies with the correct description?
A. Social Model of disability
B. Person-Centred Practice
C. Duty of care
D. Human Rights
E. Seclusion
F. Restrictive Practices (Restraint)
G. Code of conduct
H. Confidentiality
I. Work health and safety
J. Abuse
K. Strength-based approach
L. UNCRPD
M. Active support
N. Dignity of risk
O Informed Consent
Terms Descriptions
To restrain a person is to restrict, limit or prohibit
their behaviour or freedom of movement or thought
in some way.
It refers to the obligation to take responsible care to
avoid injury to a person whom, it can be reasonably
foreseen, might be injured by an act or omission. It
encompasses the rights of the older person to self-
determination, independence and dignity.
It is a collaborative process between the person
supported by services and those supporting them,
Satisfactory
response
Yes ☐ No ☐
Page 25 of 29
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allowing them to work together to determine an
outcome that draws on the person’s strengths and
assets. It mainly focuses on the concept of what an
individual can achieve based on their strength along
with their disability.
It is a person-centred approach to providing direct
support. Its main aim is to support and 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.
It is defined as any action that intentionally harms
or injures another person
Occupational health and safety (OHS), is a
multidisciplinary field concerned with the safety,
health, and welfare of people at work.
It refers to a person’s right to experience all that life
has to offer, such as learning a new skill or taking
part in an activity that may entail some element of
risk but has benefits that might include gaining
greater self-esteem and independence.
It refers to the obligation of non-disclosure of
disability information, without the consent of the
person concerned.
It views disability as a consequence of
environmental, social and attitudinal barriers that
prevent people with impairments from maximum
participation in society.
It establishes a common understanding of the
standards of behaviour expected of all workplace
employees. It provides a framework to help you
decide on the appropriate course of action when you
are faced with an ethical issue.
It is a philosophical approach to service
development and delivery that sees services
provided in a way that is respectful of, and
responsive to, the preferences, needs and values of
people and those who care for them.
It refers to the placement of a person in a room or
other place from which voluntary exit is not
possible, for a period of time not determined by that
person for the sole purpose of
behaviour management or control.
These are basic entitlements that belong to every
Page 26 of 29
outcome that draws on the person’s strengths and
assets. It mainly focuses on the concept of what an
individual can achieve based on their strength along
with their disability.
It is a person-centred approach to providing direct
support. Its main aim is to support and 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.
It is defined as any action that intentionally harms
or injures another person
Occupational health and safety (OHS), is a
multidisciplinary field concerned with the safety,
health, and welfare of people at work.
It refers to a person’s right to experience all that life
has to offer, such as learning a new skill or taking
part in an activity that may entail some element of
risk but has benefits that might include gaining
greater self-esteem and independence.
It refers to the obligation of non-disclosure of
disability information, without the consent of the
person concerned.
It views disability as a consequence of
environmental, social and attitudinal barriers that
prevent people with impairments from maximum
participation in society.
It establishes a common understanding of the
standards of behaviour expected of all workplace
employees. It provides a framework to help you
decide on the appropriate course of action when you
are faced with an ethical issue.
It is a philosophical approach to service
development and delivery that sees services
provided in a way that is respectful of, and
responsive to, the preferences, needs and values of
people and those who care for them.
It refers to the placement of a person in a room or
other place from which voluntary exit is not
possible, for a period of time not determined by that
person for the sole purpose of
behaviour management or control.
These are basic entitlements that belong to every
Page 26 of 29
one of us, regardless of our background, where we
live, what we look like, what we think or what we
believe. It is based on the values of freedom,
equality, respect and dignity, human rights and
acknowledges the fundamental worth of each
person.
It generally requires the client or responsible party
to sign a statement confirming that they understand
the risks and benefits of a procedure or treatment.
The United Nations Convention on the Rights of
Persons with Disabilities.
Terms Descriptions
Restrictive
practices
(restraint)
To restrain a person is to restrict, limit or prohibit their behaviour or freedom of
movement or thought in some way.
Duty of care It refers to the obligation to take responsible care to avoid injury to a person whom,
it can be reasonably foreseen, might be injured by an act or omission. It
encompasses the rights of the older person to self-determination, independence
and dignity.
Strength
based
approach
It is a collaborative process between the person supported by services and those
supporting them, allowing them to work together to determine an outcome that
draws on the person’s strengths and assets. It mainly focuses on the concept of
what an individual can achieve based on their strength along with their disability.
Active
support
It is a person-centred approach to providing direct support. Its main aim is to
support and 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.
Abuse It is defined as any action that intentionally harms or injures another person
Work health
and safety
Occupational health and safety (OHS), is a multidisciplinary field concerned with the
safety, health, and welfare of people at work.
Dignity of risk It refers to a person’s right to experience all that life has to offer, such as learning a
new skill or taking part in an activity that may entail some element of risk but has
benefits that might include gaining greater self-esteem and independence.
Confidentialit
y
It refers to the obligation of non-disclosure of disability information, without the
consent of the person concerned.
Page 27 of 29
live, what we look like, what we think or what we
believe. It is based on the values of freedom,
equality, respect and dignity, human rights and
acknowledges the fundamental worth of each
person.
It generally requires the client or responsible party
to sign a statement confirming that they understand
the risks and benefits of a procedure or treatment.
The United Nations Convention on the Rights of
Persons with Disabilities.
Terms Descriptions
Restrictive
practices
(restraint)
To restrain a person is to restrict, limit or prohibit their behaviour or freedom of
movement or thought in some way.
Duty of care It refers to the obligation to take responsible care to avoid injury to a person whom,
it can be reasonably foreseen, might be injured by an act or omission. It
encompasses the rights of the older person to self-determination, independence
and dignity.
Strength
based
approach
It is a collaborative process between the person supported by services and those
supporting them, allowing them to work together to determine an outcome that
draws on the person’s strengths and assets. It mainly focuses on the concept of
what an individual can achieve based on their strength along with their disability.
Active
support
It is a person-centred approach to providing direct support. Its main aim is to
support and 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.
Abuse It is defined as any action that intentionally harms or injures another person
Work health
and safety
Occupational health and safety (OHS), is a multidisciplinary field concerned with the
safety, health, and welfare of people at work.
Dignity of risk It refers to a person’s right to experience all that life has to offer, such as learning a
new skill or taking part in an activity that may entail some element of risk but has
benefits that might include gaining greater self-esteem and independence.
Confidentialit
y
It refers to the obligation of non-disclosure of disability information, without the
consent of the person concerned.
Page 27 of 29
Social mode
of disability
It views disability as a consequence of environmental, social and attitudinal barriers
that prevent people with impairments from maximum participation in society.
Code of
conduct
It establishes a common understanding of the standards of behaviour expected of
all workplace employees. It provides a framework to help you decide on the
appropriate course of action when you are faced with an ethical issue.
Person
centred
practice
It is a philosophical approach to service development and delivery that sees
services provided in a way that is respectful of, and responsive to, the preferences,
needs and values of people and those who care for them.
Seclusion It refers to the placement of a person in a room or other place from which voluntary
exit is not possible, for a period of time not determined by that person for the sole
purpose of
behaviour management or control.
Human rights These are basic entitlements that belong to every one of us, regardless of our
background, where we live, what we look like, what we think or what we believe. It
is based on the values of freedom, equality, respect and dignity, human rights and
acknowledges the fundamental worth of each person.
Informed
consent
It generally requires the client or responsible party to sign a statement confirming
that they understand the risks and benefits of a procedure or treatment.
UNCRPD The United Nations Convention on the Rights of Persons with Disabilities.
Assessor Feedback:
Page 28 of 29
of disability
It views disability as a consequence of environmental, social and attitudinal barriers
that prevent people with impairments from maximum participation in society.
Code of
conduct
It establishes a common understanding of the standards of behaviour expected of
all workplace employees. It provides a framework to help you decide on the
appropriate course of action when you are faced with an ethical issue.
Person
centred
practice
It is a philosophical approach to service development and delivery that sees
services provided in a way that is respectful of, and responsive to, the preferences,
needs and values of people and those who care for them.
Seclusion It refers to the placement of a person in a room or other place from which voluntary
exit is not possible, for a period of time not determined by that person for the sole
purpose of
behaviour management or control.
Human rights These are basic entitlements that belong to every one of us, regardless of our
background, where we live, what we look like, what we think or what we believe. It
is based on the values of freedom, equality, respect and dignity, human rights and
acknowledges the fundamental worth of each person.
Informed
consent
It generally requires the client or responsible party to sign a statement confirming
that they understand the risks and benefits of a procedure or treatment.
UNCRPD The United Nations Convention on the Rights of Persons with Disabilities.
Assessor Feedback:
Page 28 of 29
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Assessment Result Sheet
CHCDIS001 Knowledge Test
Student and Trainer/Assessor Details
Unit code
Unit name
Outcome of Unit
Assessment Task (UAT)
Attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Yet Satisfactory (NYS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student Current attempt:
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Page 29 of 29
CHCDIS001 Knowledge Test
Student and Trainer/Assessor Details
Unit code
Unit name
Outcome of Unit
Assessment Task (UAT)
Attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Yet Satisfactory (NYS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student Current attempt:
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Page 29 of 29
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