CHCDIS003 Assessment Cover Sheet and Skills Test - Desklib

This assessment cover sheet and skills test is for CHCDIS003 Support community participation and social inclusion. It includes a case study scenario and questions to assess the student's knowledge and skills essential to assist with supporting people with disability in community participation and social inclusion using a person-centred approach in a range of contexts and industry settings.

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 CHCDIS003
Unit name Support community participation and social inclusion
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;
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• 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: ____/_____/______________
Assessment method-based instructions and guidelines: Skills Test
Assessment type
 Skills Test
Instructions provided to the student:
Assessment task description:
 This is the second (2) assessment task you must successfully complete to be deemed competent
in this unit of competency.
 This assessment task is a Skills Test.
 This assessment task requires you to answer the questions based on given case study scenarios.
 You will receive your feedback within two (2) weeks, and you will be notified by your
trainer/assessor when your results are available.
 You must attempt all activities of the project for your trainer/assessor to assess your
competence in this assessment task.
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Applicable conditions:
 This skill test is untimed and is conducted as an open book assessment (this means you are able
to refer to your textbook or other learner materials during the test).
 You will be assessed independently on this assessment task.
 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 skills,
techniques and knowledge to your trainer/assessor.
 Your trainer/assessor may ask you relevant questions during this assessment task
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.
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 Your Trainer/Assessor will provide you with further information regarding the location for
completing this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential to assist
with supporting people with disability in community participation and social inclusion using a person-
centred approach in a range of contexts and industry settings.
 Skill to become a member of a social network.
 Skill to engage in social networks within the broader community.
 Skill to get into a vocational training program in the music field.
 Skill to identify two changes to the tourism information Centre to ensure an inclusive access to
the Centre and its services.
 Skill to participate in local tourism activities.
Task instructions
 This is an individual assessment.
 To ensure your responses are satisfactory you should consult a range of learning resources and
other information such as handouts, textbooks, learner resources etc.
 This assessment task requires you to answer the following questions based on given case study
scenarios.
 Your writing must be concise, to the point, not provide irrelevant information and according to
the word limit given.
 You must write your responses in your own words.
 You will be required to complete all parts of this assessment task.
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Assessment Task 2 - Skills Test
Skills Test:
Read the scenario and answer the following questions;
Case study 1: Larry Brogan
Larry is 17 years old and has a mild intellectual disability. Larry is active and healthy. He has been
diagnosed a slow learner due to a developmental delay. He is now finishing secondary school. Larry has
had behavioural issues throughout his school years. He has previously required behavioural management
classes. Larry does not have many friends and he has often had emotional outbursts at school.
Larry is able to manage his daily living activities. He walks independently but doesn't like to walk long
distances as he has some problems with balance and stamina. He is very hesitant to travel on public
transport as he is not used to it and is unsure about which trains to catch and how the ticket system works.
When he gets stressed he reacts by becoming aggressive.
Larry lives at home with his family and has two siblings, a younger brother (Tim) who is autistic and lives
at home and an older sister (Rimy) who also has an intellectual disability. Rimy lives in government
supported accommodation. Larry likes music. He has taken piano classes and plays the piano at home. His
parents are very proud of him. He took some piano lessons at the local council as they provide cheap
beginner and intermediate piano lessons.
Larry’s parents are from Fiji. Their primary language is Hindi but they speak good English. Larry and his
siblings were born in Australia. Larry’s parents do not have the financial means to provide a lot of support
for Larry. Larry wants to pursue a career in music. He expressed a wish to pursue further studies in music
to his case manager.
You are working as a disability support worker in the Rosedale team. You have been asked to support
Larry and his family to engage in social networks within the broader community. You also need to support
Larry to get into a vocational training program in the music field.
Options: Certificate 11 in music, advanced piano classes from local council club
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1.List two (2) strengths and interests of Larry that will help him become a member of a social network.
Student response:
Larry strength can be analysed with aspects that he is active and healthy, where functional
learning knowledge capabilities for his improved living conditions is good for engagement
within career. He has been attending behavioural management classes, which has
enhanced his abilities slowly and building interests functionally. Larry has interest in
music and wish to pursue career in music, within future activities which will enable him to
be good confident communicator wisely. Also specifically Larry, wishes to achieve
certificate 11 in music, advanced piano classes from local council club for harnessing
productive engagement diversely.
Assessor Feedback: Outcome:
S ☐ NYS ☐
2. What are Larry’s current needs?
Student response:
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Larry current needs are based upon improved stamina, so that he can further travel for
long distances and also stress can be reduced variedly for new strengthened confident
abilities. He also needs financial support and wishes to pursue career in music, for which
he wished further to head for attained new heights in career abilities. Larry also wishes to
engage in social networks within broader community platforms, for which vocational
training programmes in field of music will further enable him to be confident variedly.
Assessor Feedback: Outcome:
S ☐ NYS ☐
3. Write any two (2) types of support services required to help Larry’s engage in the community?
Student response:
Speech therapy support services and financial resources services are the two most
essential support services required to help Larry engage in community confidently. Larry
is facing issues within intellectual abilities, where therapy sessions will further make him
confident for attaining confidence abilities engagement and also engage with people
functionally rapidly. Financial resources confidently will enhance vocational training to
learn music courses and also develop platform, for moving ahead in career.
Assessor Feedback: Outcome:
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S ☐ NYS ☐
4. What would be your main area of concern when facilitating Larry’s social networking?
Student response:
The main area of concern when facilitating Larry social networking, is to enable his
learning potentialities to grow confidently and also enhance his developed abilities to
further head within life. He has been facing behavioural issues, emotional outburst within
school which has impacted personal behaviour and morale extensively. Due to less
finance structure, Larry further also looks upon heading on towards enhancing his passion
for music variedly. Vocational course learning will motivate his learning potentialities
confidently, enhance potential frameworks variedly and also enhance working capabilities
for better community engagement actively.
Assessor Feedback: Outcome:
S ☐ NYS ☐
5. Name the stakeholders or support groups which you can involve providing support for Larr. List at least
three (3)
Student response:
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Stakeholders and support groups such as occupational therapists, self-help groups will
enhance abilities confidently for larger working engagement rise confidently and also
improve intellectual abilities. The mobility services and dietitians, along with self-help
rehabilitation centres will enable him to potentially be emotionally stable and also evolve
on new learning potentialities variedly. Larry by heading on towards new strengthened
creative performance goals, and new vocational learning in music will be able to pursue
confidence variedly for larger working rise diversely (Soetemans and Jackson, 2021).
Assessor Feedback: Outcome:
S ☐ NYS ☐
6.What are two (2) main barriers to engaging Larry in the community? List them and the strategies to
overcome these barriers.
The two main barriers to engaging Larry in community are based upon aspects, where there is financial
instability which has lowered his confidence abilities and intellectual new course learning potentialities
variedly. Also, further Larry lives with siblings who are also facing intellectual disabilities, and does not
have any supervision which has lowered his emotional strength variedly. Strategies such as vocational
training in music, has enhanced his understanding for diverse learning experiences and also professional
assistance from self help group will enhance his confidence functionally.
7. Name anyone (1) method you would use to raise awareness about Larry’s talent in the community?
Student response:
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Vocational training program in field of music will enhance his potentialities variedly, and
raise awareness about Larry talent within community variedly for extended performance
growth confidently. Larry talent in community can be also enhanced by building platforms
variedly, engaging him confidently with self-help group which will empower confident
performance rise diversely.
Assessor Feedback: Outcome:
S ☐ NYS ☐
8. Explain any three (3) methods you could use to provide information to Larry about the services available
for him?
Student response:
Digital platform method can be used to provide information to Larry about services
available for him within communities, which will harness person centred support, capacity
thinking abilities. Vocational information of services should be also available on internet ,
digital sites for easy connective strengths rise among people and also attain productive
efficacy.
The school authorities can also provide information to Larry about vocational programme
learning, and also specific key functional engagement working parameters for creative
optimum synergies evolved. Also Larry, further by taking up professional music course
will be able to generate strength creatively, be confident towards attaining stringent
growth evolved.
Assessor Feedback: Outcome:
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S ☐ NYS ☐
9. List two (2) future community engagement options available that can be discussed with Larry to support
his needs?
Student response:
Vocational music training programme, will enhance community engagement options for
Larry to support his needs within strengthened abilities diversely and also strengthen
abilities for new performance growth confidently. Segmenting base on new learning
priorities, will also generate functional rise diversely as emotional confidence has to be
rapidly improved. Financial assistance will further also improve his abilities to take up
new course learnings, skills practical engagement for new quest evolving aspects actively
in case of Larry.
Assessor Feedback: Outcome:
S ☐ NYS ☐
10. As a disability support worker, how do you think you can support the client’s needs in the given
scenario? Describe the approach you can use. Answer in 50-100 words.
Student response:
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As, disability support worker client needs within case study explains that Larry should be
given proper treatment within his abilities for improving intellectual performance for
leaning effectively within studies (Peisah and et.al, 2021).. He should be also given
therapies sessions, for improved living habits where healthy eating will enhance his
stamina and confident living conditions. Disability support worker also will potentially
bring on improved working parameters, for functional stability growth and analytical
competencies engagement rapidly within working standards. Vocational music training
also will enhance his career reach rapidly and also primitively strengthen working
engagement productively, for leveraged specific aspects innovatively.
Assessor Feedback: Outcome:
S ☐ NYS ☐
Case study 2: Philip
Phillip has spent most of his adult life in a disability support centre.
He is now 40 and it was decided that Phillip has the potential to live on his own. He has been set up in a
flat with limited support. Phillip has gone from having 24-hour support to just a 1 hour visit fortnightly by
a support person to assist with budgeting.
Initially Phillip was frightened and had become sad. He stopped going out. The only friends he knew were
in the centre and he had lost them.
Phillip doesn’t communicate easily, he doesn't know what he wants, has been diagnosed with a mental
illness and needs to access mental health support. He has been meeting with the local disability support
worker who is based in Phillip’s suburb. They now meet weekly to talk, and have developed a strong
relationship. Gradually, the worker has drawn in people to support Phillip to achieve his goals to own his
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own home, gain employment, become a DJ and be involved in the local football club.
The worker has linked Phillip to different people that can support his various interests. One is a mentor
from the local church. Phillip has met a few men his age and identified the person he feels most
comfortable with. The mentor is a similar age and they have started going out together. They now go to the
pub regularly, have a meal and play pool.
Phillip has attended a modified DJ course through a local learning centre has completed the course and
presented with a certificate. He was then linked with a DJ mentor for a few hours every week to build up
his DJ skills. He is now DJs once a week for a local community radio station and has become well known
in his area.
1. Was the initial decision taken by the disability support centre to discharge and sent Phillip to live
independently the correct decision? Answer in 2 - 3 sentences.
Student response:
Philip being discharged from disability support centre to live independently was typically
improper taken from point, where he has faced difficulties within communication due to
mental illness. He has faced difficulty within communication, where it initially has been
challenging for him to engage confidently in new activities. Lately, the case study has also
explained that Philip has gained raised up confidence abilities for achieving new growth
scenarios variedly. Also attaining optimum growth, lately has evolved his confidence for
living life confidently with specific ideologies were disability support group has enhanced
performance parameters.
Assessor Feedback: Outcome:
S ☐ NYS ☐
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2. Explain two (2) additional strategies that can support Phillip and encourage his social inclusion.
Student response:
Philip social inclusion strategies can be enhanced variedly, by bringing up new group
activities where meetings with friends and communities will enhance his livelihood
practices variedly. He should be also engaged in therapy sessions, where motivation for
engaging in communities and variedly activities to functionally enhance improved
creative activities will potentially make him more confident. Philip must also take up
therapy sessions, for building confident social inclusion aspects innovatively and bring on
functional rise diversely. Philip social inclusion can be enhanced also by potentially
building up morale rise variedly with social health worker’s involvement (Mangku and
Yuliartini, 2021).
Assessor Feedback: Outcome:
S ☐ NYS ☐
3.What training has provided Phillip with skills and helped him gain confidence?
Student response:
DJ course through a local learning centre has enabled him to be gain experience and
higher confident abilities variedly for engaging with communities actively. DJ session
once a week within radio station has enabled him to be active among livelihood, for
strengthened rise diversely in his social inclusion. Also his ability to evolve among social
groups, has enabled him to evolve on confidence grounds to work on social inclusion
parameters. Philip should be given therapies also for confident growth engagement
rapidly, monitored specifics which will confidently enable him to take up new activities
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innovatively.
Assessor Feedback: Outcome:
S ☐ NYS ☐
4. Which community member has supported Philip’s participation in the community?
Student response:
Local disability support worker who is based in Phillip’s suburb has supported Philip
participation confidently within community, with improved living habits and functional
operations growth evolved variedly. Philip participation in community has enhanced
variedly based upon specific functional working scenarios, diversely for creative confident
learning abilities rise. Community member’s engagement has evolved Philip to be
socially inclusive with dynamic working aspects variedly, stringently be creative among
livelihood. The local disability support worker will confidently also enable to harness
creative engagement rapidly, based upon participation rise in community for larger varied
extensive growth in livelihood (Basumatary, 2021).
Assessor Feedback: Outcome:
S ☐ NYS ☐
Case study 3: Stacy
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Stacy has an acquired brain injury from a car accident and uses a wheelchair. She is very interested in local
tourism events and activities. She has been unable to obtain the information from a tourism information
centre in a large provincial region in Victoria.
The barriers she faced consisted of:
The kerb, footpaths, weight of doors made it hard for her to enter the building and access the information
stands.
The receptionist was placed on a desk that was too high for comfortable communication.The receptionist
remained behind the desk and she was looking down at Stacy when she could have come out from behind
the counter.
The brochures on tourism activities and locations were out of reach and most of them did not include
accessibility information.
Stacy was told that she would be unable to participate in the boardwalk tour, as it was not suitable for
wheelchairs.
Complaint forms were not available when Stacy asked if she could provide some feedback and make a
written complaint.
1. Explain two changes you would suggest to the tourism information centre to ensure an inclusive access to
the centre and its services.
Student response:
The brochures on tourism activities and locations, should be provided with accessible
information easily on digital websites for all people. Tourism activities should also be
prepared with boardwalk tour for people with disabilities and wheelchair, which will
further enhance working advancement variedly for new strengthened rise in performances
diversely. Also infrastructure facilities for building entrance, should be convenient for
disable people who look for easy availability of informational rise to attain optimum
synergy. Physical changes, within infrastructure must be evolved as per specifics aspects
variedly for new strengthened rise diversely as per convenience and easy availability of
informational aspects.
Assessor Feedback: Outcome:
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S ☐ NYS ☐
2. What rights to participate in local tourism activities has Stacey got?
Student response:
Stancy has acquired brain injury and uses wheelchair, where she has been also interested
in local tourism events and activities. She has equal right for participation in local tourism
activities and attain information from centre that should be also available for people with
wheelchairs. Stacey should be given equal platform to obtain information from centre and
take active participation, which will make her more confident for improved living
scenarios and generate higher functional confidence. Disable people have equal right to
take participation within courses, based upon tourism activities and also information
should be displayed on websites for larger specific networks (Alahmari and et.al, 2021).
Assessor Feedback: Outcome:
S ☐ NYS ☐
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REFRENCES
Books and Journals
Alahmari, K. A., and et.al, 2021. Effect of Disability-Specific Education on Student Attitudes Toward People
With Disabilities. Health Education & Behavior, p.1090198121995774.
Basumatary, D., 2021. Queer/Disabled Existence: Human Rights of People with Disability. In Human Rights
Matters. IntechOpen.
Mangku, D. G. S. and Yuliartini, N. P. R., 2021. Fulfillment of Labor Rights for Persons with Disabilities in
Indonesia. International Journal of Criminology and Sociology, 10, pp.272-280.
Peisah, C., and et.al, 2021. IPA and WPA-SOAP joint statement on the rights of older persons with mental
health conditions and psychosocial disabilities. International Psychogeriatrics, pp.1-5.
Soetemans, J. K. and Jackson, L. M., 2021. The Influence of Accessibility on Perceptions of People with
Disabilities. Canadian Journal of Disability Studies. 10(1). pp.185-206.
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Assessment Result Sheet
CHCDIS003 Skills 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:
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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) __________________________________
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