CHCDIS007 Facilitate the empowerment of people with a disability

1. Table of Contents
1.Table of Contents...............................................................................................................2
2. to Student...........................................................................................................................4
CHCDIS007 Facilitate the empowerment of people with a disability...............................4
3.Student Overall Assessment Record Sheet....................................................................6
4.Pre Assessment Checklist.................................................................................................8
5.Student Assessment Cover page...................................................................................10
Activity 1A – PC 1.1........................................................................................................12
Activity 1B – PC 1.2........................................................................................................14
Activity 1C – PC 1.3........................................................................................................15
Activity 1D – PC 1.4........................................................................................................17
1.What would you do to help empower and advocate disability rights for Chris and
his family? ...........................................................................................................................17
2.Provide three ways of how you could get involved with advocating for disability
services.................................................................................................................................17
Activity 2A – PC 2.1........................................................................................................19
1.What are Chris’s rights? .................................................................................................19
6.Are the rights of Chris and his family being exercised? Explain your answer. .......19
Activity 2B – PC 2.2........................................................................................................20
What is the responsibility of the residential care facility? How should they have
responded?..........................................................................................................................20
Activity 2C – PC 2.3........................................................................................................21
Activity 2D – PC 2.4........................................................................................................23
What breach has occurred in this situation? ..................................................................24
Activity 2E – PC 2.5........................................................................................................25
Activity 3A – PC 3.1........................................................................................................26
Activity 3B – PC 3.2........................................................................................................29
Activity 3C – PC 3.3........................................................................................................30
Activity 3D – PC 3.4........................................................................................................32
Activity 3E – PC 3.5........................................................................................................34
Activity 3F – PC 3.6.........................................................................................................35
7.Assessment 1: Underpinning Knowledge Questions Assessors Feedback ............37
9.Assessment 2: Research Work/Project (Q & A)............................................................39
10.Assessment 2: Research Work/Project Assessor Feedback....................................50

11.Assessment 3: Observation of Practical Skills...........................................................52
12.Practical Skills Assessments........................................................................................54
14.Assessment 3: Observation of Practical Skills Assessor Feedback .......................60

2. to Student
Please ensure you read the Assessment Information booklet and the Student Handbook provided to
you in your Learner App. Ensure you understand the assessment process.
These booklets provide important information such as:
 Overview
 Written work
 Active participation
 Collusion
 Who are you being assessed by
 Competency outcome
 Additional evidence
 Confidentiality
 Assessment appeals process
 Recognised prior learning
 Special needs
 Reasonable adjustment
 Assessment guide
 Assessment submission
 How should I format my assessments?
 Written work
 How should I reference the source of information I use in my assessments?
 Return of assessments
 Plagiarism
 What about copyright?
This assessment is a mixture of closed and open book questions, you will be required to
research different sources of media i.e. internet, text books and in the Student Guides
provided to you.
Please provide your answers using your own words. Do not copy or plagiarise from any of
your sources.
CHCDIS007 Facilitate the empowerment of people with a disability
For all documentation on the performance criteria and assessment requirements of the unit
CHCDIS007 Facilitate the empowerment of people with a disability, please refer to the
training.gov.au website using this link. https://training.gov.au/Training/Details/CHCDISS007

3. Student Overall Assessment Record Sheet
Unit Code and Title CHCDIS007 Facilitate the empowerment of people with a disability
Student Name
Student ID
Unit Start Date
Assessment Items
A
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Result
S = Satisfactory
NS = Not Satisfactory
DNS = Did Not Submit
C = Competent
NC = Not Competent
Date of
Comple
tion
A
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N
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Assessment 1
Knowledge/skills
Assessment e.g.
Questions & Role Plays
S NS DNS
Assessment 2
(if required) Project based activities S NS DNS
Assessment 3 Simulation / Workplace
Observation S NS DNS
Final Assessment Result for this unit C N
C
Feedback to Student

____________________________________________________________________
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Assessor Name & Signature:____________________________________ Date:
__/___/____
Student Declaration: I declare that I have been assessed in this unit, and have been
advised of my result. I also am aware of my appeal rights.
Signature:_____________________________________ Date:
_____/______/______

4. Pre Assessment Checklist
Student Name:
A
s
s
e
s
s
o
r
N
a
m
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Unit Start Date:
L
o
c
a
t
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Unit Code and Name
CHCDIS007 Facilitate
the empowerment of
people with a disability
Checklist for Conducting the Assessment 
Student confirms readiness to be assessed 
Time and date of the assessment was diarised and agreed to by the student 
Unit Due Date: Time: Location:
Criteria against which the students performance will be assessed are explained to
the student 

Student has read the Assessment guidelines document where assessment
methods, processes and documentation about assessment have been explained to
student.

Has student any special any special requirements? Please list special requirements:

Confidentiality of assessment outcome has been explained. 
Right to appeal assessment decision has been explained to the student. 
All hygiene, Work, Health and Safety requirements have been met as per
orientation pack. 
Instructions to the
Students
 Should you
not answer
the questions
correctly, you
will be given
feedback on
the results
and your gaps
in knowledge.
You will be
given another
opportunity to
demonstrate
your
knowledge
and skills to
be deemed
competent for
this unit of
competency
 If you are not
sure about
any aspect of
this
assessment,
pleases ask for
clarification
from your
trainer.
 Please refer to
the Australian
Nursing and
Training
Services

Student
Handbook for
more
information.
 If you have
questions and
other
concerns that
may affect
your
performance
in the
assessment
please inform
the assessor
immediately.
In signing this form,
the student
acknowledges that
s/he is ready for
assessment and that
the assessment
process has been fully
explained. The
assessment
information gathered
(including student
name, but no other
personal details) will
be used by the
training organisation
for specific record
keeping purposes.
Student’s Signature:
Assessor’s Signature:

5. Student Assessment Cover page
Students to complete when submitting assessments
Unit Code and Title CHCDIS007 Facilitate the empowerment of people with a
disability
Student Name
Student ID
Student contact
Unit Start Date
Student Declaration: I declare
that the work submitted is my
own original work and has not
been copied or plagiarised from
any person or source
(published or otherwise) without
acknowledgment in the text.
I am fully aware of the penalty
of plagiarism.
Signature:_________________
_______________________
Submission Date:
_____/______/______

Assessment 1: Underpinning Knowledge Questions
Complete the following activities individually or in a group (as applicable to the
specific activity and the assessment environment).
Activity 1A – PC 1.1
Student
Name
Student ID ANT00000_____
Activity 1. What was societies
opinion regarding
disability in the
historical model?
- Disability is socially
constructed
2. Describe the role of
the United Nations in
the rights of people
with disability.
- To protect the rights
and dignity of people
with disabilities.
3. Briefly describe
Article 19 under the
Universal Declaration
of Human Rights?
- All individuals have
the right to freedom
of opinion and
expression. Which
includes freedom to
hold opinions without
interference and to
seek, receive and
impart information

and ideas through
any media and
regardless of
frontiers.
4. Explain the following
terms.
Human rights approach
Person-centred
Self-directed

Strengths-based
Institutionalised model of
disability
Activity 1B – PC 1.2
Student
Name
Student ID ANT00000___
__

Activity Explain three difference between the medical and social model of disability.
Medical Model Social Model
People are disabled by their
impairments or differences.
Disability is caused by the
way society is organised
Having a disability is
negative
Having a disability is neutral
The disability is in you and it
is your problem
Disability exists in the
interaction between the
individual and society
Activity 1C – PC 1.3
Student
Name
Student ID ANT00000___
__

Activity What are five myths
surrounding disabilities
and the corresponding
facts.
MYTHS
People with disabilities are
brave and courageous
All persons who use
wheelchairs are chronically ill
All persons with hearing
disabilities can read lips
People who are blind acquire
a “sixth sense.”
People with disabilities
always need help.

Activity 1D – PC 1.4

Student
Name
Student ID ANT00000___
__
Activity Chris is a 17-year-old boy who
has cerebral palsy and severe
spastic quadriparesis. Chris
cannot mobilise himself or
bear his own weight, and he
is required to use a
wheelchair.
He is not able to verbally
communicate with people
much – only make certain
sounds now and then. Chris
lives in a residential care
facility where his mother,
Kumiko, comes to visit daily.
One morning whilst assisting
in changing Chris’s clothes,
Sue notices bruising on his
left femur. Symptoms of the
bruising appear suspect of a
potential fracture.
Sue informs the staff on duty
and a medical specialist
comes to review the
symptoms. The medical
specialist confirms that Chris
has sustained a fracture most
likely two days prior, and he
shows prominent symptoms
of physical abuse.
The physical trauma appears
to have occurred by being hit
with a hard object, or by Chris
being pushed or tipped out of
his wheelchair.
Sue raises an investigation
into the residential staff and
services, however no
reporting or documentation
of Chris’s injury is ever
recorded.
The occurrence of Chris’s
injury never gets resolved.
What would you do to help
empower and advocate
disability rights for Chris and
his family? All disability rights
are the human rights which
help an individual to be
protected from any sort of
discrimination and
humiliation. However, Chris

being physically abused need
to raise his voice regarding It
mistreatment happened with
him. Family of Chris is need to
report against the issue and
must adhere to basic disability
rights such as Disability
Discrimination Act 1992 which
provides a security against
discrimination which is based
on the disability. It makes sure
that no discrimination should
take place regarding services,
facilities and goods to
individual who is disable.
National Disability Agreement
is also a right introduced by
Australian government which
favors provision of services for
people suffering from any
disability. It help individual
with disability along with their
families.
1.
2. Provide three ways of how
you could get involved with
advocating for disability
services.
According to the case which is
given, I could help Chris by
awaring his family about all
the basic rights of disability
they can go through. I would
provide all necessary
information about the rights
and tell them to take out their

child from such irresponsible
care home and must admit
him in an organization where
there is proper provision
about all the activities which is
going through. By means of
Disability Services Act 1986,
they can gain funding
regarding the issue and Chris
could access to a range of
disability services.

Activity 2A – PC 2.1

Student
Name
Student ID ANT00000___
__
Activity Refer to the case study
in 1D and answer the
following questions.
What are Chris’s rights? Chris
who is suffering from some
physical disabilities can access
to number of rights related
with his condition. Such rights
are listed below:
 Disability Services Act
1986: This particular
right provide various
opportunities for
disabled individuals to
gain employment. It
supplies funds and
other necessary
services.
 National Disability
Agreement: It has
been developed by
Australian
government in 2009,
by enhancing
standard of living of
disabled individuals
and help them to
contribute as a valued
member in society.
 The National
Disability Strategy: It
is a national plan
which enhance quality
of life experience of
disabled people
sustaining in Australia
along with their family
and carers.

6. Are the rights of Chris
and his family being
exercised? Explain your
answer.
I think the rights for Chris and
his family is not being
exercised because Chris who
is currently admitted in a care
home is not protected at all.
According to the investigation,
he has been hit by some hard
object. He has been
mistreated by care
professionals and also his
details are not being recorded
in documentation. No on in
the care home is standing
with Chris and thus, issue
through which he is going
cannot be resolved. If any of
the disable rights are
considering with him and his
family, such kind of
humiliation would not
happen.
Activity 2B – PC 2.2

Student
Name
Student ID ANT00000___
__
Activity Refer to the case study
in 1D and answer the
following question.
What is the responsibility of
the residential care
facility? How should they
have responded? In
context with the case
which is given, it is
responsibility of care
home to take care of their
patients properly. It is
necessary that care home
should consider all
disability rights in their
organisation so that
patients could be
protected from any kind
of discrimination and
mistreatment. Residential
care home must reported
the issue of Chris being
physically abused by
somebody and must take
strict action on -site.
Proper record and
documentation must be
maintain in care home so
that it would be easy for
the investigators to
analyse the reason behind
issue and to work upon
the things which is going
in wrong direction.

Activity 2C – PC 2.3
Student
Name
Student ID ANT00000___
__
Activity 1. How do you
identify the client’s
cultural and spiritual
needs?
- To identify
individual needs,
preferences,
strengths, cultural

and spiritual
needs, client
assessment is
very crucial to take
before they enter
the residential
care. Healthcare
professionals must
be aware about
their own cultural
background,
beliefs, attitudes
and values which
help them to assist
clients from
different cultures.
They can even ask
with clients about
their past
experiences, their
beliefs and
perceptions to
better understand
their culture. They
must keep this in
mind that every
one is unique and
posses different
cultures.

2. Explain three (3)
of your own cultural
and spiritual
preferences.
Some of my cultural and
spiritual preferences are
listed here.
 It is very important
to maintain
positivity in
surrounding
environment as it
helps a patient to
feel motivated and
gives a sense of
heeling soon.
 Each and every
individual must
discover their
inner creativity and
must utilise it in
real life.
 Individual should
not back out and
should try hard to
achieve their
goals, no matter
what the situation
is.

Activity 2D – PC 2.4
Student
Name
Student ID ANT00000___
__
Activity Refer to the case study
in 1D and answer the
following question.
What breach has occurred in
this situation?
In the given situation, the
breach was to not
consider any of the
disability laws. Chris, who
was not able to walk
properly needs a high
quality of provision care.
AS Chris has been
physically abused by
someone in residential
care home, there was no
record and
documentation done to
file his issue. If
organization would have
follow basic disability
rights than no
discrimination and
humiliation would have
taken place and Chris
might be protected from
any sort of harmful
activities. Maintaining
record is very important
for a care home as it
include all necessary
details regarding
individual. Considering all
the rights in residential
care home and providing
information about the
rights to carers and staff
members could have been
done.

Activity 2E – PC 2.5
Student
Name
Student ID ANT00000___
__
Activity 1. Give examples of

all the different
types of abuse or
neglect and give
3 indicators of
each.
Type of abuse Indicators of abuse (list at least 3 for each type)
Financial - You are forced to change your will
- Your property or possessions are being used without
your permission
- A person is making you feel guilty if you don't give them
money
Sexual - Sophisticated or unusual sexual knowledge
- Blood in urine or faeces
- Sexually transmitted disease
Physical - Unexplained bruises
- Unexplained burns
- Unexplained fractures
Psychological - Depression and withdrawal
- Refusal to interact or speak with others
- Agitation
Health Care
fraud
- Evidence of Inadequate Care
- Duplicate Billing for the Same Medical Service
- Evidence of Incorrect Medication
2. Whom would you
report it to?
- Supervisor as he
is responsible for
all activities and
tasks of the
organisation.

Activity 3A – PC 3.1
Student
Name
Student ID ANT00000___
__
Activity Explain the person-
centred approach, and
describe Broker’s
acronym (VIPS)
- Person-centred
practices are used
in teams and
organisations to
ensure that the
focus is on what
matters to the
people receiving
support and their
families and pays
attention to how to
support staff as
well. Person-
centred
approaches
ensure that we
see people as
unique individuals
with valuable gifts
and contributions.
The VIPS acronym
(as in ‘very important
persons’) is a useful
aid to remembering
the key principles of
person-centred care.
- V: Value people
with dementia and
those who care for
them, promoting
their citizenship
rights and
entitlements
regardless of age
or cognitive ability.

- I: Treat people as
Individuals,
appreciating that
all people with
dementia have a
unique history and
personality,
physical and
mental health, and
social and
economic
resources, and
these will affect
their response to
neurological
impairment.
- P: Look at the
world from the
Perspective of the
person with
dementia,
recognising that
each person’s
experience has its
own psychological
validity, that
people with
dementia act from
this perspective,
and that empathy
with this
perspective has its
own therapeutic
potential.
- S: Recognise that
all human life,
including that of
people with
dementia, is
grounded in
relationships.

Activity 3B – PC 3.2
Student
Name
Student ID ANT00000___
__
Activity Jim is paralysed from
the waist down after a
recent car crash and
has been told he will be
confined to a
wheelchair for life. He
fears that this will affect
his ability to work in a
'normal' job (his
previous job involved
being very active on his
feet) and that he will be
reliant on others for
carrying out everyday
activities. He fears
transport will be a
particular issue and is
worried he will become
marginalised by the
community, with his
social life suffering –
his sporting interests
seem to be at serious
risk.
Sarah is a disability
worker. She meets with
Jim and explains the
various options
available to help him
adapt to his situation.
She explains that his
home can be adapted
to include a stair lift;
his car can be altered
to be operated by his
hands and they can
look at him
participating in
handicapped sporting

clubs in the
community. She
presents him with a
leaflet on all of the
support services
available to him and
details of the relevant
funding he can apply
for. Finally, regarding
work, she explains
equal opportunity
employment legislation
and refers him to a
careers counsellor who
can help him look at
careers where his
disability would not be
a limiting factor and
help him learn new
skills and knowledge
through educational
programs. Additionally,
she asks him about his
current skills and
capabilities and
suggests ways he can
use these to be of
social value in the
community.
How would you ensure
Sarah is providing a
quality service to Jim in
the case study?
Sarah who is a disability
worker is providing high
quality care to her client
Jim. She is providing him,
information about all
basic services and laws
which he can access to
and motivate him to
perform better in his life
and should not feel low.

Activity 3C – PC 3.3
Student
Name
Student ID ANT00000___
__
Activity Name eight aspects of
life deemed essential
for the satisfaction of
disabled people under
the Quality Framework
for Disability.
Aspects of quality
framework disability is
discussed here.
 Developmental
 Preventive
 Correcting
 Providing decision
making information
to patients
 Funding advocacy
services.
 Screening
workers.
 Ensuring safety
and quality of
provider
 Monitoring worker
conduct

Activity 3D – PC 3.4
Student
Name
Student ID ANT00000___
__
Activity 1. What steps can you
take to facilitate choice
and self-
determination?
- Set personal goals
- Solve problems that
act as barriers to
achieving these
goals
- Make appropriate
choices based on
personal
preferences and
interests
- Participate in
decisions that
impact the quality
of their lives
- Advocate for
themselves
- Create action plans
to achieve goals
- Self-regulate and
self-manage day-to-
day actions

2. Who are some of
the relevant people
who may be involved in
developing skill
development and
maintenance plans?
Some of the relevant people
who could be involve in these
activities are Disability
support worker, Development
officers, care professionals,
expertise, therapists and
many more.

Activity 3E – PC 3.5
Student
Name
Student ID ANT00000___
__
Activity 1. What are three
principles
mentioned in the
Disability Act of
2006 to ensure its
person is
comfortable with
any decisions that
are being made on
their behalf.
- Enable the
transfer and
disclosure of
information
relating to
registered NDIS
providers and
NDIS participants
- Support the
Secretary’s role
in safety
screening for
NDIS workers,
including the
sharing of
information
about worker
screening with
relevant bodies
- Streamline de-
registration of
providers that no
longer provide
state funded
services to
people with
disability

2. Identify two
requirements that
are outlined in the
National Disability
Insurance Scheme
(NDIS).
- Age requirements
- are aged under
65 when the
access request is
made
- Residence
requirements are
an Australian
citizen, permanent
resident or special
category visa
holder who is
residing in
Australia and
during the
transition period a
person must
reside in an area
that has
transitioned to
NDIS;

Activity 3F – PC 3.6
Student
Name
Student ID ANT00000___
__
Activity 1. What are four
different ways of
arranging advocacy
support?
- Individual
Advocacy: the
advocate
concentrates their
efforts on one or
two people only
- Citizen Advocacy:
a community-
based movement
that aims to
recognise,
promote and
defend the rights,
wellbeing and
interests of people
with intellectual
and/or multiple
disabilities.
- Systems
Advocacy:
primarily
concerned with
influencing and
changing the
system in ways
that will benefit
people with a
disability as a
group within
society.
- Parent Advocacy:
is concerned with
advocating on

issues that affect
the person with a
disability and their
family.
2. Which processes
of complaint are
available to people
with disabilities?
- Speak directly with
the staff member
- Speak with
someone
representing the
disability service
- Lodge your
complaint with a
regulatory body or
authority
a) Disability Services
Commissioner
b) National Disability
Abuse and
Neglect Hotline
c) Health Complaints
Commissioner

7. Assessment 1: Underpinning Knowledge Questions Assessors Feedback
This should be used by the trainer/assessor to document the student’s skills,
knowledge and performance as relevant to the unit activity. Indicate in the table below if
the student is deemed satisfactory (S) or not satisfactory (NS) for the activity or if
reassessment is required.
The assessor must
provide evidence with
the assessment tool. For
written questions the
assessor must provide
the student’s original
written responses. For
verbal questioning, the
assessor must provide
dot points as a minimum
on the student
responses.
For details on how to
conduct and
contextualise this form of
assessment, please refer
to the questioning
checklist explanation in
the assessor guide.
Student’s
Name:
Assessor’s
Name:
Attempt 1 2 3

Feedback to
Student
Result  Satisfactory  Not Yet
Satisfactory
Assessors Signature: D
a
t
e
:
Students Signature: D
a
t
e
:
8.

9. Assessment 2: Research Work/Project (Q & A)
Objective: To show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 History and recent developments in disability
social versus medical model of service
institutionalised versus person-centred, self-directed model of support
 Social constructs of disability and the impact of own attitudes on working with
people with disabilities
 How and when to seek support from more experienced and qualified staff
 Types of disability, including:
acquired brain injury
autism spectrum disorder
cognitive disability
developmental delay
intellectual disability
neurological impairment
physical disability
sensory disability, including hearing, vision impairment
speech/language disability
 Support practices for people, including but not limited to, the following
conditions:
genetic factors
physical trauma
psychological trauma
chronic lifestyle conditions
acquired brain injury
 Legal and ethical considerations for working with people with disability:
codes of conduct
discrimination
dignity of risk
duty of care
human rights, including the united nations convention on the rights of persons
with disabilities (UNCRPD)
informed consent
mandatory reporting
privacy, confidentiality and disclosure
work role boundaries – responsibilities and limitations
work health and safety
 Principles of:
empowerment
rights-based approaches
person-centred practices
self-advocacy
active support
active listening
social justice, and the importance of knowing and respecting each person as an
individual
strengths-based approaches

 Strategies that assist people with disabilities to exercise their rights and
support independent action and thinking, including use of technology (e.g.
Laptops or tablets) to facilitate choice
 How to access and use advocacy services and complaint mechanisms
 Indicators of abuse and/or neglect in relation to people with disabilities
Answer each question below as per the instructions for each, considering your
organisational requirements for each one.
1. PC 1.1, PC 1.2, K1, K2
Identify three differences between the historic and recent developments in
disability
 In past years, individuals with disability were consider as inferior and were
ignored by the society whereas, in recent days social interactions help individual
to bring self confidence and make them independent of disabled.
 As compare to earlier days where there were no government policies regarding
disabled individuals, in today’s world there are ample amount of rules and
regulations which has been developed to protect disable individuals.
 In historical days there was no employment for the disabled people but recent
days provide various opportunities of employment for disabled people.
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2. K3, PC 2.1, 3.2
How and at what point should someone seek support or advice from a more
experienced member of staff?
Someone who is going through some disability should ask for support if he/she is not
able to perform daily activities and finding difficulties to live a normal life. For this,
disable individual can ask for help from a disability worker who could assist him/her and
could give necessary information about basic rights which they could access. Such
rights consist of choice to participate, common laws, privacy, friendship and right to
express self feelings. Satff members can provide them advocacy services.
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3. K4, PC 1.2
List 5 types of disability and briefly explain the characteristics of each.

Types of Disability Characteristics
Physical disability
 It includes functional, physiological and mobility
issues.
 It could be chronic, fluctuating or stable.
Visual disabilities
 It can range from very low vision to blindness.
 It could happen at any age.
 It effect educational progress of students.
Hearing disabilities
 Individuals with this disability found difficulties in
following verbal directions.
 Often have a problem of language delay.
Mental health
disabilities
 It includes anxiety, stress, depression, psychosis and
many more.
 Individuals feel difficulties in concentrate and
develop suicidal thinking.
Intellectual disability
 Individual face difficulties in writing and reading.
 It often results in poor thinking abilities.
 Individual become completely or partial paralysed.
4. PC 1.4, K5
a. Place a tick  against the genetic disorders, and list any support groups that are available
Yes No Support Group
Down syndrome ✓

 National down syndrome
society
 Down syndrome parents
Network
Huntington’s disease ✓   HDSA online support
group.
Migraine ✓

 Headache and
Migraine
Western
Australia Inc.

Meningitis  
Post-traumatic stress disorder  
Autism  
b. Place a tick  against the physical trauma, and list any support groups that are available
Yes No Support Group
Parkinson’s Disease   Neuro talk
 caring.com
Brain injury following drug use    National drug helpline
Foetal Alcohol Spectrum Disorder ✓   Fetal Alcohol Spctrum
disorders
 FASD trust
Motor vehicle accident causing brain
injury
✓   SCIA
 Brain injury Australia
Stroke leading to paralysis ✓ 
Huntington’s Disease  
c. List four (4) types of Psychological trauma their causes and symptoms.
Emotional abuse: Person going through emotional abuse can loose interest in socialising
and often loose self confidence and self esteem. Individuals seeks affection. It may cause
due to some bad past experience and may be due to domestic violence and some marital
conflicts.
Sexual abuse: Symptoms include scars, bruises or bite marks. It may be cause due to lack
of education and may be due to drug intake or alcohol.
Natural or man made disasters: Person may be stressed or sometimes face occurance of
sudden strokes. It is cause due to irresponsbilty of man at workplace or may be due to
natural calamities.
Divorce: Person may be depressed and most likely to avoid any social interaction. It is
caused due to conflicts between partners and may be due to lack of communication.
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d. Place a tick  against the chronic lifestyle conditions, and list any support groups that are
available
Yes No Support Group
Stroke   Stroke line
 Enableme
ALS   The ALS association
Drug abuse ✓   Family drug support
Heart disease ✓   Heart support Australia
Cystic fibrosis 
Type 2 diabetes ✓   WAIT (Western
Australian Insulin
Takers)
 Type 1 Family Centre
Parents
5.
a. Describe the difference between a code of conduct and a code of practice.
Code of conduct is basically a set of guidelines including rules, norms and responsibilities of individuals.
Whereas, code of practice could be a document which consist of health and safety laws at workplace for
providing practical guidance on how to meet with legalisations and must be followed by all employees.
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Case Study:
Era, a registered nurse, is being harassed by a male senior staff member, Guy. He constantly mocks her
because she is overweight. Era works with Guy on a daily basis and he constantly make jokes and
comments about the quality of her work. He also mocks her when she has to do any physical tasks –
saying she will probably have a heart attack because she is so fat. When an opportunity to take on a
project comes up Guy tells Era that she should not attempt to apply for it because she wouldn’t be fit
enough to do the job.
b. What legislation and policies are being breached?
Australian human rights commission(AHRC) is a law which states that all staff members is
responsible to make sure that all the employees must be treated fairly. It assures that
employees are not being discriminated and bullied or harassed and must implement some
workplace practices for addressing inappropriate behaviour. Racial discrimination act 1975

prevents offensive behaviour which is based on racial hatred. Thus, these policies are
being breached in the organisation. ............................................................................................
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Describe an effective complaints management process that Era could follow if she wanted to formally
lodge a complaint. (Provide a step-by-step process.)
Step by step process through which Era can lodge a complaint is given here.
 Decide to file a complaint.
 Identify the objectives and persons contributing to the harm.
 Access for desired outcomes.
 Choose appropriate mechanism.
 Prepare for the complaint.
 File the complaint.
 Go for a follow up.
 Engage in the process.
c. What is dignity of risk
Dignity of risk can be define as a idea that right to take risk and self determination are important
elements of dignity and self esteem. It gives freedom to individuals for making decisions and
choices that may throw them to a level of risk.
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d. What is duty of care
Duty of care can be define as a legal duty of a person to not cause any harm to another person
which has been already expected. It is based on the idea that, each and every individual in a
community is responsible for each other in context of their health. It can be arise in a situation
where it has already been expected that individual person could be injured or harm.
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e. Explain what is meant by Human Rights
Human rights are the basic rights which states about specific standards of human behaviour and is
protected as legal and natural rights in international law. According to this law, all individuals must
be treated equally irrespective of its caste, culture and background. It include right to life, freedom
from any kind of torture and slavery, freedom of expression or opinion and right to work and gain
employment.
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f. Provide an example of informed consent
On of the most common example of an informed consent is in hospitals where care professionals
mostly indulge in filling some formalities before initialising an operation. They provide necessary
information to patients so that patient could take choices for treatment to accept or reduce it. The
consent consist of some legal standards where it has been clear that patient is also responsible for
his/her health and all the activities are going with the permission of patients and their families.
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g. Privacy confidentiality and disclosure
g.i. How can you maintain the privacy of a client
Privacy of client can be maintained through storing information in locked file cabinets.
Employers must mark private information as confidential so that no one could read that.
Employers are not allowed to discuss private information In public areas. Use some
software tools to clear out old data from computers.
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g.ii. How can you maintain confidentiality of clients records and
information?
Confidentiality of clients can be refer to as information which is not supposed to be
disclosed. Client information can be maintained in a number of ways such as
maintaining records of the information and must be placed in a private room where there
is no access of other employees. Information must not be discuss in public places and
should not be share on phone where there are chances of leak. Thus, all confidential
information must be in a printed form and must be maintained properly. ............................
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g.iii. When can you breach confidentiality?
There could be disclosure of confidential information whenever there is a sexual,
physical or serious emotional abuse. However it is on a legal base. Confidentiality could
also be breached when there is an involvement of any third party and information is
disclosed by him/her. Most of the confidentiality breaches are unintentional, client may
face financial loss as a result. ...............................................................................................
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h. In the following table briefly describe each of the legal and ethical considerations, their
importance in the health and community services area and a possible consequence of a
breach of each.
Legal and
ethical matter Brief description Importance in health and
community services Consequence of breach
Mandatory
reporting
This is an important
aspects which is
necessary to be occur
within organisation as
from this any issues can
be represented to other
members.
It is important in
organisation as it
develops transparency of
services among service
users.
It can occur as vigilant
towards the human rights.
Work role
boundaries
The service providers
need to carry out their
boundaries so that they
can properly provide
services to people
This provides
vulnerability of services
among patients.
This may cause various
types of abuse of patients.
Hazard
identification
and risk
assessment
The people with their
disabilities are more
prone to hazard so it is
necessary to identify
risks from which better
services can be provided
to them with the help of
legal laws.
It is necessary in
community services as
from this they can
provide long term
services without any
harm or risk.
The people get more
prone to risk from which
their condition can
impacted.

6. Provide an explanation for the following terms.
Explanation
a. Empowerment This is refers to increment in strength of individual in all aspects
including social, political, educational, gender, economic and spiritual.
b. Rights based
approach
It is define as the approaches in which services are delivering under
the consideration of human rights.
c. Person-centred
practice
It refers to the involvement of a person with in his own care services.
It empowers the choices of an individual.
d. Self advocacy This is define as the speaking for themselves so that people can make
their own choices.
e. Active support This refers to providing support to individuals from which they can
carry out their activities independently.
f. Active listening This involves the proper listening of individuals that what they are
trying to communicate.
g. Human rights
approach
There are various human rights which are needed to consider at time
of providing services to them.
h. Strengths-based
approaches
This approach helps in identify the abilities of a person that what they
are capable of doing things.
7. K8

How can the use of technology including laptops and tablets promote
independent action and choice?
The use of technology provides promotion of independent action and choice as it helps in
developing communication from which needs and requirements of a person can be provide..............
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8. PC 2.1, PC 2.4, PC 3.2, PC 3.6, K9
Refer to case study in Activity 1D.
Who would you make a complaint to?
I will communicate with external agencies about the signs that are appearing on the body of
Chris. If does not makes work then I will register complaint in Australian human rights
commission so that they can take proper action regarding this. ...........................................................
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9. PC 2.5, K10
Give examples of all the different types of abuse or neglect and give 3 indicators
of each.
Type of abuse Indicators of abuse (list at least 3 for each type)
Financial 1. financial situation changes
2. missing any type of cash from customer’s house
3. suspicious policy
Sexual 1. bruises around genitals
2. genital infections
3. vaginal bleeding
Physical 1. broken sprains
2. unnecessary injuries
3. irregularities in medication
Psychological 1. threatening experience
2. development of dementia behaviour
3. experiencing bulling
Health Care fraud 1. evidence of under medication
2. issues with care facilities
3. identical medical bills

Type of abuse Indicators of abuse (list at least 3 for each type)
Neglect 1. malnutrition
2. unsafe and unsanitary conditions
3. unsuitable apparel

10. Assessment 2: Research Work/Project Assessor Feedback
This should be used by the trainer/assessor to document the student’s skills, knowledge
and performance as relevant to the unit activity. Indicate in the table below if the student is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
The assessor must
provide evidence with
the assessment tool. For
written questions the
assessor must provide
the student’s original
written responses. For
verbal questioning, the
assessor must provide
dot points as a minimum
on the student
responses.
For details on how to
conduct and
contextualise this form of
assessment, please refer
to the questioning
checklist explanation in
the assessor guide.
Student’s
Name:
Assessor’s
Name:
Attempt 1 2 3

Feedback to
Student
Result  Satisfactory  Not Yet
Satisfactory
Assessors Signature: D
a
t
e
:
Students Signature: D
a
t
e
:

11. Assessment 3: Observation of Practical Skills
Objective: To demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
Answer the activity in as much detail as possible, considering your organisational
requirements.
1. In an appropriate environment, demonstrate the ability to communicate with
various non-verbal communication strategies.
Describe 2 examples of AAC (Augmentative and alternative communication) that you
used during your practical observation to help 2 people with a disability reach their
personal goals. Explain why you used these methods.
Client Description
Client
# Client Name Type of Disability Date of
Interaction
1
2
CLIENT 1 (AAC used):............................................................................................................................
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CLIENT 2 (AAC used):............................................................................................................................
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12. Practical Skills Assessments
Instruction to Students:
 Demonstrate the following skills in the Performance Evidence under the observation of your
workplace assessor.
 If you are deemed not yet competent on your 1st attempt you will be given feedback on your
performance and a new time for a 2nd attempt assessment will be organised.
 Dependent on your performance feedback you may be requested to attend simulation training prior
to your 2nd attempt.
 If you are deemed not yet competent after your 2nd attempt you will be provided with additional
training and additional practice time in simulation until your assessor feels you are ready for your 3rd
attempt assessment.
Assessor Observation/Demonstration
Performance Evidence:
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the job
role. There must be evidence that the candidate has:
 facilitated access to a wide variety of choices that will assist 2 people with disability to reach
their personal goals, using:
 oral communication skills to maintain positive and respectful relationships with the person
with disability
 appropriate non-verbal communication strategies

Assessment Coversheet
This should be used by the trainer/assessor to document the learner’s performance
during observations/demonstrations, as relevant to the performance criteria of this unit.
Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory
(NS) in the observations or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCDIS007 – Facilitate the
empowerment of older people
with disability
Date(s) of assessment Work Placement:
Work Placement:
Have all observations been performed fully and as required to assess the
competency of the learner? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient knowledge and skills been displayed by the learner during all
observations? Y
e
s
N
o
(
P
l
e
a
s
e
c

i
r
c
l
e
)
Comments
Provide your comments
here:
The learner’s performance
was:
Assessment Task
#1 Not yet satisfactory Satisfactory
Assessment Task
#2 Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s
signature
Assessor’s
signature
Pre-assessment Checklist
(Discuss with student prior
to assessment)
Has the student been
provided with:
Yes

No
Adequate notification of the
assessment arrangements?
Relevant resources, such as
policies and procedures?
Information about the
purpose of the assessment
and how evidence will be

conducted?
Information about the
process following a
satisfactory or unsatisfactory
assessment?
Information in relation to the
appeals process?
Assessor Observation of Practical Skills
Ensure the student do the following: Client 1 Client 2
C
o
m
m
e
n
t
s
Does the student: Demonstration in
disability workplace
Demonstration in
disability workplace
(if a particular task is performed in
simulation then record (S) for
simulation)
Y N NA Y N NA
Develops a rapport with the client in a
manner that promotes empowerment
During the interaction candidate shows
understanding of the legal frameworks
within the disability sector such as anti-
discrimination legislation etc
Undertakes duties in accordance with
the organisations policies and
procedures eg duty of care legislation
Delivers services by ensuring that the
rights of the client (with disability) are
respected and upheld at all times
Greets client
Speaks slowly and politely
Listens carefully to understand the
needs of the client

Acknowledges concerns
Offers appropriate support such as
referrals to advocacy services such
Disability Advocacy NSW
Provides appropriate support
Establishes trust and goodwill with the
client using non-verbal communication
Encourage and include the
families/carers/relevant others of the client
in conversations and discussions with
positive approach.
Identifies the disability of the client by
referring to care plan
Identifies client preferences as they
relate to culture, religion and matches
their approach accordingly
Determines appropriate non-verbal
communication skill
Use facial expressions appropriately
Offers to communicate through
drawings if appropriate
Offers to communicate through
medium of writing
Gains client approval before taking
actions towards care
Use symbols such as “stop” signs
board.(if applicable)
Use signs language such as using
symbol putting thumb up or down.(if
applicable)
Changes their approach if the client
shows signs that they are not engaged.
Changes their communication strategy
if the client shows signs that they do
not understand
13.

14. Assessment 3: Observation of Practical Skills Assessor Feedback
This should be used by the trainer/assessor to document the student’s skills, knowledge
and performance as relevant to the summative assessment. Indicate in the table below if
the student is deemed satisfactory (S) or not satisfactory (NS) for the activity or if
reassessment is required.
The assessor must
provide evidence with
the assessment tool. For
written questions the
assessor must provide
the student’s original
written responses. For
verbal questioning, the
assessor must provide
dot points as a minimum
on the student
responses.
For details on how to
conduct and
contextualise this form of
assessment, please refer
to the questioning
checklist explanation in
the assessor guide.
Student’s
Name:
Assessor’s
Name:
Attempt 1 2 3

Feedback to
Student
Result  Satisfactory  Not Yet
Satisfactory
Assessors Signature: D
a
t
e
:
Students Signature: D
a
t
e
: