Difference between Social and Medical Model of Service in Disability Care

This article explains the difference between social and medical model of service in disability care and how they relate to the history and recent developments in the industry. It discusses the impact of these models on the empowerment of people with disabilities.

ENT WORKBOOK
CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY
I. Knowledge Assessment
The questions in this part of the booklet cover the generic underpinning knowledge in
the following relevant unit of competency:
CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH
DISABILITY
You must answer all questions using your own words. Some questions cover
processes you would have likely encountered in your previous or current workplace.
Ideally, you should be able to answer these questions based on the processes in place at
the workplace.

KNOWLDGE ASSESSMENT
1. Explain the difference between social and medical model of service in disability care.
Include in your explanation how these relate to the history and recent developments in
the industry.
Guidance: your response must have two parts: (1) the difference between social and
medical model of service in disability care, and (2) how this relates to the developments
in industry practice.
Social model of disabilities is caused by the way society functions rather than
person's impairment or disability. This model helps in removing barriers from the life of
people and when restrictions are removed disabled group become independent and can
make their own decision. In contrary medical method of service includes that individuals
are disabled by their impairments (Barnes, 2014). In social model individual’s
performances are limited not by the disabilities they have but by environment. However,
medical method treats disabilities as a consequence of health conditions, disease or damage
caused by trauma. In social model focus is given on how disabled person can participate in
same level with normal people. For example, a union group that consults disabled people
before organising any event. However, in medical method it may happen that union group
leader do not consider disabled people while making any decision.
Social and medical model of services has a significant contribution in historical
development of industries. People with impairments are making creative and innovative
contribution to industries (Purcal, Fisher and Laragy, 2014). These models have contributed
for increased participation of disabled individuals in communal activities which has helped
in industrial revolution and also people are able to make their own decision and path. It has
helped in achieving long lasting development and helps in removing barriers for them in
field of health, education, corporate sector and industries which also have an impact of
industrial growth.
2. Explain the difference between institutionalised and person-centred model of
support in disability care. Include in your explanation how these relate to the history
and recent developments in the industry.
Guidance: your response must have two parts: (1) the difference between social and
medical model of service in disability care, and (2) how this relates to the developments
in industry practice.
Person-centred approach is a set of tool box who listens and gather information with
individuals. This approach focus on needs, preferences and values of individual and also
provide support in making right decision and providing advice to them whenever required.
Work done by members of this model is relationship centred and it lays keen emphasis in
providing quality of life to disabled people. In accordance to person-centred model they lay

emphasis on families and friends to be their true partners. In contrary institutionalised
model consists of talking about people and planning development for them (Seale, 2014).
This approach merely focuses on medical diagnosis, impairments using standardised
methods of treatment. In institutionalised model decisions related to medical assistance is
made by health care professionals or supervisors. They believe in providing impersonal
services to disabled people and lays keen emphasis on providing quality treatment to
individuals. They are not engaged in building relationships with families or relatives of
individuals.
Person-centred and institutionalised model of support in disability care has also laid
emphasis on development of industries as these approaches provides disabled group support
for growing and encourages them to participate in various activities like normal individual.
They provide them with a platform to showcase their talents and skills in industrial fields
which in result has benefited both of them in growing (Povee, Bishop, and Roberts, 2014).
These approaches are being implied in every level of organisation and has been considered
as value based tools which has helped in building company’s culture of learning and
accountability.

3. Disability as a social construct:
a) Briefly explain disability as a social construct
b) Briefly explain the impact of your own attitudes on working with people with
disabilities
a) Disability consists of impairment that may be mental, physical, psychological,
intellectual, developmental or sensory. It affects an individual’s life or activities performed
by them or may occur in their body by birth. Various types of disabilities can occur in
human bodies. For example, acquired brain injury, autism spectrum disorder, cognitive,
physical and neurological disability etc. The social construction of impairment is the
opinion that society and its institutions have the ability to construct disability around
cultural anticipation of health. In accordance to social construct disabilities are defined by
physical and mental impairment. Factors which contribute to this impairment are lack of
support and non-removal of barrier of disabled people, depriving them from basic needs
like food, water and shelter (Hammel, and et.al., 2015). Thus, disability is socially
constructed through failure or unwillingness to provide support and benefits to people who
have physical and mental health problems. This results in inadequate restoration,
unemployment, poverty, fewer opportunities for social learning and training which also
have an impact on growth of country.
b) Positive attitude of society and people towards disabled individuals have a huge impact
on their mental as well as physical health conditions. These perceptions can be built in
people’s mind by providing them education related to disabilities, making opportunities for
interactions and providing them emotional support can increase their involvement in
various activities which can help in bringing revolution in world. This can also help in
removal of discrimination and making world a better place to live for people with
impairments.
4. Seeking support from more experienced and qualified staff
a) In providing care for people with disability, when should you seek support from
more experienced and qualified staff?
Guidance: include one specific example of an instance within the care
environment when one should seek support from more experienced and qualified
staff
b) Using the example you provided in the previous question, explain how you
would seek support
Guidance: indicate the person/s (and their roles) to whom you would seek
assistance from
a) For development of people with disabilities one should seek support from qualified staff

when they are providing them employability service. For instance, for providing them with
employment one should consult job seekers, employers or mentors regarding this. These
services may include free recruitment or training, data base of talented job seekers, access
to a committed and local work groups, advice on employment funds and support etc.
b) This assistance will be provided by job seekers and employers with career advice and
guaranteed employment. They can provide with various range of services according to the
assessment of person's need or demands which may include elements like individual
employment plan, job sourcing and matching, advice and support to people (Kissow, 2015).
Assisting disabled people can help them in identifying their interests and talent and also
helps in developing technological and social skills. Influence can also be seeking through
community support who can also provide with employment, health care, safety and healthy
working conditions.
5. Match the following types of disabilities to their correct definitions by writing the letter
corresponding to your answer in the spaces provided:
a) acquired brain injury
b) autism spectrum disorder
c) cognitive disability
d) developmental delay
e) intellectual disability
f) neurological impairment
g) physical disability
h) sensory disability, including hearing, vision impairment
i) speech disability
j) language disability
Autism
spectrum
disorder
It is caused by an irregularity of brain development, and is usually
detected in early childhood and lasts throughout a person’s life; it
describes a cluster of disorders such as Retts disorder and Childhood
Disintegrative disorder.
Intellectual
disability
It is a developmental disorder characterized by intelligence limitations and
significant difficulty with daily living skills.
Neurological
impairment
It occurs when there is damage to the nervous system, which includes the
brain and spinal cord.
Developmental
delay
It is described as when a child takes longer to reach developmental
milestones than other children.
Physical
disability
These are disabilities that may affect, either temporarily or permanently, a
person's physical capacity and/or mobility.

Sensory
disability,
including
hearing, vision
impairment
It refers to a disability of the senses (e.g. sight, hearing, smell, touch,
taste).
Acquired brain
injury
It is a disorder which causes damage to the brain, changing the way a
person acts, thinks, communicates and behaves.
Cognitive
disability
These are conditions that affect the ability to perform one or more mental
tasks. This includes, but are not limited to, problems with reading text,
memory, problem solving, keeping focused (attention span), etc.
Language
disability
The person has difficulty in formulating or articulating words. Examples
of these are stuttering and lisping.
Speech
disability
The person has difficulty with expressing and receiving thoughts, ideas
and needs through verbal, nonverbal or written communication.
6. Match the following conditions to the examples listed on the table below by writing the
corresponding letters in the space provided on the first column.
Then on the last column, describe at least one (1) support practice you can provide as a
care worker for each of the listed condition.
a) genetic disabilities
b) physical trauma
c) psychological trauma
d) chronic lifestyle conditions
e) acquired brain injury
Condition Support Practice
Psychological
trauma
Anxiety disorder This disorder includes symptoms like inability to sleep,
depression feeling of tension or exhaustion,
restlessness. Care taker can provide support to these
people by showing immense love or care for them.
They can also help them by communicating or
discussing problems with them.
Physical
trauma
Fractured femur This the condition which is faced by individuals while
having a physical trauma. Person suffering with this
faces break, crack or crash injury of thigh or hip bone.
Care taker of person suffering this can support these
injuries by providing them proper diagnosis and also

helping them in doing physical exercise which can
benefit them in early recovery.
Acquired
brain injury
Concussion This condition occurs when person is suffering from
brain injury which affects functioning of that area.
Symptoms may include headache, loss of memory or
inability to concentrate. Support can be provided by
care takers by making them visit psychiatrists,
neurologist, neuropsychologist which can help them in
early recovery.
Genetic
disabilities
Down syndrome This condition is faced by people who have genetic
disabilities. Symptoms may include small head, short
neck, flat face or slanting eyes (Caldwell, 2014).
Support can be provided by care taker by not
underestimating potential of child and giving them
therapies related to speech, occupational, physical and
educational.
Chronic
lifestyle
conditions
Obesity This disease can be faced by people having chronic
lifestyle. It may be occurring due to heredity or
unhealthy eating habits. Caretaker can provide them
support by making them following healthy diet,
encouraging them do physical activities like exercise,
aerobics, dance or yoga.

7. Briefly describe the following legal and ethical considerations in the context of working
with people with disability:
Guidance: describe how each of the listed considerations impact your role as a care
worker
Legal and ethical
considerations Impact on care workers caring for people with disability
codes of conduct
Code of conduct for disability care workers applies a
responsibility on them for zero tolerance of abuse of
individuals with disabilities. This shows them ways and
guidelines about how to behave with people having
impairments. Mistreatment can be related to financial,
physical or emotional. For example, contravene a person
with disability to use their own assets, properties or
products. It may also include not accepting their culture or
belief. Care workers should take care of all these needs of
people.
discrimination
Disabilities service workers should take care that people
with disabilities do not face any type of discrimination
related to gender, age, sex, color, country or origin. Care
workers should help them in providing with proper work
conditions, healthy and safe place, training and education,
promotion, payment, career advices etc.
dignity of risk
Dignity of risk includes right to take danger when engaging
in any activities related to work or society. Caretakers
should support them in their decision and also give right to
make choices on their own (Leufstadius, Gunnarsson and
Eklund, 2014). They should encourage them to perform
well by taking risk.
duty of care
Disability service workers have an obligation to take
responsible attention to avoid injury which can happen to
any individual. For performing responsibilities towards
disabled people training can also be given to them and they
are abided by the rules and regulations.
human rights, including
the United nations
convention on the rights of
persons with
disabilities (UNCRPD)
Conventions on the rights of person with disabilities is
committed to protect the right and dignity of person with
impairment. Disabilities service workers are required to
promote, protect and ensure the full enjoyment of basic
rights by individuals with impairment.
informed consent Caretakers have an obligation to get informed consent from
people with disabilities related to treatment or diagnosis

given to them. They should have written from patient prior
to any treatment. They have a responsibility to provide them
with information related diagnosis, nature of treatment,
possible danger, side effects, expected benefits etc.
mandatory reporting
Caregivers have responsibilities to report cases when they
find any abuse or neglect of rights happening with person
with disabilities. Individuals may face difficulty while
doing this. For example, Caretakers may face trauma or
shock by listening to abuse etc.
privacy, confidentiality and
disclosure
Information related to health conditions, treatment, personal
data like age, sex, occupation, gender should remain
confidential (Drake and Whitley, 2014). Caregivers have
the responsibility of protecting this information and not
sharing with anyone without prior consent.
work role boundaries –
responsibilities and
limitations
Caregivers have the main role to set boundaries with their
clients and providing them with enough personal space. It
also includes providing care to them related to physical,
intellectual and mental health.
work health and safety
Caregivers have the responsibilities to provide person with
disabilities with proper healthy and safe working condition.
They should also take care that individuals are receiving
timely pay, income benefits and incentives.

8. Match the following principles to the correct description as they relate to working with
people with disability. Write the letter corresponding to your answer in the space
provided:
a) empowerment
b) rights-based approaches
c) person-centred practices
d) self-advocacy
e) active support
f) active listening
g) social justice, and the importance of knowing and respecting each person as an
individual
h) strengths-based approach
Empowerment Supports and promotes participation, accountability, non-discrimination
(equality), empowerment and legality
Self-advocacy
Promoting and encouraging self-determination by people with physical
disability, supporting them to make their own choices and decisions,
particularly where the outcomes directly affect their lives
Active
support
Keeping the person with a disability at the centre of decision making
Person-
centred
practices
Ensuring 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
Rights-based
approaches
Promoting the participation and voice of people with disability; enabling
people with disability to develop the skills to ensure that their rights and
interests are respected and realised.
Active
listening
Removing distractions, understanding the speaker’s signs and sounds, and
providing feedback
Strengths-
based
approach
Focuses on the individual’s strengths and abilities and not their disability,
shifting the frame of reference in defining the methodologies for providing
support
Social justice,
and the
importance of
knowing and
respecting
each person
as an
Making sure that people with disability have the same choices as every
other Australians about how they live and the means to make those
choices.

individual

9. List two examples of strategies that assist people with disabilities to exercise their
rights.
Plan of action which supports people in exercising their authorities are disabilities right
convention supported and immediate goals medium term strategy. These methods have
provided a commitment in providing all basic human rights to person with impairments. It
has also helped in laying emphasis on that. Group of people can enjoy their rights without
being discriminated on gender basis. These strategies also lay focus on easy accessibility to
social, physical and cultural environment and to health, education and communication and
helping them in enjoying all fundamental rights provided to them.
These principles also encourage freedom to disabled people in making their own
decision and effective participation and inclusion in social groups. These rights also include
in providing relevant information to people with disabilities about mobility aids, methods
and upgraded technology (Simplican, and et.al., 2015). These methods also include right of
disabled people to be supported with training and learning which can help them in
achieving their goals and also leads them to the path of success. It also includes organising
of assistance campaigns for betterment of people which also helps government in building
positive relationship with them.
10. List two examples of strategies that assist people with disabilities to support their
independent action and thinking.
There are strategies like national disability insurance scheme and national disability
strategy which help people with impairment to independently act or think. These policies
help individual in providing with autonomy and opportunities to make their own decision
regarding work, treatment or personal life (Bühler and Pelka, 2014). They also provide
authority to access physical, social, economic, technological and cultural environment.
These schemes also lay focus on providing person with disabilities with learning
and training skills. They help in removing barriers and makes sure that individuals have
support through all levels of learning and development. Scheme also focus on encouraging
people to take risk and independent actions which can change their life.

11. List two (2) examples of how technology, such as laptops or tablets, help in
facilitating choice for people with disability.
Assistive technology consists of the devices such as laptops, cell phones, tablets and
services which are used to increase, maintain or enhance the skills of people with
disabilities. They provide them with elements like text to speech, speech to text, predication
of words and graphic composers (6 PROS & CONS OF TECHNOLOGY IN THE
CLASSROOM, 2018). They help in enhancing the growth of people and increases their
productivity. For instance, when a person normally hears a text book, it is less effective on
them but while listening or seeing them on television lays more impact on them.
Laptops, computers, cell phones and tablets are beneficial for person with
disabilities as they are lightweight and portable which they can carry with themselves on
workplace, school or institutions. They can make or save notes on this which facilitates
their thinking and learning. Computer assisted instruction also helps them in providing
quick feedback, practice maths and spellings which helps them in developing positive
attitude towards various subjects (Scambler, Newton and Asimakopoulou, 2014). People
may find use of these devices enjoyable and can also involve in active learning. These
devices provide them with visual, audio and physical aids. Online teaching can also be
beneficial for people who have behavioural disabilities and are unable to concentrate in
class, so this can help them in learning without any barriers related to same.
12. Explain how to access and use advocacy services for people with disability.
The national disability advocacy program promotes, protect or ensure full and equal
enjoyment of human rights by people with disabilities. This program can also include
protecting and promoting welfare justice and meeting to needs and demand of individual or
group. There are various approaches to disability advocacy like citizen advocacy which
matches person with disability with volunteers. Family advocacy helps family and relatives
and advocates on behalf of person with disabilities.
Individual advocacy supports the right of people who have face discrimination or
abuse in environment. Self, legal and systematic advocacy helps in removing barriers for
people with disabilities in entering any field and supports them to advocate for themselves.
National advocacy service also helps people in making decision of their life (Boehm and
Dwertmann, 2015). Listens to their needs and guides their family about human fundamental
rights of them. This scheme helps them to enjoy their life and encourages them to actively
participate in work or family related activities. They also support them in taking risks and
upholds their rights as a citizen.

13. Explain how to access and use complaint mechanisms for people with disability.
If people are unhappy with disabilities service than they can make complain about it.
Grievances can be made by person who received disability service, friend, family, relatives
or a professional advocate and legal representative (Boehm and Dwertmann, 2015).
Complains can be related to not delivery satisfactory disability support, treating them
without dignity or respect, denying people with basic human rights, non-providing of
information related to their treatment and sharing them with others without their prior
consent or facing discrimination regarding their financial or economic conditions.
National disability service after hearing complains assure people about their justice
and welfare. Grievances can be made through speaking directly with members of staff,
contacting someone representative, impairment service, filing complain with local
authorities or government, referencing service commissioner. These steps can help
individual in gaining justice creating a positive attitude towards law.
14. List two examples of indicators of abuse in relation to people with disabilities.
Abuse can be related to physical, sexual, emotional, neglect abuse or family and domestic
violence. Domestic violence means that occurs in an individual house. People with
disabilities face severe aggression in their houses. It may include hitting, punching,
choking, kicking or verbal abuse such as use of inappropriate language, bad or harsh words,
hurting their sentiments or making decision on behalf of them. Indicators of abuse are the
symptoms which shows that something wrong has been done by people with disabilities.
Individuals may face physical or physiological abuse. Indicators of them are
undefined injury on different parts of body, weight loss, unexplained fractures, appearing to
be exhausted or restless, unattenuated medical problems. Abuse can also be done to their
minds echoes indicators are tearfulness, low self-confidence, anxiety, depression, insomnia,
change in food habits, confusion inability to concentrate.
People who faces these problems should concern a group or propel who can help
them. These abuses will make person with disabilities weak and would also develop a
negative attitude of them towards society.

15. List two examples of indicators of neglect in relation to people with disabilities.
There may be various indicators which shows people with disabilities being neglected.
They can be ignored while facing physical, sexual, financial, psychological abuse or even
bearing domestic violence. Indicators may include screaming, shouting, crying, inability to
trust others, emotionally detached etc. (Indicators of neglect, 2017). Neglect can be both
physical or emotional. It shows that human beings are being ignored of adequate nutrition,
proper diet, healthy and safe working conditions, inadequate or no pay etc. Negligence of
these duties can also be done by caregivers in which they ignore the need to meet
requirements or demand of people with disabilities.
Neglect indicators have various examples like unhealthy condition of
accommodation, refusal to meet relatives, failure to provide inherit and dignity, providing
no assistance in calling to friends or relatives, not taking care of physical condition of
people, hurting their basic rights, inadequate food or lightning. These indicators when faced
by person with disabilities have a huge impact on mental and physical health condition of
people.

REFERENCES
Books and Journals
Barnes, C., 2014. What a difference a decade makes: Reflections on doing
‘emancipatory’disability research. In Ethics and Research in Inclusive
Education. (pp. 55-70). Routledge.
Boehm, S.A. and Dwertmann, D.J., 2015. Forging a single-edged sword: Facilitating positive
age and disability diversity effects in the workplace through leadership, positive
climates, and HR practices. Work, Aging and Retirement.1(1). pp.41-63.
Bühler, C. and Pelka, B., 2014, July. Empowerment by digital media of people with
disabilities. In International Conference on Computers for Handicapped
Persons. (pp. 17-24). Springer, Cham.
Caldwell, K., 2014. Dyadic interviewing: A technique valuing interdependence in interviews
with individuals with intellectual disabilities. Qualitative Research.14(4). pp.488-
507.
Drake, R.E. and Whitley, R., 2014. Recovery and severe mental illness: description and
analysis. The Canadian Journal of Psychiatry. 59(5). pp.236-242.
Hammel, J. and et.al., 2015. Environmental barriers and supports to everyday participation: a
qualitative insider perspective from people with disabilities. Archives of physical
medicine and rehabilitation. 96(4). pp.578-588.
Kissow, A.M., 2015. Participation in physical activity and the everyday life of people with
physical disabilities: a review of the literature. Scandinavian Journal of disability
research.17(2). pp.144-166.
Leufstadius, C., Gunnarsson, B.A. and Eklund, M., 2014. Meaningfulness in day centers for
people with psychiatric disabilities: gender and empowerment aspects. Occupational
Therapy in Mental Health.30(2). pp.178-195.
Povee, K., Bishop, B.J. and Roberts, L.D., 2014. The use of photovoice with people with
intellectual disabilities: Reflections, challenges and opportunities. Disability &
Society.29(6). pp.893-907.
Purcal, C., Fisher, K.R. and Laragy, C., 2014. Analysing choice in Australian individual
funding disability policies. Australian Journal of Public Administration.73(1).
pp.88-102.
Scambler, S., Newton, P. and Asimakopoulou, K., 2014. The context of empowerment and
self-care within the field of diabetes. Health:18(6). pp.545-560.

Seale, J., 2014. The role of supporters in facilitating the use of technologies by adolescents
and adults with learning disabilities: a place for positive risk-taking?. European
Journal of Special Needs Education.29(2). pp.220-236.
Simplican, S.C. and et.al., 2015. Defining social inclusion of people with intellectual and
developmental disabilities: An ecological model of social networks and community
participation. Research in developmental disabilities, 38, pp.18-29.
Online
Indicators of neglect. 2017. [ONLINE] Available through:
<http://www.childmatters.org.nz/87/learn-about-child-abuse/recognise-the-signs/
neglect>
6 PROS & CONS OF TECHNOLOGY IN THE CLASSROOM. 2018. [ONLINE] Available
through: <https://tophat.com/blog/6-pros-cons-technology-classroom/>

II. Workplace Evidence
This part of the RPL Kit requires you to provide evidence from the workplace. The
evidence could be from your current workplace or one that you have recently been
involved in however it must be in the care sector whilst performing the role of care support
worker.
You may need to obtain permission from your workplace supervisor to be able to submit
the documents requested. Please also ensure that you maintain confidentiality and remove
or cross out any identifying names etc. on the documentation.
This documentation is to demonstrate that you contribute research information about
compliance and ethical practice responsibilities and then develop and monitor policies and
procedures to meet those responsibilities.
This unit of competency requires you to provide evidence of completing the following:
Knowledge of:
 History and recent developments in disability
o social versus medical model of service
o 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:
o acquired brain injury
o autism spectrum disorder
o cognitive disability
o developmental delay
o intellectual disability
o neurological impairment
o physical disability
o sensory disability, including hearing, vision impairment
o speech/language disability
 Support practices for people, including but not limited to, the following conditions:
o genetic factors
o physical trauma
o psychological trauma
o chronic lifestyle conditions
o acquired brain injury
 Legal and ethical considerations for working with people with disability:

o codes of conduct
o discrimination
o dignity of risk
o duty of care
o human rights, including the United nations convention on the rights of persons
with disabilities (UNCRPD)
o informed consent
o mandatory reporting
o privacy, confidentiality and disclosure
o work role boundaries – responsibilities and limitations
o work health and safety
 Principles of:
o empowerment
o rights-based approaches
o person-centred practices
o self-advocacy
o active support
o active listening
o social justice, and the importance of knowing and respecting each person as an
individual
o 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
The requirements of this unit also includes:
Provision of demonstrated 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:
o oral communication skills to maintain positive and respectful relationships with
the person with disability
o appropriate non-verbal communication strategies

A. Evidence to be Submitted
1. Human rights
Submit evidence to demonstrate when you have delivered services that foster human rights
of clients with disability. You must ensure the rights and needs of the person are upheld in
the context of person-centeredness. Your evidence must contain the following details:
Rights of clients which you have explained with them
Person-centred strategies that you have implemented
Any of the following documents can be submitted as long as it contains the above-
mentioned information required:
 Meeting minutes
 Email correspondence
 Task logs
 Communication logs
 Activity planning sheets containing person-centred strategies
 Person-centred planning sheets
 Any relevant documentation containing information relating to the person-centred
approach
Please save and submit the document to your assessor using the filename: CHCDIS007-
Human rights
[Last Name, First Name]_ CHCDIS007-Human rights
2. Breach or rights
Submit evidence to demonstrate when you have identified and reported breaches of

human rights in your workplace, according to the organisation’s policies and procedures.
Your evidence must also demonstrate how you have responded to the breaches identified.
Any of the following documents can be submitted as long as it contains the above-
mentioned information required:
 Email correspondence
 Incident report form
 Client’s medical record
 Letter/email of complaint to an appropriate personnel in the organisation
 Policies and procedures
 Any workplace-related reports/records that provides information on the
above-mentioned requirements.
Please save and submit the document to your assessor using the filename: CHCDIS007-
Breach of rights
[Last Name, First Name]_CHCDIS007 –Breach of rights

3. Indicators of abuse
Submit evidence to demonstrate when you have identified and reported any indications of
possible abuse and/or neglect of clients with disabilities. These can be contained in
reports you have submitted to your supervisor or to the relevant authorities.
Any of the following documents can be submitted as long as it contains the above-
mentioned information required:
 Email correspondence
 Incident report form
 Client’s medical record
 Letter/email of complaint to an appropriate personnel in the organisation
 Policies and procedures
 Any workplace-related reports/records that provides information on the
above-mentioned requirements.
Please save and submit the document to your assessor using the filename: CHCDIS007-
Abuse
[Last Name, First Name]_CHCDIS007-Abuse

4. Self determination
Submit evidence to demonstrate your facilitation of choice and self-determination for at
least two (2) clients with disabilities. Your evidence must provide details on the
following:
 The person-centred approach work that you have used to acknowledge the
client with disability as their own expert
 How you have facilitated person-centred options for action on relevant issues
and discuss with the client and/or family and/or carer and/or relevant other
Identify the issues that you have discussed with the following people.
 How you have provide assistance to the client with disability to facilitate
communication of their personal goals
Identify the goals that they have discussed with you
 Describe how you encouraged and empowered the client to make his/her own
choices.
 Describe also how yohatimu have ensured that the client is comfortable with
any decisions that are being made on their behalf.
Evidence submitted must be in consultation with the clients, their families/carers and
teacher/s.
Any of the following documents can be submitted as long as it contains the above-
mentioned information required:
 Email correspondence
 Client’s care plans
 Meeting minutes
 Person-centred planning tools
 Progress notes
 Policies and procedures
 Any workplace-related reports/records that provides information on the
above-mentioned requirements
Please save and submit the document to your assessor using the filename: CHCDIS007-
Self determination1

[Last Name, First Name]_ CHCDIS007-Self determination1:
CHCDIS007-Self determination2
[Last Name, First Name]_ CHCDIS007-Self determination2
5. Advocacy & Complaints
Submit evidence to demonstrate when you have assisted the client with disability and/or
their families/carers with accessing advocacy services and other complaint mechanisms.
Any of the following documents can be submitted as long as it contains the above-
mentioned information required:
 Meeting minutes
 Email correspondence
 Progress notes
 Communication logs
 Staff handbook/memo relating to advocacy and complaints mechanisms
 Letter/email of complaint to an appropriate personnel in the organisation
 Any workplace-related reports/records that provides information on the
above-mentioned requirements.
Submit also a copy of your organisation’s policies and procedures relating to advocacy
and complaint mechanism.
Please save and submit the document to your assessor using the filename: CHCDIS007-
Advocacy&Complaints

[Last Name, First Name]_ CHCDIS007-Advocacy&Complaints
Please save and submit the document to your assessor using the filename: CHCDIS007-
Policy
[Last Name, First Name]_ CHCDIS007-Policy

III. Third Party Report & Supervisor Testimonial
Third Party Report -Instruction for Supervisors
Dear Supervisor,
Thank you for agreeing to verify the evidence provided for this Recognition of Prior Learning
(RPL) application. Kindly read through the instructions below to guide you in fulfilling your
role.
NOTE: You MUST have the necessary experience and qualification/s in the area of
Disability (e.g., you are/were the designated workplace supervisor for the candidate, or
you have the relevant VET qualification/s, Certificate IV in Disability or higher
Your role
You are asked to testify that the candidate has completed the tasks outlined below according
to the quality standards set by the workplace, and in compliance with the industry standards
relevant to the candidate’s work role in the Aged Care area by completing the form that
begins on the next page.
Before you complete this form, please:
- Read through the Form
- Discuss any queries about this form with the candidate. If the candidate cannot answer
your questions about the observation form, you may contact the candidate’s RPL
assessor.
You are asked to review each criteria item in this Third Party Report Form and rate the
candidate’s performance against each criteria item by providing a rating of one (1) – five (5).
When providing the rating for the candidate’s performance, refer to the Rating Matrix found
on the next page. You are also required to provide specific written comments about the
candidate’s performance against each criteria item.
Please complete all parts of the form, including the Observer’s Declaration and the
Workplace Supervisor Details found in this form. Once done, please return this form to the
candidate.

RATING MATRIX
Note to the supervisor:
Use this RATING MATRIX to guide you in evaluating the candidate’s performance against each
criteria item provided in this Third Party Report Form.
In instances where a criteria item has not been demonstrated or has not been performed yet by the
candidate in the workplace, tick the box that corresponds to N/A.
The N/A mark or rating for a criteria item means: The criteria item does not apply to the candidate’s
work role in the organisation; the criteria item does not apply in the organisation’s service
operations; or for other reasons. When ticking the N/A box, please ensure that you include specific
written comments explaining the reasons.
Rating Knowledge Standard of
Work Autonomy Coping with
Complexity
Perception of
Context
1
Novice
Minimal or
'textbook'
knowledge
without
connecting it to
practice
unlikely to be
satisfactory unless
closely supervised
Needs supervision
or instruction
Little or no
conception of
dealing with
complexity
Tends to see
actions in
isolation
2
Beginner
Working
knowledge of key
aspects of practice
Straightforward
tasks likely to be
completed to an
acceptable
standard
Able to achieve
some steps using
own judgement,
but supervision
needed for overall
task
Appreciates
complex
situations but only
able to achieve
partial resolution
Sees actions as a
series of steps
3
Competent
Good working
and background
knowledge of area
of practice
Fit for purpose,
though may lack
refinement
Able to achieve
most tasks using
own judgment
Copes with
complex
situations through
deliberate analysis
and planning
Sees actions at
least partly in
terms of longer
goals
4
Proficient
Depth of
understanding of
discipline and
area of practice
Fully acceptable
standard achieved
routinely
Able to take full
responsibility for
own work (and
that of others
where applicable)
Deals with
complex
situations
holistically,
decision making
more confident
Sees overall
'picture' and how
individual actions
fit within it
5
Expert
Authoritative
knowledge of
discipline and
deep tacit
understanding
across area of
practice
Excellence
achieved with
relative ease
Able to take
responsibility for
going beyond
existing standards
and creating own
interpretations
Holistic grasp of
complex
situations, moves
between intuitive
and analytical
approaches with
ease
Sees overall
'picture' and
alternative
approaches;
vision of what
may be possible
N/A The criteria item does not apply to the candidate’s work role in the organisation; the criteria
item does not apply in the organisation’s service operations; or for other reasons.

THIRD PARTY REPORT FORM
CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY
Important reminders for the supervisor:
 Make specific, written comments about the candidate’s performance. These
comments are valuable evidence of the candidate’s competency.
 Tick the boxes corresponding your rating for the candidate’s performance for this
criteria item. Tick only one rating for each criteria item.
 Complete all parts of the form, including signing the Declaration and the
Supervisor’s Details.
 You may discuss any queries about the forms with the candidate. If the candidate
cannot answer your questions, you may contact Inspire Education at 1800-506-509.
We’ll be happy to help
 The assessor may need clarification and or further verification regarding the
information you provide here. In these instances, then he/she may contact you
directly to get more information about the candidate’s performance.
CANDIDATE’S INFORMATION
Full Name
(Last Name, First Name)

CRITERIA ITEM 1 2 3 4 5 N/A
1. Skills must have been demonstrated in the disabilities
workplace with the addition of simulations and scenarios
where the full range of contexts and situations have not
been provided in the workplace. These are situations
relating to emergency or unplanned procedures where
assessment in these circumstances would be unsafe,
impractical or threatens the dignity of the person with
disability.
The following conditions must be met for this unit:
 Access to individualised plans and any equipment outlined
in the plan
 Overall, assessment must involve real interactions with
people with disability, their families/carers/relevant others
and the person’s individualised plan.
Provision of demonstrated 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
IF THE CANDIDATE HAS NOT COMPLETED THE ABOVE,
PLEASE DO NOT PROCEED WITH THIS THIRD PARTY
REPORT AS THE CANDIDATE WILL BE REQUIRED TO
COMPLETE THIS UNIT OF COMPETENCY
Supervisor’s comments / feedback:

CRITERIA ITEM 1 2 3 4 5 N/A
2. Identifies changes in the legal, political and social
frameworks within which the work is undertaken
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
3. Identifies ways society can affect the level of impairment
experienced by a person with disability
Supervisor’s comments / feedback:

CRITERIA ITEM 1 2 3 4 5 N/A
4. Reflects on personal values and attitudes regarding
disability and acknowledges their potential impact when
working in disability contexts
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
5. Develops and adjusts own approaches to facilitate
empowerment
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
6. Assists the person with disability to understand their rights
Supervisor’s comments / feedback:

CRITERIA ITEM 1 2 3 4 5 N/A
7. Delivers services that ensure the rights and needs of the
person are upheld in the context of person-centeredness
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
8. Ensures the cultural needs of the person are identified,
accepted and upheld
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
9. Identifies breaches of human rights and responds and
reports according to organisation procedures
Supervisor’s comments / feedback:

CRITERIA ITEM 1 2 3 4 5 N/A
10. Identifies indications of possible abuse and/or neglect and
report according to organisation procedures
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
11. Uses a person-centred approach works in a manner that
acknowledges the person with disability as their own
expert
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
12. Facilitates person-centred options for action on relevant
issues and discusses with the person and/or family and/or
carer and/or relevant others
Supervisor’s comments / feedback:

CRITERIA ITEM 1 2 3 4 5 N/A
13. Provides assistance to the person with disability to
facilitate communication of their personal goals
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
14. Provides person-centred support in a manner that
encourages and empowers the person with disability to
make their own choices
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
15. Assists with strategies to ensure that the person is
comfortable with any decisions that are being made on
their behalf
Supervisor’s comments / feedback:

CRITERIA ITEM 1 2 3 4 5 N/A
16. Assists with accessing advocacy services and other
complaint mechanisms as required
Supervisor’s comments / feedback:
Supervisor Testimonial
I hereby certify that the documents submitted by
(student name) , and described in this RPL Kit for CHCDIS007 FACILITATE THE
EMPOWERMENT OF PEOPLE WITH DISABILITY, have been created by the candidate
as part of his/her role as a
(job title)
within (name of organisation) .
I confirm that I have completed the Third Party Report included in this kit and added comments
where applicable.
I understand that I may be contacted by an Inspire Education Assessor and agree to verify or
elaborate on the information supplied in this report.
I do solemnly swear that the declaration made on this report is true and I am in the position to make
this statement.
Additional comments (if required):
Supervisor Details

Name:
Qualifications:
Organisation: Signature:
Job Title: Date:
Contact Number: Best Time to Contact:
Please save and submit these documents to your assessor using the filename:
CHCDIS007-Third Party & Supervisor Testimonial
[Last Name, First Name]_CHCDIS007-Third Party & Supervisor Testimonial

IV. Evidence Submission Guide Checklist
The Evidence Submission Guide is provided to guide you in collating all your evidence submissions for
the unit of competency: CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH
DISABILITY.
This Guide contains an outline of all the evidence you are required to submit.
Guidelines for submission:
1. Ensure the information enclosed in the evidence you submit is true and accurate. In instances
when the assessor needs to verify something in your evidence submission, he/she will contact
your supervisor.
2. Where applicable, your evidence submissions must always be signed off by relevant personnel.
For example, when submitting meeting minutes, ensure this document has all the signatures of
the meeting attendees.
3. Where applicable, your evidence submissions must clearly state that this has been completed by
you, and has been signed off by relevant personnel. For example, when submitting incident
reports, ensure that your name appears in the relevant fields of the report.
4. Remember to maintain the privacy and confidentiality of the staff and clients in your
organisation. Avoid providing their real names in your RPL submissions and use aliases instead.
To guide you in collating your evidence submissions, the checklist found in the next page is
provided for you. Complete this checklist by providing the type of document you submitted for
each evidence requirement and the filename of your evidence submission (only when you are
submitting these online)
A sample is provided below:
01 Communication with families about child’s
health needs (Instance 1) Meeting minutes
Smith_John –
Meeting Minutes
1
5. Do note that one evidence submission may meet more than one requirement. You may submit the
same document for these requirements, as seen below:
01 Communication with families about child’s
health needs. (Instance 1) Meeting minutes
Smith_John –
Meeting Minutes
1
02 Communication with colleagues about
children’s health needs. (Instance 1) Meeting minutes
Smith_John –
Meeting Minutes
1

Evidence Submission Guide Checklist
CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH
DISABILITY
Document submission
Complete the table below to guide you in collating evidence that you will be submitting along with your RPL
Kit submission (e.g. Job Description, Curriculum Vitae, Certificate of Employment, and others).
Type of document submitted:
Check if
included in
submission
Filename(s)
1
Part I – KNOWLEDGE ASSESSMENT
Completed Knowledge assessment questions
[Last Name, First
Name]_CHCDIS007 – Knowledge
Questions
2
Part II – WORKPLACE EVIDENCE
Submit evidence to demonstrate when you have
delivered services that foster human rights of clients
with disability. You must ensure the rights and needs
of the person are upheld in the context of person-
centeredness. Your evidence must contain the
following details:
Rights of clients which you have explained with them
Person-centred strategies that you have implemented
Any of the following documents can be submitted as
long as it contains the above-mentioned information
required:
 Meeting minutes
 Email correspondence
 Task logs
 Communication logs
 Activity planning sheets containing person-
centred strategies
 Person-centred planning sheets
 Any relevant documentation containing
information relating to the person-centred
approach
[Last Name, First Name]_ CHCDIS007-
Human rights

Submit evidence to demonstrate when you have
identified and reported breaches of human rights in
your workplace, according to the organisation’s
policies and procedures.
Your evidence must also demonstrate how you have
responded to the breaches identified.
Any of the following documents can be submitted
as long as it contains the above-mentioned
information required:
 Email correspondence
 Incident report form
 Client’s medical record
 Letter/email of complaint to an
appropriate personnel in the
organisation
 Policies and procedures
 Any workplace-related
reports/records that provides
information on the above-
mentioned requirements.
Last Name, First Name]_ CHCDIS007-
Breach of Rights
Submit evidence to demonstrate when you have
identified and reported any indications of possible
abuse and/or neglect of clients with disabilities.
These can be contained in reports you have
submitted to your supervisor or to the relevant
authorities.
Any of the following documents can be submitted
as long as it contains the above-mentioned
information required:
 Email correspondence
 Incident report form
 Client’s medical record
 Letter/email of complaint to an
appropriate personnel in the
organisation
 Policies and procedures
 Any workplace-related
reports/records that provides
information on the above-
mentioned requirements.
[Last Name, First Name]_CHCDIS007-
Abuse
Submit evidence to demonstrate your facilitation of
choice and self-determination for at least two (2)
clients with disabilities. Your evidence must
provide details on the following:
 The person-centred approach work
that you have used to acknowledge
the client with disability as their own
[Last Name, First Name]_ CHCDIS007-
Self determination1:
[Last Name, First Name]_
CHCDIS007-Self determination2

expert
 How you have facilitated person-
centred options for action on
relevant issues and discuss with the
client and/or family and/or carer
and/or relevant other
Identify the issues that you have discussed with the
following people.
 How you have provide assistance to
the client with disability to facilitate
communication of their personal
goals
Identify the goals that they have discussed with you
 Describe how you encouraged and
empowered the client to make
his/her own choices.
 Describe also how you have ensured
that the client is comfortable with
any decisions that are being made on
their behalf.
Evidence submitted must be in consultation with
the clients, their families/carers and teacher/s.
Any of the following documents can be submitted
as long as it contains the above-mentioned
information required:
 Email correspondence
 Client’s care plans
 Meeting minutes
 Person-centred planning tools
 Progress notes
 Policies and procedures
 Any workplace-related
reports/records that provides
information on the above-
mentioned requirements
Submit evidence to demonstrate when you have
assisted the client with disability and/or their
families/carers with accessing advocacy services
and other complaint mechanisms.
Any of the following documents can be submitted
as long as it contains the above-mentioned
information required:
 Meeting minutes
 Email correspondence
 Progress notes
 Communication logs
 Staff handbook/memo relating to
advocacy and complaints
mechanisms
[Last Name, First Name]_ CHCDIS007-
Advocacy&Complaints
[Last Name, First Name]_
CHCDIS007-Policy

 Letter/email of complaint to an
appropriate personnel in the
organisation
 Any workplace-related
reports/records that provides
information on the above-
mentioned requirements.
Submit also a copy of your organisation’s policies
and procedures relating to advocacy and complaint
mechanism.
4 Part III CHCDIS007 Supervisor Testimonial
[Last Name, First
Name]_CHCDIS007-Third Party &
Supervisor Testimonial
5 Part IV Completed Evidence Submission Guide
Checklist
[Last Name, First
Name]_CHCDIS007-
EvidenceSubmissionChecklist

RPL KIT CHECKLIST
Before submitting this RPL Kit for assessment, ensure that you have:
Completed and included the RPL Kit Cover Sheet
Completed all requirements
Ensure that you have completed all assessments relevant to this unit of competency:
Knowledge Assessment
Workplace Evidence
Third Party Report & Supervisor Testimonial
Evidence Submission Checklist
IMPORTANT REMINDER
Candidates must achieve a satisfactory result in ALL RPL assessment tasks to be
awarded COMPETENT for the unit relevant in this Assessment Workbook.
To award the candidate competent in the units relevant to this subject, the candidate must successfully
complete all the requirements listed above according to the prescribed benchmarks.
End of CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH
DISABILITY

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