Skills Development and Community Participation in Disability Support | Desklib

This article discusses community participation and skills development for people with disabilities, using case studies to demonstrate knowledge. It covers barriers to participation, ways to overcome them, and how to assist individuals in achieving their goals. The article also includes a case study on planning an outing for a person with a disability.

Student Name:
Student ID: Knowledge test
E1145
Certificate III in Individual
Support (Disability)
This is assessment 3 of 3
1. Background/Overview
Community participation for people with disability can have many
positive benefits. On top of the positive benefits, community
participation for people with a disability is a right, not a privilege.
People with disability live in the community, therefore the
community should be accessible to them. This assessment follows
the CareShore clients that narrate the course. Use the case studies
to demonstrate your knowledge of community participation and
skills development.
2. Brief
In completing this assessment, you will demonstrate your
understanding of how to contribute to ongoing skills development
using a strengths-based approach, as well as supporting
community participation and social inclusion.
This assessment has six (6) parts, each consisting of a number of
short answer questions.
Deliverables
Please submit this assessment
in Word doc format.
To do list:
1. Write your name and ID
at the top of this page.
2. Read the
background/overview and
brief sections of this
document.
3. Complete the 6 parts.
4. Collate your written
answers into one Word
document.
5. Save the Word document
using the naming
convention: [your student
number]_[assessment]_[ass
essment number].doc. For
example:
“12345678_31135_01.doc.”
6. Upload your document in
Open Space using the
relevant Assessment
Upload link in this Module.
1. Read the case study below and answer the questions related to it.

Emma, female, 47 years, and originally from Denmark.
Emma has progressive multiple sclerosis and uses an electric wheelchair for mobility. She is
unmarried and doesn’t have children. Most of her family is based in Denmark, but she has a
brother who lives in NZ who visits often. Emma’s multiple sclerosis has progressed over time and
this has limited Emma’s life. Some effects are:
 Emma would like to go to NZ to visit her brother, but is unsure how this might work given
her level of support requirements.
 Emma used to have a wide social circle and had an active social life in cafes and
restaurants. It is more difficult for Emma to access the community on her own now, so she
has less opportunities to catch up with her friends.
 Emma had a friend who spoke Danish, but her friend moved away. Emma misses the
opportunity to speak Danish. She also misses Danish food her friend would bring her.
 Emma used to attend a Roman Catholic church with her Danish friend, who supported
her. She attends infrequently now that her friend has moved away.
 Emma is reliant on community supports provided by CareShore to enable her to continue
living in her own home, including personal care, transport, domestic support and meal
preparation.
a. Suggest ways that you could collaborate and communicate with Emma on how to overcome
any barriers and empower her to make her own decisions. How would you involve your
supervisor in this process? (20-50 words)
In this, Emma usually makes collaboration by meeting new people and make proper interaction.
Moreover, Emma tries to social gathering and community function which is better to collaborate
and communicate with Emma in order to overcome the barrier and they empower themselves to
make their own decision effectively. However, as a supervisor, the interaction between people is
helpful with the aspect of function and provides a place which is beneficial for Emma to make
proper communication with a number of people.
b. Identify three (3) of Emma’s barriers to community participation and social inclusion.
Barrier to participation & inclusion

Example: Emma is reliant on transport from CareShore to get around and access the
community.
1) in this, Emma faced an issue while approaching community participation and social inclusion
because of using an electric wheelchair which works as a disability for Emma in order to make
proper inclusion.
2) Emma uses a regular electric wheelchair in order to perform their activity in which they need
support and care for the stairs and while traveling in lift and they require proper support and
care.
3) in this, there is identification is also evaluated because of lack of orientation after the
diagnosis, fears, and the perception which is being as a patient or having the information which is
overloaded and being confronted with the disabled individual which is determined as the
barriers.
c. As Emma’s support worker, you need to assist Emma to find ways to overcome these
barriers.
For the example barrier identified above, that Emma s reliant on transport from CareShore to get
around and access the community, write down two (2) questions you could ask Emma to help her
find solutions to this barrier.
Two examples have been providing to help you.
Example: ‘Emma, if you wanted to go into town on your own, without using the CareShore bus,
how do you think you could go about doing this?”
Example: What other modes of transport do you think would be suitable for you?
1) In this, try to focus on the stamina and regular eating routine of Emma in order to provide
effective food habits which provide accessibility for the development of physical strength and
health that is associated with ATP and another form of anatomical change that regulate the body
function in the appropriate ways.
2) moreover, proper and regular inspection is taken with the aspect of a medical professional who
used to check the progression of the disease and provide effective medication to reduce the
limited complication.
d. For Emma’s goal of visiting her brother in New Zealand, Emma has stated that she’d like to
do some research about how to get there and places she could visit while there. Identify two
(2) ways you could assist Emma to do this while allowing Emma to make her own choices.
Two examples have been done for you.
Example: I could ask if Emma would like to go to the local travel agent and if she would like to
me to accompany her.
Example: I could ask Emma where she thinks some useful travel books may be and assist her in
getting them.
1) to assist Emma with the visiting of NZ, the travel agent is more reliable and is taking care of
Emma in all ways by assisting them during the traveling which majorly includes proper traveling,
visiting a new place, and so on. This also shows the collaborative behavior towards the travel

agent she shares their thoughts and asks something when she needs or used to required.
2) In this, there are various books which are based on traveling which is helpful to provide
assistance regards with the place on the NZ. Moreover, when she tries to travel then she knows a
thing in the appropriate which provides self-assistance and she feels independent.
e. For Emma’s goal of attending church more frequently, Emma has stated that she’d like to
find some local Roman Catholic churches and visit them. Identify two (2) ways you could
assist Emma to do this while allowing Emma to make her own choices.
1) In this, provide the path to learn the Roman catholic behavior with the help of people.
2) Visit on regular basis to the church which promotes wellbeing and resilience among Emma.
2. Read the case study below which follows on from Emma, and answer the questions related to it.
Emma wanted to plan a holiday to NZ to visit her brother, however things are not going well. The
travel agent is not supportive of Emma going on the plane and starts asking questions and making
statements to discourage Emma. The support worker attempts to advocate for Emma however
the travel agent is not changing their attitude.
Another goal Emma had was to attend the women’s group at church. A woman from church
comes to Emma’s home, picks her up and takes her to the group, takes care of her while she is
there, and takes her home afterwards. Emma actively participates in the activities the women do
to raise money for charity. She feels purposeful and a part of society.
a. Emma has been devalued by the travel agent. Explain how being devalued in society might
make Emma feel. (20-50 words)
While taking the aspect of devaluation from the society indicates the systemic belief that the
group or the person has less social value than the others. In this, the process of devaluation is
focused on Emma which is treated by a travel agent which makes them feel discouraged and
creates a negative approach for them. She also feels that she is sick or the object of pity, and on
which discourage the moral Emma.
b. Imagine you are the support worker assisting Emma at the travel agent. Emma is angry at
how she has been treated. How can you assist her to voice her anger at her treatment? (20-
50 words)

As a support worker who used to assist Emma as a travel agent, then in such case, I used to
develop a positive attitude and make understanding regards Emma's behavior. Moreover, start to
do short counseling to know the perspective and action which make them more hurt and refine
the situation and provide proper words which develop resilience in Emma.
c. What would you do if you were the support worker and Emma has become extremely
distressed by her treatment at the travel agent? (20-50 words)
 Encourage Emma with the proper counseling.
 Make them motivated for the traveling.
 Divert the mind by using the proper communication and interaction.
d. Emma has been treated as an active citizen who has a right to participate in society while at
church group, but not at the travel agency. What would active citizenship look like for Emma
at the travel agent? (20-50 words)
Moreover, Emma ignores the aspect which is followed under the various circumstance that
focuses on the travel agent. In this, Emma must concentrate on their destination and feel positive
while traveling. As active citizens, they have various rights to explore the place with their ways
and if she does not like the behavior of the travel agent then they have authority to change the
travel agent.
3. Read the case study below which follows on from Emma, and answer the questions related to it.
Preparation: Emma has made friends with her neighbour and the two have agreed to go to a local
café once a week together. A skills building plan has been developed by Emma (with the
assistance of her support worker). Emma has begun to get tired more these days and finds it
harder to think and to problem solve. The outing therefore is well panned to make it as easy as
possible. The support worker assists Emma by organising her purse so that the money is easy to
access, and to put the purse in her electric wheelchair where Emma can reach it, but where it is
still safe. Julie goes with Emma to show her the way from her home to get to the café. She helps
Emma to locate the most accessible seat in the café, which is conveniently located, is out of the

way of people walking, and is easily accessible with a ramp that blends in well with the rest of the
café.
The Outing: When the neighbour arrives, Julie assists with the conversation so that the neighbour
can understand Emma’s impaired speech. Once the neighbour begins to understand Emma’s
speech independently, Julie stops providing social support, and only contributes to the
conversation if asked a question. While observing the conversation, Julie makes mental notes on
Emma’s skills and competencies. During the outing, Julie maintains a quiet distance and observes
in a non-obtrusive manner.
Completing the Outing: When it was time to leave, Julie did not assist with the payment, but
allowed Emma to be independent with paying. Emma went to pay the bill and the wait staff asked
if the bill was separate or together. Emma looked at the support worker for support. Julie told
Emma that the wait staff were asking if Emma was paying for just herself or for her neighbour
also. Emma then turned to the wait staff and said, “Just me.” And then paid her bill.
Going home: On the way home, Julie asked Emma to see if she remembered the way home. Julie
mostly observes and gave support only when Emma went to go the wrong way. Julie pointed out
landmarks along the street to support Emma to know the right way.
Reviewing: When they got home, Julie asked Emma how she thought it went. They had a
discussion and Julie took on board Emma’s comments, and they agreed how they might improve
the outing for next time. Julie thanked Emma for a nice day and left. In the car, Julie completed
her case notes by logging onto CareShore’s intranet from her telephone and making electronic
notes. She also called her supervisor to let her know how the outing went and to get permission
to make changes for next time, as requested by Emma.
Describe how Julie did the following (10-50 words for each section):
Planned the outing with Emma
to make it as successful as
possible.
Decide the café where Emma feels attached and happy and
understand the aspect of services in the café and make a plan
according to this.
Observed and respectfully
interacted with Emma.
The service is in such a way that is based on a positive attitude
and respected node that promote wellbeing.
Used strategies to create
independence and develop
skills for Emma.
In this, make proper communication and interaction which
show the aspect of independence and skill that helpful for the
Emma.
Withdrew support to encourage
experiential learning.
As per this, Emma tries to decide for the others which makes
them motivated and feel encouraged with experiential
learning.
Assisted Emma to identify how
things went with the outing and
how to improve things.
In this, the outing is well mannered where Julie do not assist
Emma, she only takes part in the conversation which happens
and this makes them independent to talk and share their
important thought.
Observed Emma’s She is thoughtful and feels independent.

competencies and skills, and
made a record of the outing.
She focuses on the interaction and making proper
communication.
Monitored Emma’s strategies to
determine their effectiveness
and how engaged Emma is, in
consultation with a supervisor.
In this, she feels disruptive when someone discourages her
otherwise she is thoughtful and independent which provides
an aspect for the development of Emma's behavior. They
engage with proper interaction and communication with
others.

4. Answer the questions below which follow on from the case study of Emma.
a. What assessment processes might the organization have gone through to assess Emma’s
support needs to go to the café? (20-50 words)
Providing social support because a patient with multiple sclerosis require proper support in term
of mental health is important. In this, the interaction with people is beneficial for Emma to
develop wellbeing and resilience.
b. Describe how the café supported Emma’s rights to access and equity. (20-50 words)
In this, the accessible seat is provided to Emma, and with this cade support the Emma access by
providing convenient seat and easily available with the ramps.
c. While at the café, what might have been some opportunities for incidental learning? (20-50
words)
In this, when waiter used to ask the payment of with the individual or together. In this case, if
Julie is not available then the decision for Emma is tough which may a part of incidental learning.
5. Read the case study below which follows on from Emma, and answer the questions related to it.

Emma is gaining confidence with attending the café with her neighbour. She has requested to go
to the outing on her own, without any support worker assistance. Julie calls her supervisor to
discuss the situation. She tells her supervisor that Emma is very good now at the café with all of
the things that need to be done, but every now and again when she is tired, still loses track of the
way home and can go the wrong way. Julie reads back on her notes from each visit to discuss with
the supervisor.
a. Describe the conflict between a support worker’s duty of care, and the client’s right to
dignity of risk, as seen in this case study. (20-50 words)
In this, as the client's right of dignity is shown in this is by Emma where she wants to go for outing
with her own and Julie as support worker they used to perform their duty because Emma forgets
the way to home.
b. Go to the United Nations website www.un.org and search for the Conventions on Rights of
Person’s With Disabilities. In your own words, provide a summary of what the document is
about. (20-50 words)
Article 24 of the UN convention on the right of the person with the core of disabilities provides
only that the children with the disabilities should not be discriminated against but also able to
complete participation in their general education system.
c. Again, accessing the United Nations Conventions on Rights of Persons With Disabilities, in
your own words, provide a summary on what it says about children with disabilities – Article
7. (20-50 words)
They used to protect and promote the human right of children with disabilities and provide equal
opportunities to learn and take their education.

Ji-yoon, 7 years old.
Ji-yoon was born with Cerebral Palsy. She has severe impairment of her motor
movements and uses a wheelchair for mobility. She has some learning difficulties (but
these are mild) with good language development. Her English skills are good. Recurrent
seizures are a part of Ji-yoon’s life as she also has Epilepsy.
d. Do some research on special services that could support Ji-Yoon, a child with a disability, in
the community. Complete the information below on what you have found.
The name of
the service:
PAWS has trained service dogs that help to assist people with cerebral palsy,
multiple sclerosis, and many more.
Contact
details:
What the
service does:
In this, the dogs are used to assist the patient in various ways. They help the
patient in performing their day-to-day tasks. It acts as a catalyst because they are
specially trained for the people who are dealing with cerebral palsy.

ASSESSMENT RUBRIC
Below is a rubric that determines whether your answers and knowledge is satisfactory or
unsatisfactory.
To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the
column that is titled ‘satisfactory’.
It is advisable to read the rubric for the question you are answering to determine if you have fully
answered the question to the correct standard.
Criteria Satisfactory
The student answers the question within,
or under, the word limit.
Not yet satisfactory
The student exceeds the word limit.
1a
Collaboration to overcome
community barriers (while
empowering clients)
The student is able to:
- suggest at least one way they could
collaborate and/or communicate with
Emma on how to overcome any barriers
and empower her to make her own
decisions
and
- outline at least one way they can involve
their supervisor in the process
The student is not able to:
- suggest at least one way they could
collaborate and/or communicate with
Emma on how to overcome any
barriers and empower her to make her
own decisions
and
- outline at least one way they can
involve their supervisor in the process
1b
Barriers to community
participation
The student is able to:
Correctly identify three of Emma’s barriers
to community participation and social
inclusion.
The student is not able to:
Correctly identify three of Emma’s
barriers to community participation
and social inclusion.
1c
Assisting clients to
overcome barriers
The student is able to:
Write two (2) questions they could ask
Emma to help her find solutions to this
barrier – emphasis being on allowing the
client to find solutions and come up with
ideas themselves.
The student is not able to:
Write two (2) questions they could ask
Emma to help her find solutions to this
barrier – emphasis being on allowing
the client to find solutions and come up
with ideas themselves.
1d
Assisting clients to
overcome barriers
The student is able to:
Identify two (2) ways they could assist
Emma to do research her goals, while
allowing Emma to make her own choices.
The student is not able to:
Identify two (2) ways they could assist
Emma to do research her goals, while
allowing Emma to make her own
choices.
1e
Assisting clients in
community participation
The student is able to:
Identify two (2) ways they could assist
Emma to do research and find local
churches, while allowing Emma to make
her own choices.
The student is not able to:
Identify two (2) ways they could assist
Emma to do research and find local
churches, while allowing Emma to
make her own choices.
2a The student is able to: The student is not able to:

Assisting clients in
community participation
Correctly identify and briefly describe at
least one way social devaluation might
make Emma feel.
Correctly identify and briefly describe
at least one way social devaluation
might make Emma feel.
2b
Assisting clients in
community participation
The student is able to:
Correctly identify and briefly describe how
they may assist Emma to voice her anger
and share her feelings about how she has
been treated. This may involve aspects of
community education.
The student is not able to:
Correctly identify and briefly describe
how they may assist Emma to voice her
anger and share her feelings about how
she has been treated. This may involve
aspects of community education.
2c
Responding to difficult
situations
The student is able to:
Identify an appropriate response or action
to Emma’s extreme distress.
The student is not able to:
Identify an appropriate response or
action to Emma’s extreme distress.
2d
Active citizenship
The student is able to:
Correctly identify and briefly describe how
the travel agent could engage Emma in
active citizenship.
The student is not able to:
Correctly identify and briefly describe
at how the travel agent could engage
Emma in active citizenship.
3
Assisting clients in
community participation
The student is able to:
- correctly answer each item in the table
with enough detail to show accurate
knowledge of each aspect of Emma’s
outing.
And
- use their own words to answer each item
in the table, and not the words in the case
study.
The student is not able to:
- correctly answer each item in the
table with enough detail to show
accurate knowledge of each aspect of
Emma’s outing.
And
- use their own words to answer each
item in the table, and not the words in
the case study.
4a
Assessment processes
The student is able to:
Correctly identify and briefly describe at
least one assessment process the Disability
service may have gone though to assess
Emma’s support needs to go to the café.
The student is not able to:
Correctly identify and briefly describe
at least one assessment process the
Disability service may have gone
though to assess Emma’s support
needs to go to the café.
4b
Access and equity
The student is able to:
Correctly identify and briefly describe how
the café supported Emma’s rights to
access and equity.
The student is not able to:
Correctly identify and briefly describe
how the café supported Emma’s rights
to access and equity.
4c
Incidental learning
The student is able to:
Correctly identify and briefly describe at
least one opportunity for incidental
learning at the café.
The student is not able to:
Correctly identify and briefly describe
at least one opportunity for incidental
learning at the café.
5a
Duty of care and dignity of
risk
The student is able to:
Accurately describe the conflict between a
support worker’s duty of care, and the
client’s right to dignity of risk, as seen in
the case study.
The student is not able to:
Accurately describe the conflict
between a support worker’s duty of
care, and the client’s right to dignity of
risk, as seen in the case study.
5b
United Nations
Conventions on Rights of
The student is able to:
Provide an accurate summary, in their own
words, of the United Nations Conventions
The student is not able to:
Provide an accurate summary, in their
own words, of the United Nations

Person’s With Disabilities on Rights of Person’s With Disabilities. Conventions on Rights of Person’s With
Disabilities.
5c
Children with disabilities
under the United Nations
Conventions on Rights of
Person’s With Disabilities
The student is able to:
Provide an accurate summary, in their own
words, of what the United Nations
Conventions on Rights of Person’s With
Disabilities says about children with
disabilities.
The student is not able to:
Provide an accurate summary, in their
own words, of what the United Nations
Conventions on Rights of Person’s With
Disabilities says about children with
disabilities.
5d
Services for children with
special needs
The student is able to:
Identify an appropriate service that could
support a child with disabilities accessing
the community.
And
Briefly outline, in their own words, what
the service does.
The student is not able to:
Identify an appropriate service that
could support a child with disabilities
accessing the community.
And
Briefly outline, in their own words,
what the service does.
Overall assessment recommendations
Word counts As per tasks. As per tasks.
Plagiarism All the student’s work is original and
sourced where appropriate.
All the student’s work is not original
and/or inappropriately sourced.
This assessment meets the following units of competency:
CHCDIS001 Contribute to ongoing skills development using a strengths-based approach
CHCDIS003 - Support community participation and social inclusion
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