Skills Development and Community Participation in Disability Support | Desklib

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)