CHCDIS008: Written Questions on Community Participation and Inclusion

This document presents the completed assessment for CHCDIS008, focusing on facilitating community participation and social inclusion. The assessment includes a cover sheet with student details and a declaration of originality. The core of the document is the answers to 19 written questions, covering topics such as the medical and social models of disability, normalisation and social role variation models. The questions explore different scenarios and the impact of societal attitudes on individuals with disabilities, specifically addressing the quality of life for someone with a mental disability. The student has provided detailed explanations and analysis for each question, demonstrating their understanding of the unit's key concepts. The document is designed to fulfill the requirements of the assessment, providing comprehensive responses to all the questions asked. The document also includes references to relevant resources like websites, books and videos to supplement the learning.

ASSESSMENT COVER SHEET
(PLEASE PRINT IN BLOCK LETTERS)
*Mandatory Document*
Name: Click or tap here to enter text.
Student ID: Click or tap here to enter
text.
Government Funding Yes ☐ No ☐ International ☐
Domestic ☐
Course Name: Click or tap here to enter text.
Unit Code/Name: Click or tap here to enter text.
Trainer Name: Click or tap here to enter text.
Address: Click or tap here to enter text.
Phone no: Click or tap here to enter text. Date of Submission : Click or tap to enter a date.
Email ID: Click or tap here to enter text.
Campus ☐Dandenong ☐Sunshine ☐City ☐Online
Student Declaration
I Click or tap here to enter text. (insert your name) declare that these tasks are my own work. None
of this work has been completed by any other person and I have not cheated, plagiarised or colluded
with any other student. I have correctly referenced all resources and reference texts throughout this
assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and
understand that if I am found to be in breach of this policy,
Student Sign: Click or tap here
to enter text.
Printed Name: Click or tap
here to enter text.
Date:Click or tap to enter a
date.
Page 1 of 30

Page left intentionally blank
Page 2 of 30

CHCDIS008 Facilitate community participation and social inclusion
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIS008
Facilitate community participation and social inclusion.
ABOUT YOUR ASSESSMENTS
This unit requires that you complete 2 assessment tasks. You are required to complete all
tasks to demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written
questions
You must correctly answer all 19 questions to show
that you understand the knowledge required of this
unit.
Assessment Task 2: Class project There are two parts to this project:
 Part A will be completed in groups of two or
more, to discuss and develop support strategies
for an individual with a disability using a case
study scenario provided. Once you have
completed this task, you will share your
strategies with the class.
 Part B requires you to develop your own plan
and answer a set of corresponding questions.
Supporting resources
You may like to look at the following websites, books and documents for more information
about the topics related to this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
Resources are available for students in Moodle:
 DVD – “The truth about disability”
Part 1 https://www.youtube.com/watch?v=Y_8-4Yy557g
Part 2 https://www.youtube.com/watch?v=-z_GazdAKU0
 Disability discrimination (YouTube) https://www.youtube.com/watch?v=0QxPeATbcNA
https://www.youtube.com/watch?v=8fGz2vjj9No
 Supporting People with Disabilities VEA-_Australia New Zealand (You Tube)
https://www.youtube.com/watch?v=uSpkJNPtdys
 The alternative – Multiple Sclerosis – (YouTube) https://www.youtube.com/watch?v=V6-
IdJMl84M
 Spinal Cord Injury-(You Tube) https://www.youtube.com/watch?v=fXH9uBE86aQ
 BBC- My Autism and me (YouTube) https://www.youtube.com/watch?v=ejpWWP1HNGQ
 Us and our education –documentary exploring disabilities in school
(YouTube) https://www.youtube.com/watch?
Page 3 of 30

v=C6uYhDU5tvg&index=2&list=PLB907FD78A9A340E3
 Community Participation in Action
https://www.nds.org.au/images/resources/resource-files/
CII_Community_Participation_in_Action_Guide_2016.pdf
 A connected community for all
https://www.humanrights.gov.au/sites/default/files/Access%20and%20Inclusion
%20Plan%20-%20City%20of%20Mitcham.pdf
 Social inclusion and social citizenship towards a truly inclusive society
https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/
Parliamentary_Library/pubs/rp/rp0910/10rp08
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet.
Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this
on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will
put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it
to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are
required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the
table below.
Assessment Requirements Due date
1.Written questions
2.Class project
Page 4 of 30

Assessment Tasks Outcome
Unit: CHCDIS008 Facilitate community participation and social inclusion
Tasks included in submission
Assessment Tasks Title
Satisfactory/
Not yet
satisfactory
Assessor
Signature Date
Re-submission
Satisfactory/
Not yet
satisfactory
Written Questions Assessment 1
Class Project Assessment 2
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A
copy must be supplied to the office and kept in the student’s file with the evidence.
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
Student result response
 My performance in this assessment task has been discussed and explained to me.
 I would like to appeal this assessment decision.
Student signature
Date
Page 5 of 30

ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other
documents to help you with your answers if required.
 You must answer all 19 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper
must include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell
you if you can email them the file or if you need to print a hard copy and
submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?
 You will do this task in the classroom or as homework – your assessor will advise.
 Write in the due date as advised by your assessor:
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about
resubmission. You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
Instructions to students:
Answer the following questions.
Page 6 of 30

QUESTION 1
For each of the following examples, provide a response from the view of both the medical
model of disability and the social model of disability.
A teenager with a learning disability wants to live in an apartment of her own
Medical model Social model
Medical model is based on the approach which
might be represented as course leader, who want
to refuses to product hand out in large manner. As
per given Scenario, it has been identified that
teenager cannot participate in the different
classroom activities, because who always refuses to
learn new things. Therefore, it would be increased
as learning disability in context of medical model
Social model is related to change the society so that
it accommodate people living with impairment. As
per given scenario, it has been examined that
teenager has needed a support so that they can
overcome learning disability. They have a right to
fully participating citizen on equal basis and living in
their apartment of her own ways.
A person using a wheelchair needs to access a building with no ramp at the front
Medical model Social model
.
In context of Medical model, it has been expressed
the response whereas person using wheelchair
which means that they are facing a medical
disability and cannot run without wheelchair or
without ramp. At that time, it would require a
proper support so that it help to overcome
disability. Participate in the different classroom
activities.
In context of social model, it is represents the
disability which means that A person has face issue
by barriers in society. Building not having a ramp or
accessible. At that time, it has been identified the
attitude of people with disability, which cannot do
certain things.
A young child with a visual impairment wants to read popular storybooks
Medical model Social model
In context of medial model, it has been expressed
the struggle of young child, who are unable to read
popular story books due to visual impairment. In
sort, a young child has fallen into medical model of
disability, have a struggle in their entire life.
Through this medical model, it has been expressed
the weakness of young child and difficulties, which
come with such a label.
In context of social model, it has been summarized
that young child does not seek to change person
with visual impairment to accommodate society.
Usually, it need a support to view that young child
with visual impairment disability, have a right to be
fully participating to read popular story books.
Page 7 of 30

QUESTION 2
Provide a brief explanation for the following disability models – Normalisation and Social Role
Variation.
Models of disability refers to the tool or platform for defining impairment, ultimately for
providing the basis upon which involvement of government and society. It can devise a
better strategies for meeting all expectation level of disable people. Usually, it has been
focused on the disabled people as dependent on the society. There are different disability
models discuss as follows:
Normalisation model of disability-
It is one of the most suitable model which making available to all individual people with
disabilities pattern of individual life. Sometimes, it has been focused on the specific
condition of everyday living which are establish a closed possible relationship. Generally,
Normalisation involves the acceptance of different people with better disabilities, offers as
similar condition which is mainly provided to other citizen. At certain place, The significant
of normalization which effect on the better way of service for individual people with
disabilities have been structured.
Social role variation model of disability- it is one of the unique set of ideas useful for making
positive change in the individual lives of people. This can possible to determine the actual
status of people in society. In context of human service, it taps into existing practices which
deeply rooted in social science. On the other hand, it has been identified that social role
variation usually provide the cultural valued which means that enable, establish, maintain a
specific social roles. These are providing the better idea of individual people who has an
already face certain kind of disability or risk in their life.
Social role variations will be changing according to the demand of improvement. So as
important aspect to analyse the specific belief, assumption to gain knowledge. At some
point, it will be implementing suitable approach to achieve desirable targets.
QUESTION 3
Ricky who has a mental disability said ‘People tend to see us as a danger, or burden in the
community. They always say that we’re better off in our own institution since we’re not
really equal to everyone else and that we can’t do or learn anything anyway.’
What would be the impact on Ricky’s quality of life?
As per given scenario, it has been identified that Rick who has a mental disability, suffering
a lot of complication. At that time, society does not support the person, who has a mental
disability, everyone has developed a negative perception towards Ricky. In this way, this
type of situation will directly impact on Ricky's quality of life. A poor social support has
been linked to depression, loneliness and has been identified that brain functionality of
Ricky become decrease in day by day. Moreover, Ricky's is trying to use alcohols, which is
becoming dangerous of their lives.
Already Ricky has a face mental illness which causes severe emotional, physical as well as
behavioural health problem, without prior support for society which may develop
unhappiness in their life.
Page 8 of 30

QUESTION 4
Explain what ‘Active Support’ means to individuals with a disability.
Active support is based on the person-centered approach in which providing the direct
support for those who has a face disability. Whenever, using this active support approach is
ensure that individual people with even most significant disabilities ongoing. It is always
used on regular support to engage with individual in variety of life activities, gain more
opportunities of their choice.
For Example- A person has a face disability which needs to do something better and all
possible aspect. If someone does not need support with feeding. It should give an option
where they can easily fulfil all essential need or requirement.
QUESTION 5
Explain how ‘Individual Support Packages’ as offered by the Department of Human Services in
Victoria support individuals with a disability.
Individual support packages are based on the disability service in which provides enough
funds that are allocated to individual person. In this way, it can meet their disability related
support needs. It enable the people with a proper disability, establish a direction interaction
with planning process, making their own choices about what individual with a disability,
they wish to live their life own ways.
Individual support packages are usually offered by Department of Human services in
Victoria support individual with a disability. This department has always focused on
effective plan which help people, build on their natural supports such as neighbours,
friendships as well as community groups. By using support package, it provide the clarity in
the choice of direction or path towards the life of people, where they want to live.
Moreover, it gaining a lot of opportunities to belong and make a better contribution in
support system.
Page 9 of 30

QUESTION 6
Explain the difference between a person-centred practice and a strengths-based practice.
Person- Centred Practice- this type of practice is related individual person environment
which means that empowering the people to feel directly involved in team work. It is
support to give input into how team support them. For example- different stakeholders such
as teacher, professionals, service provider. These are comprise with customised circle and
support around that individuals. Person centred approach is helping to identify the
individual needs, interest, passion and dreams which are always become consider as core
focus on the individual people. The approach is all about the self-determination, treating
individual people with respect or dignity, also working together to enhance the actual
quality of people and their life.
Strengths-based practice- this type of practice is related competencies and ability of
individual people, giving the better options according to their level. Through this approach,
it is all about the seeing potential and recognising what someone can do with belief. Hence,
ability to grow and thrive. Strength based practice means to person, who can do various
thing and gain more importance in day by day.
QUESTION 7
Provide three benefits of an organisation that is person-centred in their practices.
The benefits of an organisation that is personal centre practices, which may support to
provide the better quality of service in term of healthcare, education etc. That's why,
person centred should help to determine quality of people life, transformed and cost of
providing the services, also reduced the considerably.
Person-centred practice is providing the safeguards which become useful for individual
people to protect themselves. Sometimes, healthcare enterprises are interacting with
patient by consideration of person centred practice. It might have involve something as
simple in which arranging as provide better facilities.
Benefit of person-Centred practice is helping to work for every one which involve
understand their specific rile in the process. It also implementing a personalise care service
of people with proper facility. Therefore, different companies are incorporate the people
preference into their care routine, also measurably improve experience of people.
Page 10 of 30

QUESTION 8
Explain how the UNCRPD impacts human rights for individuals with a disability.
The United nation Convention focus on the rights of individual person with disability (UN-
CRPD). The primary aim of UNCRPD is to provide the human rights and improve the social
development in different areas of society. Usually, it has been identified the significant
impact of convention in regards of individual mental disability. UNCRPD has been
conducting the research to handle the specific need or requirement with systematic
manner. UNCRPD impact on the people where they should consider human rights,
acknowledge the current status of people. Sometimes, it is completely helping the people
through human rights, improving the mental illness or disability of people in proper
manner. Moreover, it should help to validate the need of human being, when they face a
disability.
As per discussion, it has been summarised that importance of UNCRPD which impacts on
the human rights for individual people while giving a better option where they can improve
their position in society.
QUESTION 9
What are the six main stages of lifespan development?
Lifespan development is basically define as age related changes that occurs from birth,
through a person life. Generally, it can be divided into Six different phases:-
Infancy- it is the birth stage, which infant is dependent on adults for most of things. There
are different physical characteristics, which are rapidly developed. In this stage, it has been
developed emotional interaction with others.
Childhood- at this stage, children become increasingly depend from their patents. Age
between 10 years. There are lot of thing learn and gain more self-control.
Adolescence- this stage in between 10-20 years. It must have start the puberty and
dominated by seeking independence from parents.
Early adulthood- this age in between 20- 40 years. In this stage, it is establishing personal
as well as financial independence, also helping to develop or consolidate a career.
Middle age- 40-60 years, in this time, people usually expanding the social as well as
personal involvement. It is also taking more responsibilities, enhance career.
Older age- 65 years is older age where considerable adjustment to change in personal life.
Page 11 of 30

QUESTION 10
What challenges or barriers would an individual with a learning disability experience during
their adolescence? Provide three examples.
Like an individual people with a learning disability which often represents the experience of
social exclusion, discrimination and do not have similar access to human rights. There are
different challenges or barriers would face by individual because of learning disability
experience at the age of adolescence.
Integration with teacher roles- during adolescence, children is generally face so much
struggle to respond successfully of particular answer. Whenever, increasingly the pressure
or demand in core academic subjects due to lack of skill, learning disability.
Difficulties in validating an intervention- it is also another challenge of adolescence where
they have face the problem in substantial and instructional time. A children is not easily
identified the better intervention to select the best option. At that time, it is very difficult to
achieve future success in school curricula.
For example- teacher will try to interact with adolescence or try to validate practices
correctly but involvement of children towards instruction create a lot of problem. This can
happen due to learning ability, where adolescence is not properly recognised the actual
meaning of subject or topic.
QUESTION 11
What is meant by the ‘duty of care’ from the perspective of a disability worker?
Duty of care is that when creating an obligation to avoid or eliminate any kind of omissions,
which could be easily foreseen to injure of harm other people. This means that needs to
anticipate with different risks for disable workers. It has been seen that there are different
disability workers do perform tasks in the workplace. At that time, it should require for
organisation to consider duty of care, in order to provide better options regards of health &
safety.
Generally, with regards of care duties, disable workers have a responsibility to practice
safety procedures that can help to reduce themselves or others. For Example- if disability
places a worker, it should needed to remove him or herself from any situation.
Page 12 of 30