Total Training Solutions Adelaide: CHCDIS007 Empowerment Assessment

This document presents a final assessment for the CHCDIS007 unit, which focuses on facilitating the empowerment of people with disabilities. The assessment, provided by Total Training Solutions Adelaide, covers various aspects, including the historical evolution of service models, legal frameworks like the Disability Discrimination Act and the UN Convention on the Rights of Persons with Disabilities, and practical application of person-centered approaches. The assessment is divided into two parts: questions designed to evaluate the candidate's knowledge of key concepts and a case study section that tests the ability to apply this knowledge in real-world scenarios. The document also outlines the importance of human rights, self-determination, and the ethical considerations involved in supporting individuals with disabilities. This assessment emphasizes the candidate's ability to demonstrate commitment to empowerment, foster human rights, and facilitate choice and self-determination in line with best practices in the field.

CHCDIS007
Facilitate the empowerment
of people with disability
Release 1
Total Training Solutions Adelaide
Assessments
RTO NO 41373
Aspire Version 1.1
Total Training Solutions Adelaide

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CHCDIS007 Facilitate the empowerment of people with disability, Release 1 – Assessments
© 2016 Aspire Training & Consulting
Level 1, 464 St Kilda Road
MELBOURNE VIC 3004 AUSTRALIA
Phone: [phone]
First published January 2016
ISBN 978 1 76031 520 7
Total Training Solutions Adelaide

CHCDIS007
Facilitate the empowerment of people with disability – Assessments
Final assessment
How to work through this final assessment
This final assessment is designed to assess your performance of competency for the unit
CHCDIS007 Facilitate the empowerment of people with disability, Release 1. Your assessor or
workplace supervisor will help you fully understand assessment requirements for this unit.
The features of this final assessment are detailed in the following table.
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CHCDIS007
Facilitate the empowerment of people with disability – Assessments
Assessment information and scope
Who is the final
assessment designed
for?
The final assessment is designed for candidates to demonstrate their
competency having completed formal learning experiences in this unit.
Assessment may occur in real and/or simulated work environments.
Candidates may be undertaking the unit in a range of learning situations,
including private study, via a traineeship arrangement or via other
workplace-supported means.
What are the aims of
the final assessment
tasks?
This unit describes the skills and knowledge required to facilitate the
empowerment of people with disability to deliver rights based services
using a person-centred approach. It should be carried out in conjunction
with individualised plans.
This unit applies to workers in varied disability contexts.
The key outcomes are:
• Demonstrate commitment to empowerment for people with disability
• Foster human rights
• Facilitate choice and self-determination
Prerequisites and
co-requisites
None
Legislative and
licensing requirements
The skills in this unit must be applied in accordance with Commonwealth
and State/Territory legislation, Australian/New Zealand standards and
industry codes of practice.
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Facilitate the empowerment of people with disability – Assessments
Topic Key outcomes
I am able to perform
skills and demonstrate
knowledge satisfactorily
in the following tasks.
q Topic 1 Demonstrate
commitment to
empowerment for people
with disability
q 1A Identify changes in the legal,
political and social frameworks
within which the work is
undertaken
q 1B Identify ways society affects the
level of impairment experienced by
a person with disability
q 1C Reflect on and acknowledge
the impact of personal values and
attitudes when working in disability
contexts
q 1D Develop and adjust your own
approaches to facilitate
empowerment
q Topic 2 Foster human rights q 2A Assist the person with disability
to understand their rights
q 2B Deliver services that ensure the
rights and needs of the person are
upheld
q 2C Ensure the cultural needs of the
person are identified, accepted and
upheld
q 2D Identify, respond to and report
breaches of human rights
q 2E Identify and report indications of
possible abuse and/or neglect
q Topic 3 Facilitate choice
and self-determination
q 3A Use a person-centred approach
that acknowledges the person with
disability as their own expert
q 3B Facilitate and discuss person-
centred options for action on
relevant issues
q 3C Provide assistance to facilitate
the communication of personal
goals
q 3D Provide person-centred support
to encourage and empower the
person to make their own choices
q 3E Assist with strategies to ensure
the person is comfortable with
decisions that are being made
q 3F Assist with accessing advocacy
services and other complaint
mechanisms
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Facilitate the empowerment of people with disability – Assessments
Final assessment overview
To demonstrate your competency using this final assessment you must successfully complete
both theory and practical assessment tasks.
Complete the following
task using this learner
guide
• Part A – Questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
• Part B – Case study questions
You will demonstrate a sound knowledge of the unit requirements in your
responses.
Refer to the Aspire
Practical placement
logbook for this unit
• Practical placement
Your performance will be assessed in the workplace.
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Facilitate the empowerment of people with disability – Assessments
Assessment plan
Complete the following form with your assessor.
Training organisation
name Total Training Solutions Adelaide
Candidate name
Phone number
Email
Assessor name
Unit/s of competency CHCDIS007 Facilitate the empowerment of people with disability,
Release 1
Assessment parts
selected
q Part A – Questions
q Part B – Case study questions
q Practical placement
Ready for assessment
declaration
I confirm that the purpose and procedures of this assessment have been
clearly explained to me. I have been consulted about any special needs I
might have in relation to the assessment process. The criteria to be used
for this assessment have been discussed with me, as have the
consequences and possible outcomes of the assessment.
I have accessed and understand general assessment information as
provided by my training organisation.
I have been given fair notice of the date, time, venue and other
arrangements for this assessment. I have completed a self-assessment of
my performance of the skills and knowledge for this unit and confirm that I
am ready for assessment.
My training organisation has provided information regarding time lines for
assessment while on practical placement.
Candidate signature
Date
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Facilitate the empowerment of people with disability – Assessments
Final assessment tasks
Part A – Questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part A to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
questioning assessment to be completed.
Assessment conditions 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.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
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Facilitate the empowerment of people with disability – Assessments
Question 1 How does the historical medical model of service differ from the more recent social
model of service?
Answer Social model of disability states that disability is caused by the way society is
organized whereas medical model of service states people are disabled because of
their impairments and differences.
Marking q Satisfactory q Unsatisfactory
Question 2 How does the historical institutionalised model of service differ from the person-
centred, self-directed model of support?
Answer A person-centred approach focuses on an individual approach that is what the
person wants, doing it for the person,doing it with the person and then supporting
the person doing it. Whereas, historical institutionalized model of service focused on
impairments of the person.
Marking q Satisfactory q Unsatisfactory
Question 3 Briefly describe two ways the Disability Discrimination Act 1992 (Cth) protects
people with disabilities.
Answer The two ways are as follows-
direct
Disability discrimination that treats a person less favourably because of their
disability than a person without that disability would be treated in the same or similar
circumstances.
indirect
Disability discrimination that happens when a ‘condition’ stops a person with a
disability, or an associate of a person with a disability from doing something. A
‘condition’ includes physical barriers, policies, procedures, practices, selection or
admission criteria, rules or requirements.
Marking q Satisfactory q Unsatisfactory
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Question 4 Briefly describe what is outlined in the United Nations Convention on the Rights of
Persons with Disabilities.
Answer It aims to ensure that disabled people enjoy the same human rights as everyone
else and that they can participate fully in society by receiving the same opportunities
as others.
Marking q Satisfactory q Unsatisfactory
Question 5 List one key legal obligation of mandatory reporting.
Answer Elder abuse in any form
Marking q Satisfactory q Unsatisfactory
Question 6 Describe who you should seek support from and when you should seek support
when there is a conflict between your values and the values of the person you are
supporting.
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Answer The support should be from the supervisor or the task manager.
The support should be seeked when the conflicts between the person and me
affects the development and progress of the patient.
Marking q Satisfactory q Unsatisfactory
Question 7 Describe two behaviours associated with Autism spectrum disorder and explain how
your personal values and attitudes could impact on the way you work with a person
with an autism spectrum disorder.
Answer Impaired communications,restricted and repetitive interests and behaviours and
sensory sensitivities.
Values and attitudes are different just like 2 people are different.my personal values
and attitude can put an impact by
“actions speak louder than words” is very true and is never more evident than
dealing with the disabled. Be aware of our body language this will speak volumes to
the people that you are dealing will. As a worker we have a responsibility to ensure
that our behaviour and the attitude that we display is of a positive nature.
Marking q Satisfactory q Unsatisfactory
Question 8 What is a cognitive disability and what are two challenges or issues that a person
with a cognitive disability may experience?
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Answer Cognitive disability can affect person’s thought person and thinking.
Challenges-
Difficulty in communication, learning , mobility and living independently.
Marking q Satisfactory q Unsatisfactory
Question 9 Describe two challenges that a person with a physical disability may face and
explain how you could avoid having your personal values and attitudes negatively
impact on a person with a physical disability.
Answer Developmental disability is a term that refers to a permanent cognitive and/or
physical impairment that usually occurs in the early years of life but can occur any
time before the age of 18 years.
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Marking q Satisfactory q Unsatisfactory
Question 10 What are two disabilities associated with developmental delay and how could your
personal values and attitudes impact on a person with a developmental delay?
Answer Children under the age of 6 years go through developmental delay and also adults
with intellectual disability in their families and communities.
Personal values and attitudes put a major impact on person with developmental
delay since. It is generally children below 6 years of age the impact is on a vast leve
affecting the IQ of the client.
Marking q Satisfactory q Unsatisfactory
Question 11 Identify two possible causes of an intellectual disability and explain why it is
important to acknowledge the differences between people who have an intellectual
disability.
Answer Intellectual disability causes-
Developmental delay
Significant deficits in adaptive behaviour skills.
It is important to know the differences between people with intellectual disability
because of different approaches towards it like CST and DADHC.
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Marking q Satisfactory q Unsatisfactory
Question 12 What is a neurological impairment and how may a person with a neurological
impairment be affected by their disability?
Answer Neurological impairment impacts on the ability to control movements.
Around 5 Australians every week is affected by the disability.
Marking q Satisfactory q Unsatisfactory
Question 13 Describe three different ways that a person with a sensory disability may present.
Answer Sensory disability affects hearing and seeing
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Marking q Satisfactory q Unsatisfactory
Question 14 What wrong assumptions can people make about the capacity of a person with a
speech or language disability?
Answer People make wrong assumptions like people suffering from speech or language
disability have no problem in understanding or reasoning
Marking q Satisfactory q Unsatisfactory
Question 15 Describe how empowerment could be facilitated when providing support, and two
effects of empowerment for a person with support needs.
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Answer Empowerment can have both positive and negative impact on people with
disabilities.
Empowerment allows the client to expand and develop as an individual.
Marking q Satisfactory q Unsatisfactory
Question 16 Provide an example of a rights-based approach when providing support services.
Answer A human rights-based approach is about translating the principles, standards and
goals of international human rights law into the policies, practices, and practical
realities of everyday life.
most approaches commonly hold that actions and decisions should be informed by
the key human rights principles of participation, accountability, equality, non-
discrimination and empowerment.
Marking q Satisfactory q Unsatisfactory
Question 17 Provide a brief definition of a person-centred practice.
Answer person-centred approach means an individually focused approach to care. Person-
centred approach can also be known as client-centred or client-driven approach.
This is implemented by asking what the person wants, doing it for the person, doing
with the person, and then supporting the person doing it.
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Marking q Satisfactory q Unsatisfactory
Question 18 Provide two examples of ways to listen actively to a person with a disability.
Answer Actively listening can be done by paying attention. Listening to their point of view
can give some knowledge .
Avoid pseudo listening
Always check for undestanding.
Marking q Satisfactory q Unsatisfactory
Question 19 Briefly describe the concept of social justice and explain one reason why it is
important to know and respect each person as an individual.
Answer Social justice is based on advocacy.Advocates can be family members, friends, or
an independent third party. The important thing to remember is that the advocate
must be free from conflict of interest and have the best interests of the person at
heart. Advocacy becomes very messy and runs the risk of being ineffective or
exploitative if the person doing the advocacy has something to gain or lose from
their actions.
It is important to know and respect each other as an individual to avoid conflicts and
social justice is maintained.
Marking q Satisfactory q Unsatisfactory
Question 20 List two ways you could assist a person with a disability to understand their rights.
Answer Assisting a person with a disability to understand their rights can be done by
presenting the information in different formats, different audiences require different
ways of information.
Audio cassette for vision impairment people
Internet for people with hearing impairment.
Marking q Satisfactory q Unsatisfactory
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Question 21 Briefly describe two ways you could identify a person’s cultural needs.
Answer 1. good communication,
2. trust,
3. respect and recognition, and
4. collaborative problem solving.
Marking q Satisfactory q Unsatisfactory
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Question 22 List two indicators of neglect.
Answer Indicators of neglect are basically indicators of abuse.
1) Financial
2) Sexual.
Marking q Satisfactory q Unsatisfactory
Question 23 List two general indicators of abuse.
Answer Indicators of abuse
Physical- marks on body
Financial- asking for more money.
Marking q Satisfactory q Unsatisfactory
Question 24 Provide two examples of psychological trauma and two examples of how you would
implement person-centred support to facilitate self-determination and choice.
Answer Post traumatic stress disorder
Depression and schizophrenia.
Marking q Satisfactory q Unsatisfactory
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Question 25 Describe one way you could facilitate discussion between the person requiring
support, their family and/or carer and the support worker.
Answer Discussion can be facilitate by-
Give you a clear visual timetable of events for the semester or term in which you are
enrolled, including any deadlines for assessments;
Check that you know how to access library facilities and services;
Conduct small ‘interest groups’ for some of the topics;
Use ‘action sheets’ and website updates to remind you about tasks you need to
complete;
Set up a ‘chat line”. If you have access to telephone conferencing or video
conferencing, your facilitator can use these for specific topics or discussion
sessions;
Circulate a newsletter to keep you informed of events, topics and resources of
interest to you;
Keep in touch with you by telephone or email during your studies.
Marking q Satisfactory q Unsatisfactory
Question 26 Describe a strategy you could use to assist people with disabilities to exercise their
rights and support independent action and thinking, including use of technology
(such as laptops or tablets) to facilitate choice.
Answer For People with vision impairment audio cassettes can be used
For people with hearing impairment videos and internet can be used as strategies to
assist them.
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Marking q Satisfactory q Unsatisfactory
Question 27 Describe a strategy you could use to foster empowerment in a person with a
disability.
Answer Undertake research about the effectiveness of policies. Research may include
discussing issues with people with disabilities, family members or advocates/
introducing surveys and/or conducting forums.
Marking q Satisfactory q Unsatisfactory
Part B – Case study questions
Purpose You will demonstrate a sound knowledge of the unit requirements in your
responses.
Instructions to the
candidate
All questions must be answered satisfactorily for Part B to be completed
satisfactorily.
There is no restriction on the length of the question responses, or time
restriction in completing the assessment.
You must complete all questions unassisted by the assessor or other
personnel, but may refer to reference material as needed.
Resources required The question responses section is the only resource required for this
section to be completed.
Assessment conditions 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
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CHCDIS007
Facilitate the empowerment of people with disability – Assessments
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.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency requirements for
assessors.
Reasonable adjustment If you do not wish to respond to the questions in written form, an interview
may be used as an alternative approach if negotiated with your assessor.
Candidate to complete
Candidate name
Date of assessment
Assessment
declaration
I declare that no part of this assessment has been copied from another
person’s work, except where clearly noted on documents or work
submitted.
I declare that no part of this assessment has been written for me by
another person. I understand that plagiarism is a serious offence that may
lead to disciplinary action by my training organisation.
Candidate signature
Read the case study, then answer the questions that follow.
Case study (questions 1–5)
Jamal is Kevin’s support worker and he’s in the middle of a busy day. Kevin is a young person with
physical disabilities who uses a wheelchair for mobility. He has just joined a wheelchair basketball
team and is excited about the sport.
Just before lunch, Kevin shows up at Jamal’s workplace with a basketball in hand, wanting to show
Jamal what he’s learnt. Although Kevin doesn’t have an appointment, Jamal wants to support Kevin’s
new interest and expanding skills, so he lets Kevin show him a few moves in the parking lot while he
eats lunch.
Kevin is thrilled with the speed and mobility of wheelchair basketball and has been practising high-
speed spins, turns, catches and throws. In his excitement, Kevin doesn’t notice a bump in the parking
lot pavement and he falls. Although he only receives a minor scrape, Jamal realises that this isn’t the
best time or place to support Kevin’s interest.
Before he leaves, Kevin gives Jamal a team shirt with his numbers on the back and invites him to his
next game.
CS Question 1 Did Jamal compromise or breach appropriate work role boundaries with Kevin?
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Answer Yes, jamal sees kevin and and supports his basketball even though he does not
have an appointment.
Marking q Satisfactory q Unsatisfactory
CS Question 2 Did Jamal breach his work role responsibilities?
Answer Yes, jamal did breach work role responsibilities
Marking q Satisfactory q Unsatisfactory
CS Question 3 How did Jamal breach WHS procedures?
Answer WHS is workplace health and safety . jamal did not take care of kevin while he was
showing him his basketball skills and fell
Marking q Satisfactory q Unsatisfactory
CS Question 4 How did Jamal manage Kevin’s dignity of risk and what is one way he could have
respected his choice while maximising his safety?
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Answer Jamal lets kevin play basketball on a wheelchair which is dignity of risk in kevin’s
case.
Marking q Satisfactory q Unsatisfactory
CS Question 5 How did Jamal manage duty of care in this situation?
Answer While playing basketball kevin did not see a bump and fell to which jamal realised
that it was not the right place nor the right time to look into his skills.
Marking q Satisfactory q Unsatisfactory
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Read the case study, then answer the questions that follow.
Case study (questions 6–8)
Maline (a support worker) receives an angry phonecall from Frankie, who has been trying to get an
appointment for several weeks to discuss some changes she wants to make to her services. Maline
had meant to get back to Frankie weeks ago, but got caught up in her busy workload. She thanks
Frankie for the reminder and they make an appointment for the next day.
During the meeting, Frankie asks Maline about the research she was going to do about her options for
training and employment, based on the email she sent last week. At their last meeting, they had
discussed Frankie’s wish to get back into employment after her injury, and she had compiled a list of
ideas that she emailed to Maline. Maline had been so busy that she had not looked at Frankie’s service
plan before the meeting, and although she had seen the email, her promise to do this research
completely slipped her mind.
Maline sincerely apologises to Frankie for these omissions and thanks her for the work she’s done in
investigating ideas for training and employment. They agree to meet weekly for the next month to fully
explore Frankie’s options and to make sure she receives the services she needs.
CS Question 6 Provide two suggestions for how Maline should adjust her work approaches to
facilitate Frankie’s empowerment.
Answer Maline can use technology to support frankie and her work .
She can use internet and see job oppourtunities for frankie
Marking q Satisfactory q Unsatisfactory
CS Question 7 Do you think Maline is upholding or failing to uphold Frankie’s self-advocacy? Why?
Answer Yes, maline is failing frankie’s self-advocacy as she does not take her serious and
has been forgetting her tasks.
Marking q Satisfactory q Unsatisfactory
CS Question 8 How might Maline’s adjustments to her approach better ensure Frankie’s rights and
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needs are upheld in service delivery?
Answer Maline’s adjustments should be approached properly and she should ensure that
frankie get an employment and should also see that all her rights are reserved
according to the service
Marking q Satisfactory q Unsatisfactory
Read the case study, then answer the questions that follow.
Case study (questions 9–13)
Kate has an intellectual disability. Her younger sister Ginny is her primary carer and has legal
guardianship over Kate, specifically regarding her financial and legal decisions. Kate is provided a
certain amount of money per week for discretionary spending, which she usually spends on food
treats, going out with her friends and art materials.
Kate attends a day program with other people with intellectual disabilities in the local community. Ginny
is concerned as Kate is asking for more money, and she discovers that another participant in the day
program has been demanding money from Kate and others, or he will hit them.
Ginny immediately contacts Sue, who is Kate’s support worker for advice and support, as she wants to
remove Kate temporarily from the day program while making a formal complaint to ensure the situation
is resolved and does not recur. Kate becomes upset at being told that she can’t go to day program the
next day. When Sue arrives, it is clear that Kate doesn’t understand what is happening and why she
can’t go.
CS Question 9 Provide two methods Sue can use to assist Kate to be comfortable with Ginny’s
decision to remove her from the day program temporarily.
Answer She can assist her with digital photos and colour coding to make her understand
about the temporarily closure of her day time program.
Marking q Satisfactory q Unsatisfactory
CS Question 10 How could Sue assist Ginny and Kate to access an advocacy service?
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Answer Sue can help them connect with the regional and state advocacy organizations and
some regional areas also in the local state disability office.
Marking q Satisfactory q Unsatisfactory
CS Question 11 How could Sue assist Kate and Ginny to use a complaint mechanism to resolve the
issue?
Answer Sue can assist kate and ginny and help them to file a verbal complaint to the
supervisor or the manager.
Marking q Satisfactory q Unsatisfactory
CS Question 12 Why is it important to protect Kate’s privacy and confidentiality regarding making a
complaint?
Answer Kate’s privacy and confidentiality should be maintained regarding a complaint
because of her safety during the program.
Marking q Satisfactory q Unsatisfactory
CS Question 13 What form of abuse was Kate experiencing at the centre and was this a breach of
her human rights?
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CHCDIS007
Facilitate the empowerment of people with disability – Assessments
Answer Kate was experiencing financial abuse which was pressure from others to hand
over money or items.
Marking q Satisfactory q Unsatisfactory
Record of outcome
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CHCDIS007
Facilitate the empowerment of people with disability – Assessments
Training organisation
name
Total Training Solutions Adelaide
Candidate name
Unit code and title CHCDIS007 Facilitate the empowerment of people with disability, Release
1
Assessor name
Assessor email
Assessor phone
number
Assessment tasks Satisfactorily
completed
Part A – Questions
Part B – Case study questions
Practical placement
Declaration In completing this assessment, I confirm that the candidate has
demonstrated all unit outcomes through consistent and repeated
application of skills and knowledge with competent performance
demonstrated in multiple instances over a period of time.
Evidence collected has been confirmed as:
q Valid q Sufficient q Current q Authentic
Final result
Result date
Assessor signature
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