CHCDIS008: Assessment of Community Participation and Social Inclusion

This document presents a comprehensive solution to the CHCDIS008 assignment, focusing on facilitating community participation and social inclusion for individuals with disabilities. The assignment requires the student to assess the needs of three individuals with different disabilities (vision, hearing, and learning disabilities), identify their strengths, interests, and abilities, and develop tailored community engagement plans. The solution includes identifying the types of support needed, matching activities to individual needs, and addressing potential barriers to engagement. It also covers risk assessment, mitigation strategies, and the application of strengths-based and person-centered approaches. The assignment emphasizes minimizing isolation, modifying devices and aids, and ensuring the plan is implemented by supporting other workers. The student also addresses legal and ethical considerations, and best practices in community engagement. Furthermore, the solution outlines specific support requirements, activities to enhance inclusion, and strategies to mitigate risks for each individual. The document demonstrates the development of community support plans, including numbered preferences and encouragement to access support. This assignment solution aims to showcase the practical application of knowledge and skills in supporting individuals with disabilities to participate fully in community life.

CHCDIS008:
Facilitate community participation and
social inclusion – Assessment
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O b s e r v a t i o n A c t i v i t i e s
Collect and collate information about community-based activities in your area that
may be appropriate for the individuals you support. Local government websites are
often useful. A Google search for community activities in your area will also help. Be
sure to include the URL for any websites you visit and select as useful. Attach the
information to your assessment booklet.
Note:
IF YOU ARE NOT ATTENDING A CLASSROOM SESSION FOR THIS UNIT, you will
need to imagine three different scenarios and write a report that answers all the
questions following. That is: write three different scenarios describing how you will
support/have supported three people with a disability to participate in community
activities according to a plan you have supported them to develop. Guiding questions
are listed below.
OR
FOR THOSE STUDENTS ATTENDING CLASSROOM SESSIONS FOR THIS UNIT,
you will need to work with people wishing to engage in community-based activities to
develop community engagement plans and in collaboration with other students
present three scenarios and discuss the process and outcomes of your planning
processes. Guiding questions are listed below. If you are presenting in class you can
use the spaces below to record your scenarios.
To complete this task you need to:
1. Assist at least three people with a disability to develop and implement
community engagement plans within their individualised plan. To do
this you will need to demonstrate each of the following actions during
your assessment:
a. Provide a brief description of each person with a disability (remove names if
required for privacy purposes)
Individual 1:
John has the vision disability. Because of such John is not able see.
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Individual 2:
Sushi is another individual who possess the disability related with hearing. Due to such sushi is
not able to hear or she is completely deaf.
Individual 3:
Matthew is person who possess learning disability.
b. For each person you will need to:
b.i. Identify their strengths, interests and abilities
Individual 1:
The strength of John is that though he is not able to see but his senses relating with touch, smell
are very strong. He possess interest in music. Further he possess the ability to read books by
means of knowledge that is gained by him from school.
Individual 2:
The strength of Sushi is that though she is unable to hear but she is strong at reading the lips of
the person speaking and catching it very quickly. She possess interest in travelling. Further she
has the ability to dance without hearing to music.
Individual 3:
The strength of Matthew is that though he is suffering from Dyslexia but he has strength in terms
of being good at singing. He possess interest in music. Further he possess the ability to work in
an effective manner.
b.ii. Identify the types of support they need
Individual 1:
Proper equipments will be provided to support John.
Individual 2:
Equipments along with sign language instructor will be provided to support Sushi.
Individual 3:
Support that is organising of session to increase learning can be organised.
b.iii. Use information about the community inclusion opportunities that are
located in your area to support selection and decision making
Individual 1:
Session organised in community regarding safeguarding oneself when the person is having vision
disability. Thus awareness can be increased among John regarding the manner in which he can
deal with any issues that can be physical.
Individual 2:
Sign language taught in community offers opportunity to Sushi in learning of communicating
with people around.
Individual 3:
Session of games that includes memory games would offers opportunity to Matthew in increasing
learning.
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b.iv. Match them to the individual’s needs and provide the information to the
client so they can choose
Individual 1:
John possess the need of crossing barriers while he is walking. The technique of safeguarding can
assist him to a greater extent.
Individual 2:
Sushi has hearing issue thus opportunity of learning sign language can fulfil her needs to a
greater extent.
Individual 3:
Matthew possess the need of increasing ability to recall thing. With taking part in session of
games he need can be fulfilled
b.v. Identify any barriers the individual may have to engagement
Individual 1:
The barrier can be related with language that is being spoken by the community professionals.
Individual 2:
Here the barrier can be associated in terms of finances.
Individual 3:
The barrier to engagement can be the age difference among the people involved that can create
hesitation.
b.vi. Assist the client to engage in the program
Individual 1:
Here John would be provided with speaker who knows similar language as he so he can get
involved in the program.
Individual 2:
Sushi would be provided with financial help.
Individual 3:
Social group in case of Matthew would be developed so that he can be provided opportunity to
get engaged.
b.vii. Identify any other supports they require
Individual 1:
Emotional support as John is sensitive in nature.
Individual 2:
Sushi requires parent support in order to boost her morale.
Individual 3:
Psychosocial support is required by Matthew
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b.viii. Identify and access any resources required for them to participate
Individual 1:
Technology
Individual 2:
Financial resources
Individual 3:
Human resources
c. Assist with the development of a community support plan which will include
activities such as:
c.i. Identify and including the support requirements for the individual
including numbering preferences from (eg) 1-5
Individual 1:
John's support requirement can be numbered 3
Individual 2:
Sushi's support requirement can be numbered 2
Individual 3:
Matthews support requirement can be numbered 1
c.ii. Encouraging, assisting and facilitating the individual to access supports
Individual 1:
By means of providing motivation to John he can be facilitated to access the support.
Individual 2:
Through means of financial assistance Sushi can be assisted.
Individual 3:
Matthew can be encouraged by means providing consultancy services so that he access support.
c.iii. Activities should be chosen so that they enhance inclusion rather than
isolate the individual
Individual 1:
Games for one that have vision disability.
Individual 2:
Organising role plays and activities that develops interest among disabled person.
Individual 3:
People of same age are grouped together so that Matthew does not feel isolated.
d. Ensure the plan is implemented by supporting other workers
Individual 1:
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The plan is developed for patient having vision disability can be used by other workers in
supporting their patients as well.
Individual 2:
Here plan is developed as per patient having hearing disability so that other workers can also be
offered with greater support.
Individual 3:
The plan is developed for patient having learning disability can be used by other workers in
supporting their patients as well.
2. Throughout the assessment and while working with your 3 individuals you will need to
ensure:
a. You consistently minimise isolation for each person by:
a.i. Identifying support requirements
Individual 1:
Emotional support as John is sensitive in nature.
Individual 2:
Sushi requires parent support in order to boost her morale.
Individual 3:
Psychosocial support is required by Matthew
a.ii. Modifying devices and aids etc as required
Individual 1:
Sign language
Individual 2:
Hearing machine
Individual 3:
Keeping recording device
a.iii. Identify support devices
Individual 1:
Equipments such as stick, eyeglasses
Individual 2:
Sign language
Individual 3:
Notepad so that he can write things in order to recall them faster
a.iv. Determine any physical barriers the individual may have to
participation including communication barriers, travel and transport
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issues
Individual 1:
Travel and transport barrier
Individual 2:
Communication barrier
Individual 3:
Communication barrier
a.v. Recognise that you have limits and seek assistance as required
Individual 1:
Limits towards only providing equipments that can assist in defending John
Individual 2:
Limits at providing economical devices
Individual 3:
Limits at only providing an instructor
a.vi. Ensure you monitor and evaluate all strategies that have been put in
place
Individual 1:
Monitoring through observation
Individual 2:
Monitoring through testing
Individual 3:
Monitoring by means of organising exams to test ability recall
3. Determine the risks involved for each individual when participating including:
a. Location risks
Individual 1:
Far away distance cannot be visited
Individual 2:
Issue in interacting in case the location is not known
Individual 3:
Recalling issue as learning the names of place is difficult
b. Activity risks
Individual 1:
Barrier in developing interest of person
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Individual 2:
Communication barrier
Individual 3:
Language barrier
4. Provide evidence you have discussed the elements of risk with the person and/or their
carers etc…
Individual 1:
It is difficult for the carers to develop interest of patient so that he take part in the activity
Individual 2:
In interaction there is difficulty faced by carers due to hearing issue of Sushi
Individual 3:
Understanding is not proper which can create language barrier
5. Develop strategies to mitigate these risks
Include the individualised plan created for each individual with your assessment. You should
ensure you remove any and all of the identifying information on the plan. See the template attached
at the back of this booklet which you may use if you choose.
 For John interest can be developed by playing some audio
 For Sushi Sign language can be used for writing things can be done for mitigating the
barrier to interaction.
 In case of Matthew barrier can be mitigated by appointment of a instructor
6. With reference to Cara, detail:
a) The best practice elements used in your work with the individuals you are
supporting to engage with community-based activities.
Financial assistance
b) The principles of strengths-based and person centred approaches to support.
Working as the strength possessed so that individual is not required to change much. Also person
centred reflects working as per requirements of the patient
c) The legal and ethical considerations as they apply to your role in supporting individuals
with a disability to participate in community-based activities.
No discrimination
Fair treatment to all
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You should also use the Cara Intrane) to find policies and procedures that support facilitating
community participation and social inclusion.
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