What are the three main components to active communication?

CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY ASSESSMENT

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

Ensure that their own qualifications are current.

When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

When required, ensure supervisors and students sign off on third party assessment forms or third party report.

Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines
Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page

Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages

Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information

Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

Assessment cover sheet

Assessment Cover Sheet
Student’s name:
Assessors Name: Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

S NYS
Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

S NYS
Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature:

Date:
Assessor Signature: Date:

written activity

For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each task must be 500 words minimum in length.

Task 1

For this task you are to discuss a time you have facilitated the empowerment of a person with a disability. Use the following points as guidelines for your discussion:

1. Reflect on your personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts, and discuss how you developed and adjusted your own approaches to facilitate empowerment

2. Briefly and respectfully describe your client and their disability, ensuring that you follow all required organisational and legislation confidentiality procedures

3. How you demonstrated commitment to empowerment for the client, including ways society affects the level of impairment experienced by the client

4. How you fostered human rights, including identifying any cultural needs of the client and ensuring they are upheld, the services you delivered that ensured the rights and needs of the client are upheld

5. If you identified any breaches of human rights or identified indications of possible abuse and/or neglect, and if so, the process you followed to report these instances according to organisation procedures

6. How you facilitated choice and self-determination, including how you used a person-centred approach, how you worked in in a manner to acknowledge the client as their own expert, how you facilitated person-centred options for action on relevant issues, how you provided assistance to the client to facilitate communication of their personal goals, how you empowered the client to make their own choices and how ensured that the client was comfortable with any decisions that were made on their behalf and

7. Please also discuss if you assisted the client with accessing advocacy services and other complaint mechanisms

If you have not previously facilitated the empowerment of people with disability, please complete this task after completing your observation activity.

Task 2

For this task your learning group must split up the following points of interest and each member must complete a report at least one topic. All topics on the list must be researched. Once you have completed your own report, the learning group will meet and each member will present their findings to the rest of the group. While other members of your learning group are reporting you should be taking notes of the important information they have learned.

The research topics are:

1. History and recent developments in disability

a. Social versus medical model of service

b. Institutionalised versus person-centred, self-directed model of support

2. Social constructs of disability and the impact of own attitudes on working with people with disabilities

3. How and when to seek support from more experienced and qualified staff

4. Types of disability, including:

a. Acquired brain injury

b. Autism spectrum disorder

c. Cognitive disability

d. Developmental delay

e. Intellectual disability

f. Neurological impairment

g. Physical disability

h. Sensory disability, including hearing, vision impairment

i. Speech/language disability

5. Support practices for people, including but not limited to, the following conditions:

a. Genetic factors

b. Physical trauma

c. Psychological trauma

d. Chronic lifestyle conditions

e. Acquired brain injury

6. Legal and ethical considerations for working with people with disability:

a. Codes of conduct

b. Discrimination

c. Dignity of risk

d. Duty of care

e. Human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

f. Informed consent

g. Mandatory reporting

h. Privacy, confidentiality and disclosure

i. Work role boundaries – responsibilities and limitations

j. Work health and safety

7. Principles of:

a. Empowerment

b. Rights-based approaches

c. Person-centred practices

d. Self-advocacy

e. Active support

f. Active listening

g. Social justice, and the importance of knowing and respecting each person as an individual

h. Strengths-based approaches

8. Strategies that assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (e.g. Laptops or tablets) to facilitate choice

9. How to access and use advocacy services and complaint mechanisms

10. Indicators of abuse and/or neglect in relation to people with disabilities

Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. How does the disability services Act 1993 explain disability?

2. What are the main categories of disability you may encounter when working in the community services industry?

3. What is the theory of social constructs of disability?

4. What is the suggested course of action for dealing with ethical dilemmas?

5. What are three methods you can employ to develop and adjust your own approaches to facilitating empowerment?

6. What steps can you take to foster human rights?

7. List four strategies for assist people with disabilities to exercise their rights and support

8. What does a person-centred approach include?

9. There are a range of different activities that may result in breaches to the human rights that are allowable to a person with a disability. List six.

10. What are some of the indicators of harm, neglect, abuse or risk of harm?

11. What steps can you take to facilitate choice and self-determination?

12. What are the three main components to active communication?

13. What are some of the common obstacles when working with the families of people with disabilities?

14. Who are some of the relevant people who may be involved in developing skill development and maintenance plans?

15. What is informed consent?

16. List four advocacy actions for people with a disability

Developed by Enhance Your Future Pty Ltd 1 CHCDIS007 – Facilitate the empowerment of people with disability Version 2 Course code and name