Manage tasks and manage contingencies the context the work role

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STUDENT ASSESSMENT BOOKLET-I

ASSESSMENT OVERVIEW

This unit requires that you complete 3 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task 1: Written questions

You must correctly answer all questions to show that you understand the knowledge required of this unit.

Assessment Task 2: Workplace project

You will need to develop and implement a community support plan for at least three different individuals with a disability in your workplace.

Assessment Task 3: Workplace observation

There are two parts to this task.

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.

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.

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively manage the tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

elements of best practice in the area of community participation and social inclusion

strengths-based and person-centred practice
risk assessment and mitigation

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

strategies for:

Students: Please fill out this cover sheet clearly and accurately for this task.

Student Name
Assessor Name
Unit: CHCDIS008 Facilitate community participation and social inclusion
Assessment Details
Assessment Type	☐ Written/Oral questions ☐ Workplace project
Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	☐ Yes	☐ No
Do you understand the requirements of this assessment?	☐ Yes	☐ No
Do you agree to the way in which you are being assessed?	☐ Yes	☐ No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they? …………………………… ………………………… ………………… ……… … … .………………………………………….	☐ Yes	☐ No
Do you understand your rights to appeal the decisions made in an assessment?	☐ Yes	☐ No
None of this work has been completed by any other person.	☐ Yes	☐ No
I have not cheated or plagiarised the work or colluded with any other student/s.	☐ Yes	☐ No
I have correctly referenced all resources and reference texts to complete these assessment tasks.	☐ Yes	☐ No
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.	☐ Yes	☐ No

Result	Satisfactory (S) ☐	Not Yet Satisfactory ☐ (NYS)

ASSESSOR FEEDBACK (Assessment Task 1)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Re-assessment Result	Satisfactory (S) ☐	Not Yet Satisfactory ☐ (NYS)

ASSESSOR FEEDBACK (Assessment Task 1)

Assessors: Please return this cover sheet to the student with assessment results and feedback.

Date:

STUDENT FEEDBACK AND ASSESSMENT APPEALS

What do I need in order to complete this assessment?

Access to textbooks and other learning materials.

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:

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

A person using a wheelchair needs to access a building with no ramp at the front
Medical model	Social model
.
A young child with a visual impairment wants to read popular storybooks
Medical model	Social model

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.’

Question 4

Explain what ‘Active Support’ means to individuals with a disability.

Active Support is a way for people with disabilities to engage in meaningful everyday activities of their choice, with the amount of support they need. Active Support has been shown to improve the quality of life of people with disability and increase work satisfaction for disability service staff.

Person-centered practice puts the person at the center of everything we do. It recognizes that every patient is a unique and complex person. It respects their needs and preferences and the knowledge they bring about their health and healthcare needs.

Strengths-based practice is a collaborative process between the person supported by services and those supporting them, allowing them to work together to determine an outcome that draws on the person's strengths and assets.

The purpose of the present Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.

Question 9

What are the six main stages of lifespan development?

Question 12

Research a disability service provider in the community and explain how they support participation, diversity and social inclusion within the community.

Question 15

Provide three objectives of implementing a social inclusion program.

Question 18

Why is it important to support dignity of risk for individuals with a disability?

What is the difference between a minor risk and a major risk?

What three things do you take into account when prioritising risks for further action?

What strategies would you use if you identified a potential risk to a client?

Provide an example of three strategies you could use to identify the interests, abilities and requirements of your client?

Be respectful of the patient's privacy and personal space.