CHCDIS007 Facilitate the Empowerment of People with Disability Assessment Answer

ASSESSMENT OVERVIEW

ABOUT YOUR ASSESSMENTS

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: Case studies

You are to read two case studies and complete the questions for each.

Assessment Task 3: Research project

You are to research and report on three types of disability.

Assessment Task 4: Workplace project

There are two parts to this task:

▪ Part A: You are to interview two people with a disability, as well as their family/guardian or direct carer to identify each person’s needs and goals. You will be observed by your assessor during each interview.

▪ Part B: Based on the information gathered from the interview, you are to develop a plan for each person to help them achieve their needs and goals.

1. Written questions

2. Case studies

3. Research project

4. 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

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Name:

Date of birth:

Student ID:

Unit:

▪ CHCDIS007 Facilitate the empowerment of people with a disability

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Written questions

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 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.

These individuals were viewed as objects of fear and sympathy for a very long time by society. The prevailing belief was that these people needed to depend on government or charitable groups because they were unable to participate in or contribute to society. Individuals with mental impairment, downs syndrome, autism, and/or seizures typically lived at homes and were attended for by their family before the late 1800s. Individuals with serious and profound disabilities used to live shorter lives than they do now. Organizations were established by state and municipal administrative bodies to shelter people with special needs starting in the late 1800s.

Social model:

1. The obstacles are issues that civilization has produced.

2. The obstacles must be taken down.

3. People with disabilities have autonomy, power, and choice.

4. To ensure inclusiveness, access requires information is provided only to those who need to know.

.

Medical model:

1. The issue is the person in consideration.

2. The person needs to alter.

3. People with disabilities become the victim, the customer, have no obligations, and are powerless.

4. A person's handicap is taken into account while classifying them.

In order to uphold the freedoms and integrity of people with a disability, the United Nations signed the International Human Rights Treaty on their behalf. The Initiative's Parties are obligated to advance, defend, guarantee the full realization of human rights by people with disabilities, as well as their absolute juridical validity. The Agreement has played a significant role in the worldwide movement by promoting the idea that civil liberties should be viewed as fully equal citizens of society rather than as beneficiaries of organizations, medical care, and social welfare. It is also an obvious civil rights tool that definitely has a sustainable development component. The Declaration was the decade's first human rights agreement.

⮚ Article 19 – Living on one's own and participating in society States The parties to the current Convention acknowledge that all people with a disability have an equivalent right to live in the society with options that are equivalent to those of other people. They are required to take appropriate and effective steps to enable disabled people to fully enjoy this privilege and to be fully included and involved in their communities, as well as by ensuring that:

 a) Disabled people have direct exposure to a variety of in-home, domestic, and other community - based services, including personalized services needed to support residing and participation in the society and to inhibit isolation or exclusion from the society;

 b) Disabled people have the chance to pick their residence and also where or with whom they continue living on an equitable level with everyone else and are not required to live in a specific living situation

Self-directed

Administration, Place of work, AND HR deciding about yourself and planning your own job instead of having supervisors, teachers, etc. tell you what to do

Person-centred

Persons that are self-centred are exclusively concerned with their own wants and needs and never consider the concerns of others.

Strengths-based

A health and social care practice idea known as "strength-based practise" places an emphasis on the resilience and self-determination of individuals. According to this belief, those who face misfortune are considered as smart and resilient. It is client-driven and focuses on future outcomes as well as the traits that lead to or exacerbate problems in people. A strength-based research is sometimes referred to as a "strength-based approach" when used beyond the context of social work.

Human rights approach

A human rights-based strategy entails encouraging people to understand and assert their liberties as well as strengthening the capacity and accountability of persons and institutions in charge of upholding, defending, and exercising authority. Giving more individuals the chance to influence choices that have an impact on their human rights entails this. This indicates that the capacity to recognize and protect those rights, as well as the capability to ensure that they may be preserved in the institution, grows. According to the human rights-based strategy, organizational-wide standards and policy-making incorporate the norms and values of human rights.

Active support

This refers to the kind of support which turns person centred plans into the person centred action. 

A sophisticated kind of prejudice that permeates all aspects of community and is backed by history and tradition is institutional discrimination. Individuals with disabilities have traditionally been seen with a range of emotions, including distrust, mockery, and sympathy. They were virtually totally separated from all facets of communal living until very recently. Our society is filled with anti-disability language and ideas, which perpetuates long-standing anxieties and biases about impairment. When the laws and procedures of all types of contemporary organisations cause imbalance between handicapped persons and non-disabled individuals, institutional discrimination is present. It is ingrained in the extreme paternalism of today's welfare programs and is visible when they fail to recognise or effectively address the needs of those with disabilities.

Your state or territory’s legislation

Legislation 1:

Disability Services Act 2006

(https://www.dsdsatsip.qld.gov.au/our-work/disability-services/disability-connect-queensland/disability-services-act-2006#:~:text=The%20Disability%20Services%20Act%202006,the%20life%20of%20the%20community)

The Queensland Government is primarily in charge of employment services under this Act. The focus of the states and territories is on housing and other forms of assistance.

(Queensland Government).(2006). Disability Services Act. https://www.dsdsatsip.qld.gov.au/our-work/disability-services/disability-connect-queensland/disability-services-act-2006#:~:text=The%20Disability%20Services%20Act%202006,the%20life%20of%20the%20community)

Legislation 2:

Disability Discrimination Act 1992

(https://www.legislation.gov.au/Details/C2016C00763)

This Act upholds and protects the equality of people with disability. It makes discrimination against adults or children with disability unlawful in certain situations, particularly in employment and education.

(Federal Register of Legislation).(1992). Disability Discrimination Act. https://www.legislation.gov.au/Details/C2016C00763

Commonwealth legislation

Legislation 1:

Disability Discrimination Act 1992

(https://www.legislation.gov.au/Details/C2016C00763)

This Act upholds and protects the equality of people with disability. It makes discrimination against adults or children with disability unlawful in certain situations, particularly in employment and education.

(Australian Government).(1992). Disability Discrimination Act. https://www.legislation.gov.au/Details/C2016C00763

Legislation 2:

Disability Services Act 1986

(https://www.legislation.gov.au/Details/C2018C00146)

This Act is a detailed guide to the funding and provision of Australian Government support services for people with disability.

Under this Act, the Australian Government is largely responsible for employment services. The states and territories focus on accommodation and other support services.

(Australian Government).(1992). Disability Service Act. https://www.legislation.gov.au/Details/C2018C00146)

1.

● Rights - The programme actively discourages abuse, hurt, neglect, and violence while promoting each person's right to self-expression, autonomy, and decision-making.

2.

● Participation and Inclusion - The service works with people one-on-one as well as with their families, friends, and caregivers to enhance chances for significant engagement and social inclusion.

3.

● Individual Outcomes - To build on each person's strengths and help them achieve their goals, services and supports are evaluated, planned, provided, and reviewed.

4.

● Feedback and Complaints - Constructive feedback is requested and used to guide service evaluations and improvements at the individual and organisational levels.

5.

● Service Access - The program oversees entry, start-up, and exit of a service in a transparent, equitable, and timely manner.

6.

● Service Management - To achieve the best outcomes for individuals, the service has efficient and responsible leadership and management.

Billy is a quadriplegic and lives in residential care. He spent several days with bed sores on his buttocks. Due to his condition he was not able to verbally communicate his levels of pain and symptoms, which included redness, rashes and broken skin.

Billy is meant to be fully examined for bedsores and other lesions every day. After 4 days, a new worker raised concerns to management however they decided it was best to wait until the next day to provide treatment.

Yes, the staff complied with their responsibility because Billy was required to have daily examinations for bedsores and other lesions despite having them for a number of days. It should be reported to management of co-workers’ negligence.

Jaycee is 72 and lives in a residential care facility. She is in care due to a range of physical disabilities and illnesses that have left her husband and family unable to care for her. Her husband, her son (Kellan) and his wife often come to visit her, usually every weekend. They spend lots of time with her and it is clear they care deeply for her wellbeing. Jaycee loves their visits and her spirits are always high when she knows it is the weekend and her family are coming.

Jaycee has another son, Warwick, who visits her sporadically. He never stays long and rarely asks the care team about her health or how she is going. You can tell by Jaycee’s body language and the tension between the two that the relationship is strained. Jaycee does not discuss Warwick much, and you can see that she is relieved when he leaves.

Jaycee’s husband passes away suddenly from a heart attack. Jaycee’s son and daughter-in-law are busy sorting out the family home, packing up items and supporting their own children through the grief of losing a grandparent.

Suddenly Warwick’s visits to his mother increase. He is coming several times a week. Kellan mentions that he is concerned with Warwick’s sudden interest in his mother – there have been arguments over money since their father passed away. He asks you, as one of Jaycee’s carers, to mention his concerns to the team as he has his suspicions on Warwick’s true intentions.

One day, you are passing by Jaycee’s room and hear Warwick talking rapidly to Jaycee. You can tell by his tone of voice that he is being persuasive and pushy. You backtrack and enter the room to ask Jaycee if she would like a cup of tea or if she needs anything. She looks uncomfortable and says no, she is fine.

Later that afternoon Jaycee tells you that Warwick is trying to get her to transfer the family home to him rather then Kellan and his wife, who already have their own home. Jaycee does not want to do this, but he is being very forceful and says he will keep coming to visit her until she gives in. She is scared to tell Kellan because the family is going through so much right now.

Yes, the staff complied with their responsibility because Billy was required to have daily examinations for bedsores and other lesions despite having them for a number of days. It should be reported to the management of co-workers’ negligence.

Janessa advises her supervisor that she needs to undergo surgery to address some issues with a physical disability. Later that day, she is very surprised when some of her colleagues start asking her about her surgery. She hadn’t mentioned it to anyone yet! Apparently her supervisor sent out an email to all staff letting them know Janessa was having specific type of surgery and would be on leave for a week.

Yes, Janessa's workplace did violate her rights to privacy. Legal definitions of community service include the safeguarding of personal information. Without previous authorization, no one is permitted to divulge another person's personal information. For instance, support staff members shouldn't disclose information from a client's file to third parties without the client's authorization, and they shouldn't discuss a client's medical information without the client's permission. Supervisor has thereby violated Janessa's right to privacy.

Peta’s support worker Trish tells her she should take part in a new clinical trial for her disability. Peta is told it would be a good opportunity for her to see if the new medications will help her. Peta is not too sure, however Trish already signed Peta up to participate in the trial the day before she told her, as a surprise and as she is sure the results will be positive.

Trish does not know too much about the success of the drug or its side effects but she believes Peta will appreciate it when she feels better from it.

● Trish should have provided information to Peta regarding the new clinical trial such as its objective, its potential benefit, impact etc prior to signing her up to participate in the trial. Signing for a new trial, without consent of the person concerned is an extreme violation of human rights and disability rights.

Andy is overly protective of his elderly dad Jeff, who resides in a local residential facility. Andy visits Jeff a few times a week and sometimes on the weekends makes an effort to take him out to the shops. Jeff enjoys having playing chess and having an ice cream in the park, however as Jeff is getting older Andy is worried about risking his dad from getting sick or falling over outside, so suggests they play chess inside and not have any more ice cream.

Whilst playing chess Andy always lets his dad win. Jeff is never taken out to the park for an ice cream for months and always wins the indoor game of chess. Andy thinks it is for the best and a good risk management strategy to prevent him from both injury and illness.

● This is a sound risk management technique, and he should be allowed access to a park with the aid of a wheelchair where he may feel at ease and enjoy his independence. Additionally, ice cream can occasionally be offered with a doctor's consultation.

The Disability Discrimination Act 1992 states that it is unlawful to discriminate against a person, in many areas of public life, which involves education, employment, getting or using services, accessing public places etc.

Nigel is blind. He has an office job – his workplace has provided adaptive technology so he can do his work.

Every day Nigel’s carer takes him to work. He is able to use a cane to manoeuvre around the workplace. Nigel was allocated a guide dog after working in the office for a few months. This is very exciting for Nigel as he can finally be independent and get to work by himself.

Nigel’s dog has been in the workplace for two weeks now. Nigel’s manager has called him into his office. The manager expresses his deep sorrow – Nigel can no longer keep his job. Two members of staff have complained about the dog. One of the staff members stepped in dog faeces on the grass outside the office, and the other one has developed hay fever, which she believes is due to an allergy to animals.

Nigel is distraught – the dog is meant to make things easier for him, not make him lose his job!

Workplace health and safety is prime concern of organization. Staffs are getting affected due to Nigel dog, which is health and safety concern, but management should try to give them options before dismissal. This is case of unfair dismissal.

The 2007 Code of Practice for the Protection and Administration of Workplace Violence in Disability Support provides general helpful feedback, but it does not take the position of specialized workplace assault rules and procedures. These are referred to throughout the code as appropriate. The code focuses on issues related to workplace violence in handicap accommodations because this is the sector with the greatest exposure (see Part 4). But most of the advice also applies to fields like marketing and customer services (see Part 5). The Ministry of Human Services' actively employed personnel who administer the services are covered by the code. The Health Services Union of Australia (HSUA)Department of Human Services Disability Services Certified Agreement 2004, Section 29.9, is covered by the code (HACSU,2016)

(Health and Community Services Union).(2016).Disability Services Enterprise Agreement. https://www.ilo.org/legacy/english/inwork/cb-policy-guide/australiaregionalagreementpublicsectoraarrt7.pdf

1.

⮚ Under the Child Protection Act 1999, mandatory reporters are:

● teachers

2.

● a person performing a child advocate function under the Public Guardian Act 2014

3.

● Early childhood education and care professionals, from 1 July 2017.

Noopur has an intellectual disability and resides in a state government-run group home. She is unable to feed herself and relies on staff to feed her through her feeding tube into her stomach 4–5 times per day.

Upon inspection of the group home, it is found that Noopur’s feeding tube is infested with maggots at the site where the tube entered her stomach. The investigation also found that she was not following her rehabilitation programme, her bed linen was not regularly cleaned and unsafe hoisting was being used to transfer her in and out of bed.

This action by the aged care worker is unethical. Act consistently skilfully, morally, and truthfully while also thinking about the wellness of the Better Caring community. Deliver dependable, high-quality, and individualised care while always acting in accordance with the care consumer's instructions, care plan, and/or care goals. Report any kind of maltreatment or neglect of a child, an elderly person, or a person with a disability right away to the appropriate governmental authority.

Caring for someone can be challenging, both emotionally and physically. It can also be a

rewarding experience. However, from time-to-time carers may need some extra help and support. Example could include counselling or independent aged care advocacy for you as a career, or respite services for the person you care for – which would allow you to take a break.

What is the device?

Google Driverless Car

Who will benefit from using it?

More than 1 million people died every year

due to road accident in world which can be

saved by using this card

How does it work?

It works with the help of artificial intelligence and

sensor which recognizes traffic conditions and

objects around it

How is it empowering?

It is not only empowering common people

but also, blind and disable people who cannot

drive by self.

Yes

No

Parkinson’s Disease

N

Brain injury following drug use

Y

Foetal Alcohol Spectrum Disorder

Y

Motor vehicle accident causing brain injury

Y

Stroke leading to paralysis

Y

Huntington’s Disease

N

1.

Problems making or maintaining friendships.

2.

Isolation or minimal interaction in social situations

3.

Poor eye contact or the tendency to stare at others.

4.

Trouble interpreting gestures

5.

Inability to recognize humour, irony, and sarcasm

1.

Poorly developed social skills

2.

Difficulty with receptive and expressive communication

1.

Epilepsy

2.

Anxiety

3.

Depression

1.

Difficulty reading, including reading aloud.

2.

Slow and labour-intensive reading and writing

3.

Problems spelling.

Jemima is 24 months old. She is able to crawl and make babbling noises. She spends ages amusing herself banging her blocks together. She does not yet stack them on top of each other. She does not appear to understand the meaning of the word ‘No’. When she wants something she will say ‘Ah ah ah ah’, but she does not yet form any recognisable words. She also has temper tantrums.

Development delay is an ongoing major or minor delay in the process of development. If your child is temporarily lagging, that is not called developmental delay. Delay can occur in one or many areas—for example, gross or fine motor, language, social, or thinking skills.

In this case, Jemima had developmental delay.

The term intellectual disability is used when an individual has certain kinds of limitations in cognitive functioning and skills, this also involves communication, social and self-care skills . These limitations are responsible for a child to develop and learn more slowly and differently than a typical developing child.

The ways in which the Intellectual disability can cause:

Chromosomal Abnormalities like Down Syndrome

Infections

Metabolic disorders like high bilirubin levels in babies

Cerebral palsy:

This is considered a medical condition, generally caused by the brain damage before or at birth, this causes the loss of control of the arms and legs.

Symptoms

Lack of muscle coordination and balance

Stiff muscles and normal reflexes

muscle tones variations

Causes

This happens due to the abnormal development of the brain and provides harm to the developing brain which affects the child’s capability to control his or her muscles.

Epilepsy:

This is the disease of the brain that can cause a person to become unconscious.

Symptoms

Stiff muscles

Loss of consciousness

Psychological symptoms like anxiety, fear etc.

Cause

Stroke

brain tumor

Severe head injury

Multiple sclerosis:

This is considered a serious disease which is responsible for slowly losing control over the body and becoming less able to move.

Symptoms

loss of vision in an eye

Rising sense of numbness in the legs

Causes

This happens when our immune system mistakenly attacks the brain and nerves.

Tourette’s syndrome:

This is the disorder related to the Nervous System which causes the individual to make sudden movements.

Symptoms

Blinking

eye rolling

Cause

This is caused by a combination of inherited and environmental factors.

Sensory impairment is the common term used to describe blindness, deafness, hearing impairment and deaf blindness.

● Dual sensory impairment (DSI) refers to the presence of both hearing loss and vision loss. The

occurrence of DSI is particularly prevalent among the aging population, with studies showing

between 9% and 21% of adults older than 70 years having some degree of DSI. It is assumed that the problems encountered by individuals with DSI are considerably greater than the effects of vision impairment or hearing impairment alone, because when these two sensory impairments are combined, the individual is seriously deprived of compensatory strategies that make use of the non-impaired sense.

Legally blind - When any individual has central visual activity is termed as legal blindness. The visual activity less than 20/200 is considered legally blind, but to actually fit the definition, the person must not be able to attain 20/200 vision even with prescription eyewear.

Low vision

20/70 to 20/160 is considered moderate visual impairment, or moderate low vision. Low vision is a vision problem that makes it hard to do everyday activities. It can't be fixed with glasses, contact lenses, or other standard treatments like medicine or surgery.

1.

Ageing

2.

Chronic exposure to loud noises

This is the condition of the sensory processing disorder in which the brain has trouble receiving and responding to information that comes in through the senses. 

1.

Brain injury

2.

Drug Abuse

3.

Neurological disorders

Physical disability is the term implies for all physical limitations or disabilities which inhibits the physical functions of one or more limbs of a certain person.

 Two types of physical disabilities

Cerebral palsy

Epilepsy

Condition

Support group

Genetic factors

ACT Self-help organisations united together

Physical trauma

Beyond Blue Forum

Psychological trauma

 The Anxiety Recovery Centre Victoria (ARCVic)

Chronic lifestyle conditions

 Australian Chronic Pain Sufferers

Acquired brain injury

Beyond Blue Forum

● All people are created equal.

● Leadership is based upon integrity, character, ethic, talent, and skill.

● Honesty is the highest character value.

● Deceit must be eliminated from all systems.

● The human spirit is the highest priority.

● All systems must serve people.

● New systems must be created that value the human spirit and promote its development.

● The highest, the only, priority of government, business, churches, and families is to serve people.

● The individual must be empowered to serve; all who are not empowered drain the system of its most valuable resource.

● True empowerment is real equality. Democracy is its product.

The aim of the empowerment is to encourage the individuals to think, behave, manage, take action and make decisions toward their career goals. Being empowered means feeling in control of your own work environment and knowing you are trusted to make decisions about your responsibilities.

The technique of actively listening allows one to obtain knowledge from another person or group. It entails listening carefully, refraining from interruptions, and taking the time to comprehend what the speaker is saying.

Respect and understanding are exemplified by active listening. Your knowledge and perspective are expanding.

1.

National Disability Advocacy Program - The National Disability Advocacy Program (NDAP) gives disabled persons exposure to competent disability advocacy that encourages, preserves, and assures their complete and equitable enjoyment of all fundamental rights, enabling community involvement (AG,2022).

(Australian Government).(2022). National Disability Advocacy Program. https://www.dss.gov.au/our-responsibilities/disability-and-carers/program-services/for-people-with-disability/national-disability-advocacy-program-ndap

2.

The National Disability Insurance Scheme - Australians with major or permanent disabilities are served by this. It may also offer linkages to the assistance offered by the governments of each state and territory. (AG,2022).

(Australian Government).(2022). National Disability Insurance Scheme.

https://www.dss.gov.au/disability-and-carers/programmes-services/for-people-with-disability/national-disability-insurance-scheme

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

□

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2

Name:

Date of birth:

Student ID:

Unit:

▪ CHCDIS007 Facilitate the empowerment of people with disability

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Case study 1

Case study 2

Reflective questions

ASSESSMENT TASK 2: CASE STUDIES

Task summary:

You are to read the case studies and complete the questions that follow. You are also required to answer the reflective questions at the end of this task.

Case Study 1: Emma

Emma is of strict Catholic background. She resides alone in a group home village where she is looked after for her intellectual disability needs.

The units in the village are located close to each other and have single occupancy or multiple occupancy. All residents in the village have a type of intellectual disability.

Support workers attend to each unit regularly, providing in-home visits across all units. One of the male support workers, Chris (who provides Emma with in-home care and assistance) forced himself upon her to engage in sexual intercourse on a number of occasions. He saw this as an opportunity to challenge Emma’s Catholic beliefs and practices.

After the incident happened, Emma became withdrawn from others in the residential community and stopped interacting with them like she used to.

Emma tentatively raises the occurrence with another support worker, Phil, who is visiting the village one day. Phil assures her that Chris would not have behaved that way intentionally and laughed it off, insisting he was probably just joking around because he is not a religious person, and he was known to the others for his jovial nature and sense of humour. She was also advised to do as she is told by Chris to keep out of his way and off his bad side.

Emma never mentioned this again to any of the other workers and was made to accept the situation. She was led to believe that this type of occurrence was part of Chris’s role. Chris continued to rape her upon his visits and, as a result, she became completely withdrawn from the community.

● Emma’s rights are: Equal employment Right to vote, Property rights, Freedom of movement, and Right to health. Emma has rights to raise voice against the crime Chris does. He raped her several times and if I were her carer I would definitely support Emma to file a police report and seek justice. Using, videography or audio recording we can help police to collect evidences and punish Chris.

Phil’s responsibility is to report this situation and help Emma’s to get out of this difficult condition, but he didn’t respond in the way Emma wanted him to do. He makes fun of the incident and advised Emma tells anyone. He should report the case to police and support Emma.

Emma needs psychological support to cover her situation, and also medical help to heal from internal injury if any. People around Emma should ensure her that they will support her and help in police investigation. Should not let Emma to stay alone at her home.

● Yes, Emma’s cultural needs to be respected because all people from their culture have their respect towards their faith. Having faith in something provides spiritual support but not always. Here Emma needs to know that whatever wrong happened to her was not God’s will it was the crime and she needs to seek justice.

Sexual harassment has occurred. Not reporting the police and forcing the victim not to seek justice.

● If I were Emma’s support worker, Emma’s abnormal behaviour of neglecting surrounding

people, she may have physical injury. I will try to find out her problems doing conversation with her.

● I would help her by counselling her condition; if there are abnormalities in her physical condition I would help her to get treatment.

● Complaint can be made to nearby police stations.

● Websites:

-Sexual Assault Resource Centre (SARC) : https://www.kemh.health.wa.gov.au/other-services/sarc

Family and domestic violence support and advice: https://www.wa.gov.au/service/community-services/counselling-services/family-and-domestic-violence-support-and-advice

1. Article 6 - Women with Disabilities

1. Article 5 - Equality and Non-Discrimination

What do I need to hand in for this task?

Have I completed this?

Your answers to this case study

□

Case Study 2: Ryo

Ryo is a 17-year-old boy who has cerebral palsy and severe spastic quadriparesis. Ryo cannot mobilise himself or bear his own weight, and he is required to use a wheelchair.

He is not able to verbally communicate with people much – only make certain sounds now and then. Ryo lives in a residential care facility where his mother, Kumiko, comes to visit daily.

One morning whilst assisting in changing Ryo’s clothes, Kumiko notices bruising on his left femur. Symptoms of the bruising appear suspect of a potential fracture.

Kumiko informs the staff on duty and a medical specialist comes to review the symptoms. The medical specialist confirms that Ryo has sustained a fracture most likely two days prior, and he shows prominent symptoms of physical abuse.

The physical trauma appears to have occurred by being hit with a hard object, or by Ryo being pushed or tipped out of his wheelchair.

Kumiko raises an investigation into the residential staff and services, however, no reporting or documentation of Ryo’s injury is ever recorded.

The occurrence of Ryo’s injury never gets resolved.

● Ryo’s right is to have freedom from violence.

● The responsibility of the residential care facility is to take care of the resident’s physical

condition with emotional support

● After confirming the cause of injury Ryo’s family aspect to have treatment and have all support with the care. Proper investigation should be done to find out what exactly had happened to Ryo

● Yes, the rights of Ryo and his family have been exercised. Her mother trusted residential carers to take care of Ryo but now she noticed the fracture Ryo had. Ryo and her mother has full rights to know about the incident either it’s intentional or not.

● Duty of care has been breached. Care taker of Ryo is responsible for this incident carelessness can be a reason. Ryo is not able to manage his own body weight his care taker should always be there for him

Scars on the body and examination reports of the doctor can prove that Ryo had been physically abused, comfort Ryo and then ask him what had happen with him.

● Seek help from the legal body in Australia in order to uphold their autonomy and dignity. The nurse can refer the patient to a community care centres for improved health.

What do I need to hand in for this task?

Have I completed this?

Your answers to this case study

□

Reflection questions

Disabled people are more likely to be poor, live in substandard or unsafe housing, and have low educational levels. They have less possibilities to participate in communal life and are frequently socially isolated.

The ability to think clearly can be impacted by a disability. Empathy, tolerance, and kindness toward people with disabilities in any form encourage inclusion and openness for the afflicted person.

 Since Beginning this course my own personal values and attitudes towards the disable individuals have evolved over time. I have realized that they should be given equal opportunities to come forward.

1.

Self-advocacy

2.

Systems advocacy

3.

Individual advocacy

What do I need to hand in for this task?

Have I completed this?

Your answers to these questions

□

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Name:

Date of birth:

Student ID:

Unit:

▪ CHCDIS007 Facilitate the empowerment of people with disability

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Research project

ASSESSMENT TASK 3: RESEARCH PROJECT

Task summary:

You are to conduct research and report on three different disabilities.

List 1 (select one):

Select one of the below to research and report on:

▪ Fragile X syndrome (FXS)

▪ Down syndrome

▪ Developmental delay

▪ Prader-Willi Syndrome (PWS)

▪ Foetal alcohol spectrum disorder (FASD)

List 2 (select one):

▪ Epilepsy

▪ Tourette’s syndrome

▪ Alzheimer’s disease

▪ Parkinson’s disease

▪ Multiple sclerosis

List 3 (select one):

▪ Muscular dystrophy

▪ Spina bifida

▪ Cerebral palsy

▪ Spinal cord injury

▪ Cystic fibrosis

Disability 1

Disability: Arthritis

Description

Inflammation of one or more joints, causing pain and stiffness that can worsen with age.

Impairment

reduced mobility of joints, pain (acute or chronic) and body stiffness

Causes

Normal wear and tear causes OA, one of the most common forms of arthritis. An infection or injury to the joints can exacerbate this natural breakdown of cartilage tissue. Your risk of developing OA may be higher if you have a family history of the disease.

Characteristics

Joints are painful, swollen, and stiff.

Support services

The support services include self-management courses, community programs, information and education seminars, and exercise

Source material researched

Meade, T., Manolios, N., Cumming, S. R., Conaghan, P. G., & Katz, P. (2018). Cognitive impairment in rheumatoid arthritis: a systematic review. Arthritis care & research, 70(1), 39-52.

Petersen, L. E., Baptista, T. S., Molina, J. K., Motta, J. G., do Prado, A., Piovesan, D. M., ... & Bauer, M. E. (2018). Cognitive impairment in rheumatoid arthritis: role of lymphocyte subsets, cytokines and neurotrophic factors. Clinical Rheumatology, 37(5), 1171-1181.

Disability 2

Disability: Acquired brain injury

Description

Acquired brain injury is brain damage caused by events after birth, rather than as part of a genetic or congenital disorder such as fetal alcohol syndrome, perinatal illness or perinatal hypoxia

Impairment

Medical difficulties - (epilepsy) Altered sensory abilities ( impaired vision , touch , smell ) Impaired physical abilities - (weakness, tremor, spasticity)

Causes

The leading cause of an ABI is stroke, where the supply of blood to the brain is stopped by a clot or bleeding. Strokes often result in physical disability, and can also cause emotional and behavioural changes.

Characteristics

weakness, shaking, stiffness or poor balance. tiredness. changes in sleep patterns. seizures or fits.

Support services

Home care services, 

Source material researched

Aletaha, D., & Smolen, J. S. (2018). Diagnosis and management of rheumatoid arthritis: a review. Jama, 320(13), 1360-1372.doi:10.1001/jama.2018.13103

Scherer, H. U., Häupl, T., & Burmester, G. R. (2020). The etiology of rheumatoid arthritis. Journal of autoimmunity, 110, 102400.https://doi.org/10.1016/j.jaut.2019.102400

Disability 2

Disability:

Description

A disability is any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitation) and interact with the world around them (participation restrictions).

Impairment

 Impairment in a person's body structure or function, or mental functioning

Causes

Back pain

Heart disease

Characteristics

Poor time management skills

Easily Distracted

Inability to stay on task

Support services

National Disability Insurance Scheme

Disability Care Australia

Source material researched

Australian Institute of Health and Welfare (AIHW). (2020). People with disability in Australia 2020.http://hdl.voced.edu.au/10707/597730.

Ellis, K., Kent, M., Hollier, S., Burns, S., & Goggin, G. (2018). Reimagining Australia via disability and media: Representation, access and digital integration. Coolabah, (24&25), 94-111.DOI: https://doi.org/10.1344/co201824&2594-111

What do I need to hand in for this task?

Have I completed this?

Answers to disability type 1

□

Answers to disability type 2

□

Answers to disability type 3

□

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4

Name:

Date of birth:

Student ID:

Unit:

▪ CHCDIS007 Facilitate the empowerment of people with disability

Student to complete

Assessor to complete

Assessment Task

Resubmission?
Y/N

Student
initials

Sufficient/
insufficient

Date

Workplace project

ASSESSMENT TASK 4: WORKPLACE PROJECT

Task Summary:

There are two parts to this task:

▪ Part A: You are to interview two people with a disability, as well as their family/ guardian or direct carer to identify the person’s needs and goals.

▪ Part B: Based on the information gathered from the interview, you are to develop a plan for each person to help them achieve their needs and goals.

You will be observed during Part A (the interviews) by your assessor during one of their workplace visits

Part A: Client interview

During each interview, your assessor will be looking to see that you can:

▪ Apply a person-centred approach

▪ Ensure the client understand their rights

▪ Empower the client to make choices, put forth ideas and be considered as their own expert

▪ Talk about the client’s strengths, abilities and capacities

▪ Discuss actions that are possible

▪ Talk about options in the community, where relevant, that can assist the client in meeting their goals

▪ Communicate in a manner that is positive and respectful

▪ Use active listening techniques

▪ Use appropriate communication strategies (verbal and non-verbal) to facilitate discussion and ensure a person-centred approach

▪ Confirmed with the client that the discussion has been documented accurately

CLIENT 1

Tell me about your needs and personal goals.

To stay health – to do the ordinary activities as before.

What current options or services are being used to help you reach these needs and goals?

Psychological support,

Physical support,

Personal care

Are the current options effective? Why or why not?

Yes, Because I have been given proper care and support.

What are your communication preferences?

Speak slowly and clearly, avoid distractions

What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights at this stage and ensure they understand.)

I really do not face any challenges in terms of exercising my rights.

How are you currently supported to make your own decisions? Would you prefer more or less support?

I have been given the freedom to exercise my individual decisions, also I am supported by my personal carer.

Now answer the following question about your interview technique:

What communication strategies did you use when interviewing the client? Remember to include verbal and non-verbal communication in your answer. How effective did you find them? Did you need to change anything with your communication to ensure your client was comfortable and able to answer?

SUPERVISOR SIGN OFF

I confirm that this is an accurate and true account of the student’s client interview.

Supervisor name:

Supervisor signature:

Date:

CLIENT SIGN OFF

I confirm that this is an accurate and true account of our interview.

Client name:

Client signature:

Date:

CLIENT 2

Tell me about your needs and personal goals.

Become physically fit,

Improve mobility and strength

Spend time with family and friends.

What current options or services are being used to help you reach these needs and goals?

Exercises,

Family visits

Social support

Are the current options effective? Why or why not?

Yes.

Because I have been given fair treatment by my support workers and am given the freedom to decide the treatment options for my better health.

What are your communication preferences?

Speak slowly and clearly, Maintain eye contact

What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights at this stage and ensure they understand.)

I really do not face any challenges in terms of exercising my rights.

How are you currently supported to make your own decisions? Would you prefer more or less support?

I have been given the freedom to exercise my individual decisions, also I am supported by my personal carer.

Now answer the following question about your interview technique:

What communication strategies did you use when interviewing the client? Remember to include verbal and non-verbal communication in your answer. How effective did you find them? Did you need to change anything with your communication to ensure your client was comfortable and able to answer?

SUPERVISOR SIGN OFF

I confirm that this is an accurate and true account of the student’s client interview.

Supervisor name:

Supervisor signature:

Date:

CLIENT SIGN OFF

I confirm that this is an accurate and true account of our interview.

Client name:

Client signature:

Date:

What do I need to hand in for this task?

Have I completed this?

Notes from Client 1 interview (signed)

□

Notes from Client 2 interview (signed)

□

Signed permission form for Client 1

□

Signed permission form for Client 2

□

Part B: Strategy

Suitable options/services

Going for social activities like evening coffee with family member or friends, going for outings or for shopping.

Communication strategy

Active listening, show empathy

Decision making (who will be responsible for decision making?)

Client himself

Relationships and key people

Family members, carers and friends.

How will the client access any required services?

Family members, carers and friends.

Strategies for maintaining positive relationships

Build respect by showing concern and empathy

Active listening

Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)

Yes, the client require advocacy services to make informed decisions about his care options and for understanding hi rights.

Suitable options/services

Enjoying social visits, speaking native langage with the support worker and participating in group activities

Communication strategy

Listen attentively and respond appropriately

Show appreciation

Decision making (who will be responsible for decision making?)

Client himself

Relationships and key people

Family members, carers and friends.

How will the client access any required services?

With the support of the care worker

Strategies for maintaining positive relationships

Build respect by showing concern and empathy

Active listening

Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)

Yes, the client requires advocacy services to make informed decisions about his care options and for understanding hi rights.

What do I need to hand in for this task?

Have I completed this?

Developed strategy outline for client 1

□

Developed strategy outline for client 2

□

Workplace Project (Disability) – Permission Form Client 1

Supervisor’s approval

I, ,

approve

to undertake this project with

.

 Approval is dependent on the following conditions:

▪ The student must be supervised at all times when working with the client.

▪ The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date:

Workplace Project (Disability) – Permission Form Client 2

Supervisor’s approval

I, ,

approve

to undertake this project with

.

 Approval is dependent on the following conditions:

▪ The student must be supervised at all times when working with the client.

▪ The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date: