CHCDIS003 Support community participation and social inclusion Learner Workbook Table of Contents Table of Contents2 Instructions to Learner3 Assessment instructions3 Assessment – CHCCCS015:...

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CHCDIS003 Support community participation and social inclusion Learner Workbook Table of Contents Table of Contents2 Instructions to Learner3 Assessment instructions3 Assessment – CHCCCS015: Provide individualised support6 Learner Activities7 Activity 1 & 2 checklist – for assessor11 Knowledge Activity12 Knowledge Activity– for assessor14 Supplementary Oral Questions (optional) – for assessor15 Instructions to Learner Assessment instructions Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: · Address each question including any sub-points · Demonstrate that you have researched the topic thoroughly · Cover the topic in a logical, structured manner · Your assessment tasks are well presented, well referenced and word processed · Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism: · Presenting any work by another individual as one's own unintentionally · Handing in assessments markedly similar to or copied from another learner · Presenting the work of another individual or group as their own work · Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet. If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly. Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. For further details about Academic Misconduct Policies and Procedures, please visit website at https://aibtglobal.edu.au/support/student-forms/academic-policies/ Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. For further details about Assessment Policy and Procedure, please visit at https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdf Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: A demonstration will require: Performing a skill or task that is asked of you Undertaking a simulation exercise. Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the simulated training environment. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide. Candidate Details Assessment – CHCCCS015: Provide individualised support Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCCS015: Provide individualised support. Student Full Name: _________________________________ Student Number: __________________________________ Email: [email protected] Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed: Date: Learner Activities For this assessment you will need to attempt the following and submit in a professional, word processed, format. Activity 1 For this task you are required to produce a poster or flyer appropriate for display in a community service facility which identifies at least four different opportunities for community participation and social inclusion for people with disabilities, in your local area. For each of the opportunities you have identified for community participation, describe the interests, abilities and requirements that are associated with the activities, as well as any other information that interested clients would like to know. Also note if there are any cultural and religious needs that may impact on participating in the opportunity. a. Identify four barriers you may come across for each opportunity identified. Detail a strategy to address and monitor the identified barriers. Activity 2 Identify a client you currently support who has complex needs. If you do not currently support clients, create a fictional character for this activity. Give a brief description of your client including: Age Abilities Interests Support needs Preferences Behaviour of concern (if any) Cultural/religious affiliation Description of Client: 2(a). Give 3 examples of services, activities, or groups in your local community that your client may benefit from. Provide the details of each including a description of each service, its contact information as well as how you came to decide each activity/group was suitable to your client. 2(b). Identify for each service you have chosen, the additional requirements you may need to organise in order for your client to access these specific services. It should include required resources, programs, agencies, transport services, aids, and any equipment. 2(c) Identify any barriers your client may have with each of the services identified. i. In what ways could you address these barriers in order for your client to be able to participate? ii. How will you determine if these strategies have worked, and if they haven’t, what would you do? 2 (d). Detail any considerations to the activities you may need to be aware of in order to support the client’s cultural and religious needs. 2 (e). Explain the importance of collaboration with the client in situations where barriers are present. 2 (f). Explain how the client’s individualised plan should be used when identifying and implementing activities and services for your client. 2 (g). Document the strategies you used to encourage and assist the inclusion of your client in external activities and programs. 2 (h). Describe why feedback would be an important part of the process. Include the key people involved in the feedback process, and why. 2 (i). Detail using your organisation’s policies and procedures, how you would review the entire process of feedback from start to finish. 2 (j). Specific to this client, in what circumstances might you need to seek assistance or expert advice? 2 (k). Why do you think it is important for your client to be socially involved and included? Activity 1 & 2 checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) CHCDIS003 - Support community participation and social inclusion Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Assessor’s signature Knowledge Activity Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency Answer each question