MARKING GUIDE

CHC33015
C E R T I F I C A T E III I N I N D I V I D U A L S U P P O R T

EMPOWERING PEOPLE WITH A DISABILITY

For classroom-based students

CHCDIS007 Facilitate the empowerment of people

with disability

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 ASSESSMENT INFORMATION

About this marking guide

This document is to be used as a guide to marking the assessment tasks required for this unit.
This document outlines the instructions provided to the student for each task and accompanying sample/
benchmark answers and any relevant instructions for the assessor.

Assessment tasks
This unit is assessed in the following ways:

Assessment Task Overview

Assessment Task 1: Written questions Students must correctly answer all 19 questions to show that
they understand the knowledge required of this unit.

Assessment Task 2: Case studies Students are to read two case studies and complete the
questions for each.

Assessment Task 3: Research project Students are to research two types of disability.

Assessment Task 4: Workplace project There are two parts to this task:
 Part A: Students 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, students are to develop a plan for each person
to help them achieve their needs and goals.

Assessment plan
The Student Assessment Booklet includes an assessment plan that students are required to read and sign.
Get this signed plan before students begin the assessment tasks for this unit. Students can use this plan to
declare whether they need any support or adjustments.

Assessment documents
We have developed a range of comprehensive assessment documents for assessment of this unit.
Assessors will need the following documents:
 Assessment Record Tool – to be used by the assessor to record the decision-making process. Details
about workplace-based tasks are also included in this document.
 This Marking Guide, which includes:
– a guide to assessors on the process of assessment
– benchmark responses to assessment tasks
– mapping of assessment tasks to unit of competency requirements (see the end of
this booklet).
Students will need to receive:
 Student Assessment Booklet for this unit
 Work Placement Booklet (students only need to be given this once).
Assessors must provide students with the due date for each assessment task for this unit – students should be
instructed to write the dates in their Student Assessment Booklet.
Assessment attempts and resubmissions
Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the
student has not completed the task satisfactorily, the assessor must make alternative arrangements for
assessment. Depending on the task, this may include:
 resubmitting incorrect answers to questions (such as short answer questions and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
 redoing a role play after being provided with appropriate feedback about their original performance
 being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback.
Students should be provided with an appropriate time frame in which to resubmit their work, for example
students may:
 be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 be provided with feedback on the day about their performance in a role play and then redo the task
during the next task
 need to redo work placement tasks during the same workplace visit or a follow-up observation may be
required – you should discuss arrangements with the student’s work placement supervisor to agree on a
suitable time and date for reassessment.
Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further
information.

Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students
must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If
one or more of tasks are assessed as Not Satisfactory, students will be given an overall outcome for the unit
of Not Yet Competent (NYC).
Students can be given two further attempts to complete the task and achieve a Satisfactory outcome.
Students need to be given a timeframe for resubmission and advised what they must include in the
resubmission.
Assessors are required to use the Assessment Record Tool to record the assessment decision for each task.
The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed
by the assessor.

Task Cover Sheet

Assessors must ensure that students have completed the Assessment Task Cover Sheet for each assessment
task.

Assessment appeals
All students have the right to appeal an assessment decision. To make an appeal about an assessment
decision, students must follow the process outlined in the Student Handbook.

Training and Assessment Strategies

Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks to
be used in the delivery of each course.
All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the courses
they deliver.
Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any
areas that may need improvement or updating as they are identified.
Plagiarism, cheating and collusion
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer
to their RTO’s policy and procedures regarding training and assessment for further information.

Resources and equipment required for these assessments

You will need to ensure that the following items are available for students to complete their assessments:
 Access to textbooks and other learning materials (recommended textbook The Australian Carer, Helen
Croft, Pearson Australia and Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs
Forest, NSW)
 Access to a computer and the Internet (if students prefer to type their responses)
 Access to their work placement service.
 Access to two clients with a disability.
This course includes a work placement component. Assessment Task 4 is to be undertaken in the workplace
environment.
Students are to be provided with the Work Placement Booklet, which includes a log in which they can note
their time and what they did each day.

DEFINITIONS

Assessment
Assessment is ‘the process of collecting evidence and making judgements on whether competency has been
achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a
training package or VET accredited course.’1

Dimensions of competency
To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions
of competency ensure the person being assessed has the skills to perform competently in variety of different
circumstances. To be competent, a person must demonstrate the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
and knowledge.
 Transfer Skills: The ability to transfer skills and knowledge to new situations and contexts.

1
From the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015
Principles of assessment and rules of evidence
Assessment must be conducted in accordance with the rules of evidence and principles of assessment.

PRINCIPLES OF ASSESSMENT
 Validity:
Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ section at the
end of this guide for more information.
Assessment tasks are varied and are required to be completed over a period of time and, where required,
on a number of occasions. Practical observations provide opportunities for students to demonstrate both
knowledge and skills.
 Reliability:
This marking guide provides benchmark answers for each assessment task to ensure accuracy and
consistency in the assessment decision-making process.
 Flexibility:
A range of assessment methods are provided that are relevant to the unit’s context.
 Fairness:
Students are required to sign an agreement in their Student Assessment Booklet and state if they have any
special needs or considerations that may affect their ability to complete the assessments. Any reasonable
adjustments that are required to be made to these assessments must be noted in the Assessment Record
Tool for this unit, in the checklist for the relevant task.
Students are provided with information about the appeals process in their Student Assessment Booklet
and in their Student Handbook.

RULES OF EVIDENCE
 Validity:
This Marking Guide provides a set of benchmark responses for each assessment task.
Assessors are to record assessment outcomes for each task in the accompanying Assessment
Record Tool. Assessor observations require the assessor to watch the student complete
specific workplace activities in which they can demonstrate the skills and knowledge required.
 Sufficiency:
The ‘Unit mapping’ section at the end of this guide demonstrates how assessment tasks align
with unit of competency requirements. Some units may require the student to demonstrate
assessment over a period of time and more than once. These requirements will be made clear
in the relevant assessment task.
 Currency:
Evidence for each assessment task will be gathered over the duration of the course.
Workplace-based tasks will allow the student to draw from current workplace conditions and
experiences, and students will be able to use technology, tools and equipment specific to their
workplace.
 Authenticity:
Students are required to sign the Assessment Task Cover Sheet, indicating that the work they
have submitted for assessment is their own.
Practical classroom tasks and workplace observations by the assessor during placement visits
ensure that the assessor sees the student demonstrating the skills and knowledge required of
this unit.
Third party reports require third party persons to sign that they have observed the student
undertake the tasks detailed in the checklist.
Reasonable adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that learners with recognised disabilities can access and participate in education and training
on the same basis as learners without disabilities. Sometimes reasonable adjustments, are made to the
learning environment, training delivery, learning resources and/or assessment tasks to accommodate the
particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s
particular needs, while also taking into account factors such as: the views of the learner; the potential effect of
the adjustment on the learner and others; the costs and benefits of making the adjustment.
Adjustments must:
 be discussed and agreed to by the learner with a disability
 benefit the learner with a disability
 maintain the competency standards
 be reasonable to expect in a workplace.
Adjustments are not required if they could:
 cause the RTO unjustifiable hardship
 harm other learners.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it
is not likely to be reasonable.2
Some examples of reasonable adjustments that could be made for the assessments in this booklet include:
 verbal responses to written activities (such as questions and answers tasks and case studies)
 conducting assessor workplace observations via Skype or other video format (for example, in cases of
students in remote areas)
 rescheduling assessor observations in the event that workplace conditions may not be suitable (for
example, safety concerns, required resources not being available, lack of appropriate clients on the day,
and so on)
 providing students with large-print copies of the Student Assessment Booklet.
Record any reasonable adjustments made in the space provided in the relevant task’s checklist in the
Assessment Record Tool.

ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:
 This is an open book test.
 Students need to answer all 19 questions correctly.
 Students must answer the questions by writing in the space provided.
 If students need more space, they can use extra paper. All additional sheets of paper
must include their name and the question number/s they are answering.
 Students may prefer to use their computer to type their answers. Advise students if
they can email their answers as a Word file, or if they must print and submit hard
copies.

2
From https://www.ibsa.org.au/sites/default/files/media/BSBv1.1_Business_Services_Implementation_Guide.pdf
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if students prefer to type their responses).

WHEN AND WHERE DO STUDENTS NEED TO DO THIS?

 Students will do this task in the classroom or as homework – advise the students as to which is required.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT?

 Their answers to each question.

Note to the assessor:

Students must answer all questions correctly. If you identify that students have answered any questions in
this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should
only redo questions that are incorrect; however they will need to resubmit the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Instructions to students:

QUESTION 1
How did society view and treat people with a disability in our history?
Sample response provided:
Throughout history, people with disabilities have been ignored, hidden and cursed. When made visible, they
were often subjects of exhibitions and objects of ridicule. Society attempted to deal with people who had a
disability, seen as a problem to society, by segregating them and placing them in institutions or prisons.
QUESTION 2
Explain the difference between the social and medical model of service.
Key points include the medical view of seeing disability as needing to be fixed and as abnormal; the social
view seeing disability as individuals who need to be supported to integrate equally within our society.
Definitions:
 Medical model – sees disability as an abnormal health condition that needs to be treated,
fixed or cured. This model reiterates the limitations of what a person can and cannot do due to
the nature of their disability.
 Social model – acknowledges and supports individuals with a disability as having equal
rights to actively participate in community activities. The social model emphasises the impact
our environment, values and attitudes within our community have on creating barriers and
limitations for people with a disability.

QUESTION 3
Describe the role of the United Nations in the movement of disability rights.
Sample response:
Adopted in 2006, with 92 signatories, the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD) solidified the most extensive recognition of the human rights for persons with disabilities.
The Convention changed the attitudes and approaches to persons with disabilities by creating a movement
away from treating people with disabilities as less fortunate members of society, who need isolation and
protection, towards advocating the rights of individuals with a disability so they are supported to make
decisions for their own lives. The Convention states that all individuals with any type of disabilities must
equally enjoy human rights and fundamental freedom.

QUESTION 4
What is Article 19 under the UNCRPD?
Sample response:
Article 19 of the ‘Convention’ recognises ‘the equal rights of all person with disabilities to live in the community,
with choices equal to others’, including ‘the opportunity to choose their place of residence and where and
with whom they live on an equal basis with others’, ‘have access to a range of in-home, residential and other
community support services necessary to support living and inclusion in the community, and to prevent
isolation or segregation from the community’.

QUESTION 5
Provide an explanation for the following terms.

Self-directed The term ‘self-directed’ describes an approach characterised by people

with disability, their family and carers having genuine choice and control
over the planning, design and implementation of the services and
supports they require.
Person-centred This approach tailors personalised services to meet the needs of the
individual with disability, taking into account unique interests, skills and
needs, while outlining meaningful goals or aspirations.
Strengths-based Focuses on what an individual can already do and what they do well.
Solutions and services can then be formed around those identified
strengths.
Human rights approach A human rights-based approach to disability implies that all people are
active subjects with legal claims and that persons with disabilities need to
 participate in all spheres of society on an equal basis with their non-
disabled peers.

QUESTION 6
Describe what an individual with a disability might have experienced historically, having lived in an
institutionalised environment.
Answers may include reference to:
 Segregation
 Depersonalisation
 Removal of individuality
 Rigid routines and timetables for daily activities
 Administering group or block treatment
 Removal of privacy
 Status between staff and residents
 Lack of meaningful activities.

QUESTION 7
List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or
territory that are related to protecting human rights in disability services.
Responses will vary according to student’s state or territory. Sample responses below:

Your state or territory’s legislation

Legislation 1: The Quality Framework for Disability Services in Victoria 2007 (Vic)
Legislation 2: The Disability Act 2006 (Vic)
Commonwealth legislation

Legislation 1: Disability Discrimination Act 1992

Legislation 2: Australian Human Rights Commission Act 1986

Other Commonwealth legislation may include:

 Disability Services Act 1986
 National Disability Insurance Scheme Act 2013
 United Nations Convention on the Rights of Persons with Disabilities Law.
Other state legislation may include:
 Victoria:
 The Victorian Charter of Human Rights and Responsibilities Act 2006 (Vic)
 Equal Opportunity Act 2010
 NSW:
 Disability Services Act 1993
 Carers (Recognition) Act 2010
 Community Services (Complaints, Reviews and Monitoring) Act 1993
 Anti-Discrimination Act 1977
 South Australia:
 Disability Services Act 1993
 Equal Opportunity Act 1994
 Guardianship and Administration Act 1993
 Mental Health Act 2009.
  Western Australia:
 Disability Services Act 1993
 Western Australian Equal Opportunity Act 1984
 Tasmania:
 Tasmania Disabilities Services Act 2011
 Anti-Discrimination Act 1998
 State Service Act 2000
 Queensland:
 Disability Services Act 2006
 Anti-Discrimination Act 1991
 Northern Territory:
 Anti-Discrimination Act 1993
 Disability Services Act 2012
 Adult Guardianship Act
 Australian Capital Territory
 Disability Services Act 1991
 Human Rights Act 2004

QUESTION 8
Identify the 6 National Standards that apply to disability service providers.
1. Rights
2. Participation and Inclusion
3. Individual Outcomes
4. Feedback and Complaints
5. Service Access
6. Service Management.

QUESTION 9

16 year old Billy who suffers from quadriplegia, lives in residential care 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 including redness, rash 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.

Did the staff exercise their duty of care? Explain your answer.
Correct answer is, no the staff did not exercise their duty of care and were irresponsible in their role. They did
not follow procedure to prevent bed sores. Once Billy’s condition was reported to management a further day
passed before treatment was given.
QUESTION 10

Janessa has recently advised her supervisor that she is pregnant. She is very surprised when she returns to
the office and everyone congratulates her. Apparently the supervisor has sent out an email to all staff
passing on her exciting news.
Has Janessa’s employer breached her rights to privacy? Explain your answer.
Janessa’s employer should have first obtained her consent before disclosing this information.
Yes Janessa’s employer has breached his rights to privacy under the Privacy Act 1988. Her employer should
not disclose employees’ personal information to anyone without consent.

QUESTION 11

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.

What should Trish have provided Peta with prior to signing her up to participate in the trial?
Key point – informed consent.
Trish should have provided Peta with a lot more information about the clinical trial – what it involved, how it
was taken, potential side effects, how the trial was developed, and who was responsible so Peta had all
available information to make a decision. Trish needed Peta’s informed consent before potentially signing her
up against her will. Peta had a right to be informed and provide Trish with her approval if that was her sole
decision.

QUESTION 12

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.
What are your thoughts about Andy’s approach with his dad?
Key point – removal of Jeff’s dignity of risk.
Andy, although looking out for Jeff, in his best interests (to prevent him from falling ill and sustaining any
injuries) is overly restrictive of Jeff in how he wants to spend his time during the days he visits. Andy prevents
Jeff from going outside, from having what he would like to eat and allowing Jeff to win at the chess game –
each time it removes Jeff’s ability to exercise his own choices according to his individual rights and free will.
Andy is unknowingly removing Jeff’s dignity of risk.
QUESTION 13

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!
Does Nigel have a case for unfair dismissal? Explain your answer.
Key point – yes, because Nigel is being discriminated against and has lost his job based on his sight
impairment. It is unlawful to discriminate on the use of assistance dogs.
Nigel’s job being terminated is a form of discrimination and is based on unlawful grounds.

QUESTION 14
Review the Code of Practice for the Prevention and Management of Occupational Violence in Disability
Services. What type of disability services does this code address?
The code addresses occupational violence issues within disability accommodation, outreach and client
services.

QUESTION 15
Provide three examples of occupations that are most commonly referred to as mandated reporters for
suspected cases of child abuse and neglect.
Student provides three occupations. The occupations most commonly named as mandated reporters are
those who deal frequently with children in the course of their work: teachers, doctors, nurses and police.

QUESTION 16

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.
Explain the type of misconduct in this scenario.
Key point – breach of work health and safety.
The residential services have neglected Noopur by using inadequate cleaning and hygiene practices and
maintenance. They have also neglected her physical health by not implementing her rehabilitation program
as required.
They have also breached work health and safety laws by using unsafe equipment to transport Noopur in and
out of bed. By doing so, they are exposing her to a higher chance and risk of sustaining an injury.
QUESTION 17
Provide an example of when you may be required to seek additional help from more experienced staff.
Responses may include:
 Critical emergency situation
 Adverse reaction to medication
 Suspected cases of abuse or misconduct
 Exposure to health and safety risks
 Challenging behaviours
 Exposure to violent behaviours.

QUESTION 18
Access the information at the following website:
7 Tech Breakthroughs That Empower People with Disabilities: http://mashable.com/2011/10/05/tech-
disabled/#JwRiAVaITsku
Select one of the devices in this article. For the device you have selected, complete the following questions:

What is the device? The Vmax+, the DynaVox EyeMax system

Who will benefit from Individuals with paralysis, cerebral palsy, stroke victims, young children and the
using it? mentally disabled.
How does it work? The system tracks eye movement of the user, which assists them to enter words
and phrases. The movements are then translated by the system into spoken text
through the inbuilt text-to-speech functionality. The system also has inbuilt
language software which has a repository of pre-defined phrases and words.
Users can select their phrase from lists or through visual images.
How is it empowering? This device provides individuals with their own voice to help communicate their
inner thoughts and feelings verbally. Through the device, individuals are
empowered in their ability to interact, influence and share information.

QUESTION 19
a) Which of the following conditions are considered an acquired brain injury? Tick the correct answer.

Yes No

Parkinson’s Disease  

Brain injury following drug use  

Foetal Alcohol Spectrum Disorder  

Motor vehicle accident causing brain injury  

Stroke leading to paralysis  

Huntington’s Disease  
b) Jemma has Asperger syndrome. What are five symptoms that Jemma may display?
Answer may include five from the following list:
 Lack of social skills
 Dislike of change
 Lack of empathy
 Speech may lack tone and pitch
 Formal style of talking
 Verbalising internal thoughts
 Talking a lot about their favourite subjects
 Avoiding eye contact
 Unusual facial expressions or postures
 May be preoccupied with a few interests, which they know everything about
 Delayed motor development
 Heightened sensitivity to noise.

c) Name three symptoms of dyslexia

Answer may include three from the following list:
 Delayed speech
 Problems with pronunciation
 Reading difficulties
 Avoids reading aloud in class
 Bad spelling

 May be talented in spatial matters – for example, art, design, maths or engineering.
d) Which of the following are chronic lifestyle conditions?

Yes No

Stroke  

ALS  

Drug abuse  

Heart disease  

Cystic fibrosis  

Type 2 diabetes  

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.

e) Do you think there is any indication of developmental delay? Explain your answer.
Yes – Jemima has not reached a number of milestones expected of a 2 year old. She does not:
 Walk at all
 She is not able to stack blocks up on top of each other
 She does not understand when told not to do something
 She does not form words – is only able to use sound to attract attention
  Temper tantrums are normal in a 2 year old.
f) Which of the following are neurological disorders?

Yes No

Cerebral palsy  

Epilepsy  

Migraine  

Multiple sclerosis  

Macular degeneration  

Tourette’s syndrome  

g) Which of the following are genetic disorders?

Yes No

Down syndrome  

Huntington’s disease  

Migraine  

Meningitis  

Post-traumatic stress disorder  

Autism  

h) List four causes and four symptoms of post-traumatic stress disorder (PTSD).
Student provides four of each. Sample responses below.

Symptoms of PTSD Causes of PTSD

Intrusive upsetting memories of a traumatic event Traumatic event

Disturbed sleeping/insomnia Experiencing or witnessing a catastrophe
Flashbacks Series of events
Nightmares Military service
Physical reactions (pounding heart, sweating, Terrorist attacks
nausea)
Loss of interest in life activities Rape
Detachment from others Sexual or physical abuse
Irritability/outbursts of anger Childhood neglect
Difficulty concentrating Car/plane crashes
Jumpy War
Feeling on edge – hypervigilance Detention
i) What is meant by dual sensory impairment?
Combination of both hearing and sight impairment. Usually there is not total loss of both senses. It may
also be known as ‘deafblind’.

j) List one support group for each of the following conditions

Support groups include:

Condition Support group

Genetic factors Genetic Alliance Australia

Physical trauma Victims of crime
SANE Australia
Spinal injuries Australia
Pain Australia
Psychological trauma Anxiety recovery Centre, Victoria
Adults surviving child abuse
Black Dog Institute
Phoenix Australia
Chronic lifestyle conditions Alcohol Anonymous
QUIT
Blue Care Chronic Disease and Self-management Program
Acquired brain injury Brain injury Australia
Brain Injury Matters Inc
Carers Australia
ABI Specialist Counselling Service
Families 4 Families
 ASSESSMENT TASK 2: CASE STUDIES

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

WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if students prefer to type their responses).

WHEN AND WHERE DO STUDENTS NEED TO DO THIS?

 Students will do this task in the classroom or as homework – advise students as to which is required.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT?

 Answers to all questions.

Note to the assessor:

Students must answer all questions correctly. If you identify that students have answered any questions in
this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should
only redo questions that are incorrect; however they will need to resubmit the entire assessment.
Students can be given the opportunity to answer questions verbally if appropriate.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Instructions to students:

CASE STUDY 1: EMMA

Emma is 38 years old and 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.

1. What are Emma’s rights?

Answers should be similar to those below:
 Emma has a right to live in a safe and supportive community environment.
 She has a right to complain and speak up about the incident and have her report
investigated.
 Emma has a right to her beliefs and religious practices and should not be teased
or ridiculed.
 She has been subject to sexual abuse, which is illegal.
 Emma has a right to high-quality service and care of her support workers.

2. What is Phil’s responsibility in this situation? How should he have responded?

Answers should be similar to those below:
 Phil has a responsibility to listen to Emma and report the incident to his employer
and the police.
 Phil should not have discouraged Emma from speaking up about the incident and
acting in Chris’ defence.
 Phil has a duty of care to report the incident, advocate justice and protect Emma’s
rights.

3. What type of support does Emma need?

Answers should be similar to those below:
 Different support workers
 Additional home assistance (if she becomes overly withdrawn she may not be
able to cope with her activities of daily living).
 Counselling to help her deal with the incident, from both a psychological and
emotional perspective.
 Medication to help cope with depression, anxiety and/or stress.
 Support from her family or close friends to rebuild her social confidence so she
can comfortably interact with other people again.
 Emma may need to potentially move to a different residential village in order to
feel safe again.

4. Are Emma’s cultural needs being respected? Explain your answer.

No, both Chris and Phil did not show any respect to her religious background. They did not acknowledge
her personal beliefs, values and practices.

5. What legal and ethical breaches have occurred?

Correct answers include:
 Sexual abuse
 Neglect
 Duty of care
 Work/role boundaries
 Role advantage
 Discrimination
 Mandatory reporting.
6. If you were Emma’s support worker, what signs or symptoms would you be able to observe or
identify that show something wrong/bad has occurred?
Signs or symptoms may include:
 Emma not interacting with others in the community as much as she used to
 Being withdrawn and quiet
 Not enjoying or engaging in activities as much as she used to
 Taking less interest in social activities
 Sadness
 Depression
 Displaying low levels of energy, loss of appetite, weight loss, insomnia
 Being physically closed off to others
 Physical signs of struggle or injury, such as bruising or scratches.

7. What would you do to help empower and advocate disability rights for Emma and other
residents in the village?
Answers may be similar to those below:
 A community meeting could be help to raise increase awareness of the type of
abuse Emma experienced and develop or revisit existing process and procedures for
members of the community to follow as a form of prevention.
 Retraining existing support workers on the rights of vulnerable individuals as well
as reporting procedures.
 External agencies or services who specialise in the topic could be utilised to
engage and educate members in the community as well as staff through programs,
workshops, or special events.

8. Who could a complaint be made to?

Answers may be similar to those below:
 A complaint could be made to the disability support services, who provide the care
workers, and also the residential community, who are responsible for the quality of care
and service to the members in the village.
 A complaint to the police to report the incident should also be made.
 The human rights commission could also be involved in this complaint.

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.

1. What are Ryo’s rights?

Ryo has a right to high-quality care. He has the right to be raise incidents or concerns with his support
staff. He also has the right to live in a safe environment.

9. What is the responsibility of the residential care facility? How should they have responded?
The residential facility is responsible for providing high-quality care and providing better observation of all
of its members at the facility. The facility is responsible for providing a safe environment and should equip
all staff with best practice process and procedures for work health and safety. They should have noticed
Ryo’s symptoms straight away and reported this as a potential injury or accident. They should have
documented this as evidence. All staff have the responsibility for being advocates of individual rights and
needs.

10. After confirming the cause of injury, what type of support does Ryo and his family require?
Answers may include:
 Ryo needs medical care as well as potential counselling after experiencing a
physically traumatic event.
 He may need medications to help with pain management.
 Ryo’s family may need to be updated and informed of the complaints
management process and knowing the right contacts for support in the event that this
occurs again.
 Ryo and his family may need to reconsider their choice of residential care facility if
they are no longer comfortable and confident.

11. Are the rights of Ryo and his family being exercised? Explain your answer.
No, they are not being exercised. After Kumiko raised the investigation, there was no further follow up or
management to resolve the issue.
Ryo and his family have a right to have their case investigated further.

12. What breach has occurred in this situation?

Answers should refer to:
 Physical abuse
 Neglect
 Mandatory reporting
 Work health and safety
 Work/role boundaries.

13. How would you be able to tell through observation that Ryo had been physically abused?
Answers may include:
 Ryo may avoid being around the person who inflicted the injury.
 He may be withdrawn from interacting with others and kept to himself.
 He may avoid activities that require physical movement if he is in pain.
 He may also avoid showing that part of his body to hide bruises or swelling.
 He may be seen moving unnaturally or in a restrictive manner, which could
indicate physical pain.
 He may be depressed or sad.

14. What would you do to help empower and advocate disability rights for Ryo and his family?
Answers may include:
 Review the facility’s processes and procedures
  Provide retraining to staff
 Increase awareness of neglect and abuse through workshops, posters/signage
around the facility
 Individual interviews for other suspected cases
 Encourage and support clients speaking up and being heard
 Enhance the code of conduct for the facility.

15. Who would you make a complaint to?

Answers should refer to:
 The residential support facility
 Human rights commission
 Special hotlines or agencies
 Legal agencies.

REFLECTION QUESTIONS

1. Explain how society can disadvantage individuals like Emma and Ryo.
In the case of Emma – she is a female who lives alone, due to her intellectual disability she may not have
her concerns taken seriously. This can make her vulnerable to blame and victimisation without being able
to properly defend herself.
In the case of Ryo – he is at a disadvantage with his independence as he is not able to communicate. He
needs a carer to monitor and manage his needs and requests. He was in pain due to an injury but he was
unable to tell anyone because he cannot speak. In this respect he is overlooked until the problem is
identified by someone else (ie his mother).

16. How do individual values and attitudes impact the way people with disabilities are treated
within the community?
Responses may include references to:
 social stigma
 historical treatment of people with disabilities
 institutionalisation
 segregation
 discrimination
 fear of how to respond to disabilities
 the medical model of disability.

17. Explain how your own personal values and attitudes towards individuals with a disability have
evolved over time.
Answers here will vary according to the student’s personal values and attitudes. Students should describe
how their outlook on the disability community has changed or developed over time. They should describe
what is important to them, what they feel strongly about and so on.

18. Provide three ways of how you could get involved with advocating for disability services.
Student provides three responses, which may include:
 Joining local community groups
 Becoming a member of a disability agency
 Actively participating in related events/workshops/seminars
 Being a part of disability community programs
 Joining not-for profit agencies
 Volunteering
  Joining online forums – social media groups
 Being part of specific groups – meetup groups targeted at advocating disability
rights
 Self-research and upskilling on disability rights.

Refer to the Assessment Record Tool to record the outcome of each part of this task. Extra columns are
provided if the first attempt is not successful.
 ASSESSMENT TASK 3: RESEARCH PROJECT

TASK SUMMARY:
Students are to research two different types of disabilities.

WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to research material (such as textbooks, journals, the Internet etc)
 Access to a computer (if students prefer type out their answers).

WHEN AND WHERE DO STUDENTS NEED TO THIS?

 Students will do this task in the classroom or as homework – advise the students as to which is required.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT FOR THIS ASSESSMENT?

Students do not need to submit anything for this task.

Note to the assessor:

Students must complete all parts of the template and provide correct and accurate information. Students
must research two types of disabilities. If you identify that students have answered any parts of this task
incorrectly, they will need to be given an appropriate time in which to resubmit. Students should only redo
parts that are incorrect; however they will need to resubmit the entire assessment.
Discuss timeframes for resubmission with the student when you tell them the outcome for this task.

Instructions to students:
Select one type of disability from each list below.

LIST 1 (SELECT ONE)

 Cerebral palsy

 Arthritis

 Muscular dystrophy

 Spina bifida.

LIST 2 (SELECT ONE)

 Acquired brain injury

 Autism spectrum disorder

 Down syndrome

 Attention deficit disorder.

Research both disabilities you have chosen and fill out the template for each one.
Make sure you use your own words and provide a list of the source material (ie website address, textbook
name and page number, etc) you have researched as part of this task.
Sample response provided below.

Disability: Arthritis
Description

Arthritis has a range of conditions that cause pain, stiffness, inflammation and damage to joint cartilage.
Impairment

The effects of arthritis depend on the extent of the disease. It is the major cause of disability and chronic
pain in Australia. A sufferer may experience joint weakness, difficulty moving or using affected body parts,
instability and deformity of joints.
Causes

Depends on the type of arthritis. Many forms are caused by a reduction in the cartilage tissue – for example,
osteoarthritis is caused by wear and tear throughout life. Rheumatoid arthritis is caused when the immune
system attacks body tissue.
Characteristics

Causes inflammation. It is a chronic condition. Rheumatoid arthritis is not limited to joints – it may affect the
entire body. It can lead to tiredness and loss of appetite.
Support services

 Arthritis Australia
 Hydrotherapy services
 Physiotherapy services
 Young Women’s Arthritis Support Group.

Disability: Acquired Brain Injury

Description

Acquired brain injury (ABI) refers to any type of brain damage that occurs after birth. It can include damage
sustained by infection, disease, lack of oxygen or a blow to the head.
Impairment

The effects of an acquired brain injury will depend on the nature and severity of the injury. The effects will
vary with individuals – with similar injuries having different effects.
As the brain controls the functions of the body, damage to the brain can have a profound effect. An acquired
brain injury can affect a person’s physical, emotional and cognitive capacity.
Causes

 Alcohol or drugs, which can poison the brain.

 Disease, such as AIDS, Alzheimer’s disease, cancer, multiple sclerosis or Parkinson’s
disease.
 Lack of oxygen, called anoxic brain injury (for example, injury caused by a near
drowning).
 Physical injury, such as an impact (or blow) to the head, which may occur in vehicle or
sporting accidents, fights or falls.
 Stroke, when a blood vessel inside the brain breaks or is blocked, destroying the local
brain tissue.
 Characteristics

It is common for many people with ABI to experience increased fatigue (mental and physical) and some
slowing down in how fast they can process information, plan and solve problems. They may experience
changes to their behaviour and personality, physical and sensory abilities, or thinking and learning.
Support services

Open Minds are a service that provides a variety of customised programs and support services for
individuals with ABI.
Programs focus on developing individual strengths, encouraging social interaction, supporting individual
needs, requirements and recovery. Individuals can participate in programs across different areas, including
lifestyle, living, employment and health.

Refer to the Assessment Record Tool to record the outcomes of this task. Extra columns are provided if the
first attempt is not successful.
 ASSESSMENT TASK 4: WORKPLACE PROJECT

TASK SUMMARY:
There are two parts to this task:
 Part A: Students 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, students are to develop
a plan for each person to help them achieve their needs and goals.

WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to their work placement service
 Access to two clients with a disability and/or their family member, guardian or carer
 Approval from their work placement supervisor
 Access to individual plans and equipment outlined in the plan
 Interview questions (provided)
 Access to a computer (if students prefer type out their answers)
 Access to the Internet (for conducting online research).

WHEN AND WHERE DO STUDENTS NEED TO DO THIS?

 Students will do this task in their work placement service.
 Provide students with the due date for this assessment so they can write it in their Student Assessment
Booklet.

WHAT DO STUDENTS HAVE TO SUBMIT?

 Note from client interviews
 Developed strategy outline for Part B.

Note to the assessor:

Students must compete all parts of this assessment correctly. If you identify that students have not
completed this task correctly or completely, they will need to be given an appropriate time in which to
resubmit. Students should only redo those parts of the assessment that are incorrect; however they will
need to resubmit the entire assessment. Discuss timeframes for resubmission with the student when you
tell them the outcome for this task.

Instructions to students:
You must obtain permission from your supervisor to work with each client. Use the permission form at the end
of this task. You will be supervised at all times during your work with these clients.
Your supervisor will sign each of your interview templates to support that each is a true and accurate account
of what occurred.
Note: You must not use identifying information in this assessment. Please refer to clients as either ‘the Client’
or ‘Client X’, ‘the carer’, ‘the mother’, etc.
 PART A: CLIENT INTERVIEW

Use the following interview questions to interview each client.

You may also wish to interview family members and/or carers depending on the situation.
You will use the information gained from these interviews to develop a strategy for each client.
Interview each client separately.
You can write your answers in the templates provided or use Microsoft Word or a similar program to type
them out.

Client 1

What are your needs and goals?

Students should describe the needs and goals of the client according to the individual, family, guardian or
carer. The individual’s plan should be used as a reference to documenting accurate responses.
What current options or services are being used to help you reach these needs and goals?

Students should describe the type of services or programs which the individual is currently accessing as part
of their individual plan to achieve their goals.
Are the current options effective? Why or why not?

Students should describe the effectiveness of the program and services through discussion with the
individual and family, guardian or carer. Students must provide examples to support their response.
What are your communication preferences?

Students should describe the communication preferences of the individual and provide examples of how
they communicate i.e. use of visual images/graphics, signs/symbols, physical gestures, through writing notes
or cards, spoken to softly etc.
What challenges have you faced in terms of exercising your rights?

Students should describe through consultation with the individual and family, guardian or carer instances of
how exercising rights may have been difficult or challenging. I.e. due to the communication challenges, the
individual was not able to tell their support worker they had injured their leg and let them know they were in
pain.
How are you supported to make your own decisions?

Students should describe the efforts and experience of the individual’s family, guardian or carer in supporting
the individual exercise their rights, encourage independence, speak up and make decisions for their own
lives as much as possible.
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.

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 2

What are your needs and goals?

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

Are the current options effective? Why or why not?

What are your communication preferences?

What challenges have you faced in terms of exercising your rights?

How are you supported to make your own decisions?

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.

SUPERVISOR SIGN OFF

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

Supervisor name:

Supervisor signature: Date:

 PART B: STRATEGY

After you have completed both interviews, you need to use the information you gathered to develop a strategy
or plan as to how you could assist to:
 facilitate access to services
 advocate for the client’s rights
 support their independence to help them achieve their goals.
Use the following template to guide you in developing your plan for each client.

Client 1

Suitable options/services

Communication strategy

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

Relationships and key people

How will the client access services?

Strategies for maintaining positive relationships

Does the client require advocacy services? (Provide detail.)

Client 2

Suitable options/services

Communication strategy

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

Relationships and key people

How will the client access services?

Strategies for maintaining positive relationships

Does the client require advocacy services? (Provide detail.)

Students must develop two completed plans/strategies that are focused around a person-centred approach.
The plan should incorporate information as per the key areas listed above.
The plan should take into account information obtained through the interview process and align with the
individual’s support plans.
 Workplace Project (Disability) – Permission Form

Supervisor’s approval

I, ___________________________________________________________________________________________,

<Supervisor’s name> approve _________________________________________________________________

<student’s name> to undertake this project with _________________________________________________

<Client’s name>.

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: ___________________________
 UNIT MAPPING – CHCDIS007 Facilitate the empowerment of people with disability
Application This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred
approach. It should be carried out in conjunction with individualised plans.
This unit applies to workers in varied disability contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.

Licensing requirements NA

Prerequisites NA

Assessment Tasks

Element Performance criteria AT1 AT2 AT3 AT4

1. Demonstrate 1.1 Identify changes in the legal, political and social frameworks within
1, 2, 3, 5, 6
commitment to which the work is undertaken
empowerment for 1.2 Identify ways society can affect the level of impairment Reflection
people with disability 2
experienced by a person with disability questions: 1, 2, 3, 4

1.3 Reflect on personal values and attitudes regarding disability and

Reflection
acknowledge their potential impact when working in disability
question: 3
contexts

1.4 Develop and adjust own approaches to facilitate empowerment Case study 1
question 7
Case study 2
question 7
Reflection
question 4

2. Foster human rights 2.1 Assist the person with disability to understand their rights Case study 1
question 1
Case study 2
questions 1, 4

2.2 Deliver services that ensure the rights and needs of the person are Case study 1
upheld in the context of person-centeredness question 2
Case study 2
question 2

2.3 Ensure the cultural needs of the person are identified, accepted Case study 1

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 Assessment Tasks

Element Performance criteria AT1 AT2 AT3 AT4

and upheld question 4

2.4 Identify breaches of human rights and respond and report Case study 1
according to organisation procedures question 5
Case study 2
question 5

2.5 Identify indications of possible abuse and/or neglect and report Case study 1
according to organisation procedure question 6
Case study 2
question 6

3. Facilitate choice and 3.1 Using a person-centred approach work in a manner that

self-determination acknowledges the person with disability as their own expert

3.2 Facilitate person-centred options for action on relevant issues and

discuss with the person and/or family and/or carer and/or relevant 
other

3.3 Provide assistance to the person with disability to facilitate


communication of their personal goals

3.4 Provide person-centred support in a manner that encourages and


empowers the person with disability to make their own choices

3.5 Assist with strategies to ensure that the person is comfortable with

any decisions that are being made on their behalf

3.6 Assist with accessing advocacy services and other complaint


mechanisms as required

Foundation skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance
are explicit in the performance criteria of this unit of competency.

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 Assessment Tasks & Method

Performance Evidence AT1 AT2 AT3 AT4

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job
role. There must be evidence that the candidate has:

 facilitated access to a wide variety of choices that will assist 2 people with disability to reach their
personal goals, using:

 oral communication skills to maintain positive and respectful relationships with the person

with disability

 appropriate non-verbal communication strategies 

Assessment Tasks & Method

Knowledge Evidence AT1 AT2 AT3 AT4

The candidate must be able to demonstrate essential knowledge required to effectively manage 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:

 history and recent developments in disability 1, 2, 3, 5

 social versus medical model of service 2

 institutionalised versus person-centred, self-directed model of support 5, 6

 social constructs of disability and the impact of own attitudes on working with people with Reflection
2
disabilities questions: 1, 2, 3

 how and when to seek support from more experienced and qualified staff 

 types of disability, including: 

 acquired brain injury 19a

 autism spectrum disorder 19b

 cognitive disability 

 developmental delay 19e

 intellectual disability 

 neurological impairment 19f 

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 Assessment Tasks & Method

Knowledge Evidence AT1 AT2 AT3 AT4

 physical disability 

 sensory disability, including hearing, vision impairment 13, 19i

 speech/language disability 19c

 support practices for people, including but not limited to, the following conditions:

 genetic factors 19g, 19j 

 physical trauma 19a, 19j 

 psychological trauma 19h, 19j 

 chronic lifestyle conditions 19d, 19j 

 acquired brain injury 19a, 19j 

 legal and ethical considerations for working with people with disability: Case study 1
question 5
Case study 2
question 5

 codes of conduct 14

 discrimination 13

 dignity of risk 12

 duty of care Case study 1

question 5
9
Case study 2
question 5

 human rights, including the United nations Convention on the Rights of Persons with Case study 1
Disabilities (UNCRPD) questions 1, 5, 7
3, 4
Case study 2
questions 1, 5, 7

 informed consent 11

 mandatory reporting Case study 1

questions 2, 7
15
Case study 2
questions 2, 7

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 Assessment Tasks & Method

Knowledge Evidence AT1 AT2 AT3 AT4

 privacy, confidentiality and disclosure 10

 work role boundaries – responsibilities and limitations Case study 1

questions 2, 3, 5
Case study 2
questions 1, 2, 3, 5

 work health and safety Case study 1

questions 2, 3, 5
16
Case study 2
questions 1, 2, 3, 5

 principles of:

 empowerment Case study 1

question 7
Case study 2
3, 5, 7 
question 7
Reflective
question 4

 rights-based approaches Case study 1

question 7
Case study 2
5 
question 7
Reflective
question 4

 person-centred practices 5 

 self-advocacy Case study 1

question 7
Case study 2
3, 5, 7 
question 7
Reflective
question 4

 active support Case study 1

question 7
Case study 2
3, 5, 7 
question 7
Reflective
question 4

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 Assessment Tasks & Method

Knowledge Evidence AT1 AT2 AT3 AT4

 active listening 

 social justice, and the importance of knowing and respecting each person as an individual Reflective
9, 10, 11, 12, 13
questions 1, 2

 strengths-based approaches 5 

 strategies that assist people with disabilities to exercise their rights and support independent Case study 1
action and thinking, including use of technology (e.g. laptops or tablets) to facilitate choice question 7
Case study 2
18 
question 7
Reflective
question 4

 how to access and use advocacy services and complaint mechanisms Case study 1
question 8
Case study 2

question 8
Reflective
question 4

 indicators of abuse and/or neglect in relation to people with disabilities Case study 1
question 6
9, 13
Case study 2
question 6

528877200.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

© 2015 Eduworks Resources, a division of RTO Advice Group Pty Ltd Page 43
 Assessment Tasks & Method

Assessment Conditions AT1 AT2 AT3 AT4

Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the
workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person
with disability. The following conditions must be met for this unit:

 access to individualised plans and any equipment outlined in the plan 

Overall, assessment must involve some real interactions with people with disability, their families/

carers/relevant others and the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF
RTO to ensure
mandatory competency requirements for assessors.

528877200.DOCX CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT

© 2015 Eduworks Resources, a division of RTO Advice Group Pty Ltd Page 44