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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Learning Activity Booklet (Trainer Copy) Version 1.1 Produced 18 August 2022 © Compliant Learning Resources

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Copyright

Commented [BM1]: See comments in LG.

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This document was developed by Compliant Learning Resources. © 2022 Compliant Learning Resources. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of Compliant Learning Resources.

Version Control & Document History Date 21 September 2021 18 August 2022

Version

Version 1.0 released for publishing

1.0

Version 1.1 released for publishing

1.1

Minor wording/phrasing changes

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

Summary of Modifications

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Learning Activity Booklet (Trainer Copy) Version 1.1 Produced 18 August 2022

© Compliant Learning Resources

CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

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Table of Contents

Overview ............................................................................................................................ 4 Trainer Instructions ............................................................................................................ 5 Learner Instructions ........................................................................................................... 6 Learner Information ............................................................................................................. 6 Trainer Information .............................................................................................................. 6

Resources Required ............................................................................................................ 7 Work Health and Safety...................................................................................................... 7 Reasonable Adjustment ..................................................................................................... 8 Contextualisation ............................................................................................................... 9 Formative Activities.......................................................................................................... 10

I. Demonstrate Commitment to Empowerment for People With Disability ....................... 10

Activity 1.1 ...................................................................................................................... 10 Activity 1.2 ...................................................................................................................... 11

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II. Foster Human Rights....................................................................................................... 12

Activity 2.1 ...................................................................................................................... 12 Activity 2.2 ...................................................................................................................... 13 Activity 2.3 ...................................................................................................................... 15 III. Facilitate Choice and Self-Determination....................................................................... 20 Activity 3.1 ...................................................................................................................... 20 Activity 3.2 ...................................................................................................................... 21

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Activity 3.3 ...................................................................................................................... 22

Learning Activity Booklet (Trainer Copy) Version 1.1 Produced 18 August 2022 © Compliant Learning Resources

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Overview

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

CHCDIS007 - Facilitate the empowerment of people with disability (Release 1)

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.

A complete copy of the above unit of competency can be downloaded from the TGA website:

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https://training.gov.au/training/details/chcdis007

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Learning Activity Booklet (Trainer Copy) Version 1.1 Produced 18 August 2022

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

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Trainer Instructions

This Learning Activity Booklet contains formative activities that learners will complete in the classroom or a similar environment.

These formative activities include knowledge questions to test learners’ underpinning generic knowledge and practical activities to test their skills relevant to the unit/s of competency.

These formative assessments are used by trainers to complement both the learning and training processes, and to evaluate how learners are progressing throughout these processes. IMPORTANT:

The completion of the formative assessments and learning activities included in this workbook DOES NOT lead to a Qualification or a Statement of Attainment (SOA).

Reasonable adjustment applies here, and while the majority of learners will complete this assessment as a written assessment, verbal assessment may be an option for those who need it. The assessor must use the marking guide as the principal marking tool unless a reasonable adjustment is demonstrated.

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The Learning Activity Booklet (Trainer Copy) provides model answers to all the questions, setting out which key responses must be included as well as indicating where flexibility is acceptable.

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The number of responses required is specified in each assessment task to avoid ambiguity. In these cases, the model answer will provide a list of possible answers. For instance, if a question requires the learner to list three examples, then their response must include three of the items listed in the model answer.

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Learner Instructions

This Learning Activity Booklet contains formative activities that learners will complete in the classroom or a similar environment.

These formative activities include knowledge questions to test your underpinning generic knowledge and practical activities to test your skills relevant to the unit/s of competency. These formative assessments are used by your trainer to complement both the learning and training processes, and to evaluate how you are progressing throughout these processes.

You may reference your Learner Guide and other learning materials to complete the activities included in this workbook. IMPORTANT:

The completion of the formative assessments and learning activities included in this workbook DOES NOT lead to a Qualification or a Statement of Attainment (SOA).

Learner Information Learner name Phone

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Email

Trainer Information Trainer name RTO name

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RTO phone RTO email

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

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Resources Required

Resources needed to complete activities included in this workbook include: 

Computer with Internet, email access, and a working web browser

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Installed software: MS Word, Adobe Acrobat Reader

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Learner guide

Work Health and Safety

Both the trainers and learners have duty of care in ensuring that the learning environment is free from hazards that may pose risks to their health and safety.

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According to WHS legislation, trainers and learners must take reasonable care while undertaking the activities included in this workbook in the learning environment.

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Reasonable Adjustment

‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with disabilities have: 

The same learning opportunities as learners without disabilities, and



The same opportunity to perform and complete assessments as those without disabilities.

Reasonable adjustment applied to participation in teaching, learning, and assessment activities can include: Customising resources and assessment activities within the training package or accredited course

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Modifying the presentation medium

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Learner support

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Use of assistive/adaptive technologies

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Making information accessible both before enrolment and during the course

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Monitoring the adjustments to ensure learner needs continue to be met

Assistive/Adaptive Technologies

Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.

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(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:

Reasonable adjustment made for collecting learner assessment evidence must not impact the standard expected by the workplace, as expressed by the relevant unit/s of competency. For example, if the assessment were gathering evidence of the learner’s competency in writing, allowing the learner to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

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Contextualisation

Contextualisation is the process of modifying assessment tools to make learning more meaningful for your students and their employers. Compliant Learning Resources highly recommends that your RTO contextualise the assessment tools before using them. You must contextualise the assessment tools to suit: ▪

Your student’s needs

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Your RTO’s training and assessment processes

▪

The work and industry context in which you operate

Contextualising for your state/territory

The contents of this assessment tool are not written for a specific state/territory unless stated otherwise. Where the assessment tool refers to legislation and other industry requirements, which may vary across states/territories, model answers are based on one state/territory. Should your RTO intend to use this assessment tool for learners from your state/territory, Compliant Learning Resources recommends you to:

▪

Access and review the legislation and industry requirements applicable in your state/territory.

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Update assessments and benchmark answers to reflect the legislation and industry requirements applicable in your state/territory.

When you are contextualising assessment tools, you must ensure that you retain the integrity of the assessment and the outcomes of the unit of competency.

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A comprehensive guide to contextualising your assessment tools for your RTO can be accessed through this link: https://compliantlearningresources.com.au/blog/simple-guide-to-contextualising-rto-trainingresources-and-assessment-tools/

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Formative Activities

I. Demonstrate Commitment to Empowerment for People With Disability Activity 1.1 Matching Type

Listed below are considerations for working with persons with disability. a. Code of conduct b. Duty of care c. Mandatory reporting d. Work role boundaries e. Work health and safety

Match each to their definition below, by writing the letter that corresponds to your answer in the space provided.

Mapping CHCDIS007 PC1.4 (p), KE6.1, KE6.4, KE6.7, KE6.9, KE6.10

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Learner guide reference: CHCDIS007 Learner Guide, Chapter 1, Subchapter 1.4, Section 1.4.2

Considerations for Working With Persons With Disability

i.

a requirement that obligates carers to report any reasonable belief of abuse to the proper authorities

b

ii.

a legal obligation that requires a support worker to prevent a person with disability from suffering any form of harm

e

iii.

a set of practices that ensure that support workers, PWDs, their families and other people in the workplace are protected from illnesses and harm

d

iv.

a consideration used to set limitations on what a person with disability and a support worker can ask or request from one another

a

v.

an organisational policy that sets expectations for safe and ethical service and support

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c

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Learning Activity Booklet (Trainer Copy) Version 1.1 Produced 18 August 2022

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Activity 1.2

Mapping: CHCDIS007 PC1.2 (p)

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Define the terms provided below.

Learner guide reference: CHCDIS007 Learner Guide, Chapter 1, Subchapter 1.2, Section 1.2.1

Marking guide

The learner must define the following terms: i.

Impairment

ii.

Disability

iii.

Handicap

For a satisfactory performance, although the wording may slightly vary, their response must be consistent with the benchmark answer below.

Terms i.

Impairment

Definition

ii.

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This refers to the loss of control over physical, cognitive or anatomical functions of the body.

Disability

This refers to the loss of the ability to perform certain tasks or activities.

Handicap

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iii.

This refers to disadvantages with respect to a certain situation or context. It refers to a person’s inability to perform a task or carry out an activity in the same way that others can.

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Activity 2.1 True or False

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II. Foster Human Rights

Review the statements below about rights of persons with disability. Indicate whether each statement is True or False. Tick the box that corresponds to your answer.

Mapping: CHCDIS007 PC2.1(p) KE6.3(p), KE6.5(p), KE6.8(p Learner guide reference: 

CHCDIS007 Learner Guide, Chapter 2, Subchapter 2.1, Section 2.1.2

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CHCDIS007 Learner Guide, Chapter 2, Subchapter 2.1, Section 2.1.3

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CHCDIS007 Learner Guide, Chapter 2, Subchapter 2.1, Section 2.1.4

i.

The rights of people with disabilities are listed under Schedule 5 of the Australian Human Rights Commission Act 1986.

☒ TRUE ☐ FALSE

ii.

According to the concept of dignity of risk, a disability support worker must allow the person under their care to participate in risky and dangerous activities

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☒ TRUE ☐ FALSE

iii.

A person’s signature is an example of sensitive information.

☐ TRUE ☒ FALSE

iv.

Generally, personal information has a higher level of privacy protection than sensitive information.

☒ TRUE ☐ FALSE

v.

Protection of information provided by the Privacy Act 1988 does not extend to personal information of deceased persons.

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☐ TRUE ☒ FALSE

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Matching Type

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Activity 2.2

Identify the genetic disorder being described in each statement below. Genetic Disorders

Down Syndrome

Cri du Chat Syndrome Fragile X Syndrome Sickle Cell Disease Turner Syndrome

Mapping: CHCDIS007 PC2.2(p), KE5.1(p)

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Learner guide reference: CHCDIS007 Learner Guide, Chapter 2, Subchapter 2.2, Section 2.2.1

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Cri du Chat Syndrome

Sickle Cell Disease

Fragile X Syndrome

Turner Syndrome

i.

a genetic condition characterised by a high-pitched cry, intellectual disability, delayed development, small head size and widely spaced eyes

ii.

a condition that causes red blood cells to be destroyed faster than they can be replaced, resulting to damage to major internal organs

iii.

a chromosomal condition characterised by a large head, peculiar facial features, very large testes, orthopaedic, cardiovascular and skin problems, and mild to moderate intellectual disability

iv.

a chromosomal condition affecting females that is characterised by a short stature, infertility, a webbed neck, minor cardiovascular, kidney and skeletal problems, and diabetes

v.

a chromosomal condition characterised by learning and intellectual disability, a distinct facial appearance and an increased risk of experiencing cardiovascular, digestive and hearing problems.

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Down Syndrome

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Genetic Disorders

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Activity 2.3

i.

Physical abuse

ii.

Financial Abuse

iii.

Sexual Abuse

iv.

Emotional Abuse

Mapping: CHCDIS007 PC2.5 (p)

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List three indicators for each type of abuse:

Learner guide reference: CHCDIS007 Learner Guide, Chapter 2, Subchapter 2.5

Marking guide

The learner must list three indicators for each type of abuse: i.

Physical abuse

ii.

Financial Abuse

iii.

Sexual Abuse

iv.

Emotional Abuse

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Additional marking guides and benchmark answers are provided below to guide the assessor in assessing the candidate’s responses.

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i. ii. iii.

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Indicators of Physical Abuse

For a satisfactory performance, although the wording may slightly vary, their response must include three of the following: 

unexplained injuries, pain, or bruising

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multiple injuries in different stages of healing

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signs of being restrained, including one of the following: o

welts

o

rashes

o

blisters

o

lacerations

o

swelling

delay in seeking treatment

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over-sedation

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stained, torn or missing clothes

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change in outward behaviour

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

i. ii. iii.

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Indicators of Financial Abuse

For a satisfactory performance, although the wording may slightly vary, their response must include three of the following: defaulting on payments for bills, rent and other services

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being overcharged for services such as repairs

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inability to pay for necessities such as food and hygiene products

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missing financial documents

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unusual activity in bank accounts

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drastic or questionable changes to a will or other documents

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overdrawn or depleted financial accounts

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i. ii. iii.

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Indicators of Sexual Abuse

For a satisfactory performance, although the wording may slightly vary, their response must include three of the following: bite marks and/or injuries in private areas, including genitals

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difficulty sleeping due to persistent soiling or bed wetting

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inappropriate sexual behaviour (for children and young people)

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excessive masturbation, even in the presence of others

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being wary of physical contact

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aversion to being assisted with hygiene (e.g. changing diapers)

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unexplained pregnancy

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sexually transmitted diseases

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

i. ii. iii.

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Indicators of Emotional Abuse

For a satisfactory performance, although the wording may slightly vary, their response must include three of the following: 

social withdrawal, including avoidance of family and friends

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unusual and excessive fears, including lack of trust, fear of intervention and fear of specific people

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display of self-destructive behaviour, including one of the following: o

lying

o

stealing

o

crying

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poor self-image and self-esteem

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inappropriate behaviour including any of the following: secretive behaviour

o

demanding behaviour

o

attention-seeking behaviour

o

disruptive behaviour.

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o

behavioural extremes, such as hyperactivity and depression

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sleep and eating disturbance

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Activity 3.1 True or False

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III. Facilitate Choice and Self-Determination

Review the statements below about supporters. Indicate whether each statement is True or False. Tick the box that corresponds to your answer.

Mapping: CHCDIS007 PC3.2(p)

Learner guide reference: CHCDIS007 Learner Guide, Chapter 3, Subchapter 3.2

i.

Supporters are tasked with making all decisions in behalf of the person under their care.

☐ TRUE ☒ FALSE

ii.

Only blood relatives of the PWD can be appointed as their supporters.

☒ TRUE ☐ FALSE

iii.

A supporter cannot assist a PWD in making decisions on elections, marriage, matters of religion and other sensitive personal concerns.

☒ TRUE ☐ FALSE

iv.

A supporter cannot help a PWD in considering options that are illegal, such as committing a crime, stealing or using illegal drugs.

☒ TRUE ☐ FALSE

v.

A supporter may not act as a mentor when assisting a PWD.

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☐ TRUE ☒ FALSE

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CHCDIS007 – Facilitate the empowerment of people with disability (Release 1)

Matching Type

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Activity 3.2

Listed below are principles of active support. a. Belongingness b. Opportunity c. Respect d. Self-Control

Match each to their definition below, by writing the letter that corresponds to your answer in the space provided.

Mapping: CHCDIS007 PC3.3(p), KE7.5

Learner guide reference: CHCDIS007 Learner Guide, Chapter 3, Subchapter 3.3

Principles of Active Support

i.

providing support that allows the PWD to be part of the community and have positive relationships with others

c

ii.

providing support that recognises and upholds the individuality and preferences of the PWD

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a

iii.

providing support that recognises and upholds the PWD’s capability, especially for regulating their own actions, emotions and behaviour

b

iv.

providing support that allows the PWD to have novel experiences and multiple avenues for self-directed learning and discovery

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d

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Activity 3.3

Mapping: CHCDIS007 PC3.5 (p)

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Differentiate an administrator from a guardian.

Learner guide reference: CHCDIS007 Learner Guide, Chapter 3, Subchapter 3.5

Marking guide

The learner must differentiate an administrator from a guardian.

For a satisfactory performance, although the wording may slightly vary, their response must be consistent with the benchmark answer below.

A guardian is a person with the power to make decisions on personal, non-financial matters of a person with disability. An administrator, on the other hand, can make decisions on both nonfinancial and financial matters.

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End of Document

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Learning Activity Booklet (Trainer Copy) Version 1.1 Produced 18 August 2022

© Compliant Learning Resources