Instructions to Learner:
Assessment instructions Overview:
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task.Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for re submission. Your trainer/assessor will remain available to support you throughout the assessment process.
CHCDIS003 Support Community Participation And Social Inclusion-AIBT Australia.
Written work:
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name on each and every page.
Active participation:
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism:
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one’s own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion: Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action.
Competency outcome:
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
CHCDIS003 Support Community Participation And Social Inclusion Assignment-AIBT Australia.
Additional evidence:
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality:
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you
to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Special needs:
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Observation/Demonstration:
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
CHCDIS003 Support Community Participation And Social Inclusion Assignment-AIBT Australia.
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training environment. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
For this assessment you will need to attempt the following and submit in a professional, word processed, format.
CHCDIS003 Support Community Participation And Social Inclusion Assignment-AIBT Australia.
Activity 1
For this task you are required to produce a poster or flyer appropriate for display in a community service facility which identifies at least four different opportunities for community participation and social inclusion for people with disabilities, in your local area.
For each of the opportunities you have identified for community participation, describe the interests, abilities and requirements that are associated with the activities, as well as any other information that interested clients would like to know.
Also note if there are any cultural and religious needs that may impact on participating in the opportunity.
a. Identify four barriers you may come across for each opportunity identified. Detail a strategy to address and monitor the identified barriers.
Activity 2
Identify a client you currently support who has complex needs. If you do not currently support clients, create a fictional character for this activity. Give a brief description of your client including:
Age
Abilities
Interests
Support needs
Preferences
Behaviour of concern (if any)
Cultural/religious affiliation
Description of Client:
2(a). Give 3 examples of services, activities, or groups in your local community that your client may benefit from. Provide the details of each including a description of each service, its contact information as well as how you came to decide each activity/group was suitable to your client.
2(b). Identify for each service you have chosen, the additional requirements you may need to organise in order for your client to access these specific services. It should include required resources, programs, agencies, transport services, aids, and any equipment.
2(c) Identify any barriers your client may have with each of the services identified.
i. In what ways could you address these barriers in order for your client to be able to participate?
ii. How will you determine if these strategies have worked, and if they haven’t, what would you do?
2 (e). Explain the importance of collaboration with the client in situations where barriers are present.
2 (f). Explain how the client’s individualised plan should be used when identifying and implementing activities and services for your client.
2 (g). Document the strategies you used to encourage and assist the inclusion of your client in external activities and programs.
2 (h). Describe why feedback would be an important part of the process. Include the key people involved in the feedback process, and why.
2 (i). Detail using your organisation’s policies and procedures, how you would review the entire process of feedback from start to finish.
2 (j). Specific to this client, in what circumstances might you need to seek assistance or expert advice?
2 (k). Why do you think it is important for your client to be socially involved and included?
Activity 1 & 2 checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Knowledge Activity
Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency
Answer each question in as much detail as possible, considering relevant aspects for each one.
1.How does the World Health Organisation define disability?
2.List the name and address of ten different government information websites you can use to find information on resources and services for people with disabilities. The answer should include information about sporting, cultural and specific interest groups.
3.Identify three cultural barriers you may encounter when supporting community participation and social inclusion.
4.What strategies can you implement to encourage community participation and inclusion according to your client’s individualised plan?
5.What is a community access plan?
6.How can you assist your client in forming one-to-one connections and relationships?
7.Discuss the different types of feedback you can collect. Who should you collect feedback from and why?
8.What principles are important to observe and practice when implementing an Individualised Support Plan?
10.In what ways can you find out about barriers that may be affecting your clients during programs and activities? What is the best course of action to attempt to overcome them?
11.List four strategies you could help to implement to assist a high functioning person you support to manage a transport system.
12.Give your understanding of the rights and responsibilities of a person with disability. Where can you find out more information on human rights of clients?
13.What is active citizenship? How does this have an impact on your job role?
14.In what ways can the family or carers of the people you support, be some of the most important working relationships for your work role?
15.For what reasons might you need to get someone else involved when encouraging community participation and inclusion with your clients?
16.What is the process for review of your client’s goals, as dictated in their individualised plan?
17.How would you find out about the types of social activities your clients might want to link in to? What personal information might assist you with the selection of activities?
18.What services might you need to access to assist with community participation or activities for the clients you support?
Knowledge Activity– for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
CHCDIS003 Support Community Participation And Social Inclusion Assignment-AIBT Australia.
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