CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

Assessment instructions
Overview :
 The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted.Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments,which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.
CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

Assessment Task:
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

1.Complete each question, including any sub-questions;
2. Provide in-depth research on the topic, using appropriate primary and secondary sources;
3.Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrollment.

Assessment requirements:
The assessments within this document can be completed through several approaches such as:

A.Observation of real, indisputable actions as they occur;
B. Written or oral task such as reports, role play, work samples etc;
D. Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g. from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:
1. Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
2. Be aware of relevant procedures in case of accident, emergencies, evacuation
3. Follow the start and finish times, breaks, work routines, etc.
4. Follow the policies on personal phone calls and personal emails.
5. The attendance for simulation sessions will be monitored as per ‘AIBT Global’s Monitoring Student Attendance and Academic Progression policy and procedure.’
6. Students should follow the standards of behaviour and comply with ‘AIBT Global’s Student Conduct Rules’.
7. Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g.,time frame) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.

Competency outcome:
Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrollment. Please be aware that the third attempt of re submission or re-enrollment to the course can result in additional costs/fees.

CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

Assessment appeals process:
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures

Special needs:
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence:
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning:
Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct:
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

CHCDIS003 Support community participation And Social Inclusion Assignment – Victoria University Australia.

1.Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and
2.Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

1.Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;
2.Impersonating another student or arranging for someone to impersonate a student in any assessment task;
3.Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;
4.Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;
5.Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Learner Activities:
For this assessment you will need to attempt the following and submit in a professional, word processed, format.

Activity 1:
For this task you are required to produce a poster or flyer appropriate for display in a community service facility which identifies at least four different opportunities for community participation and social inclusion for people with disabilities, in your local area.For each of the opportunities you have identified for community participation, describe the interests, abilities and requirements that are associated with the activities, as well as any other information that interested clients would like to know.

Also note if there are any cultural and religious needs that may impact on participating in the opportunity.

a. Identify four barriers you may come across for each opportunity identified. Detail a strategy to address and monitor the identified barriers.

Activity 2:
Identify a client you currently support who has complex needs. If you do not currently support clients, create a fictional character for this activity. Give a brief description of your client including:
1. Age
2. Abilities
3. Interests
4. Support needs
5. Preferences
6. Behaviour of concern (if any)
7. Cultural/religious affiliation

2(a). Give 3 examples of services, activities, or groups in your local community that your client may benefit from. Provide the details of each including a description of each service,its contact information as well as how you came to decide each activity/group was suitable to your client.

2(b). Identify for each service you have chosen, the additional requirements you may need to organise in order for your client to access these specific services. It should include required resources, programs, agencies, transport services, aids, and any equipment.

2(c) Identify any barriers your client may have with each of the services identified.
i. In what ways could you address these barriers in order for your client to be able to participate?
ii. How will you determine if these strategies have worked, and if they haven’t,what would you do?

2 (d). Detail any considerations to the activities you may need to be aware of in order to support the client’s cultural and religious needs.

2 (e). Explain the importance of collaboration with the client in situations where barriers are present.

2 (f). Explain how the client’s individualised plan should be used when identifying and implementing activities and services for your client.

2 (g). Document the strategies you used to encourage and assist the inclusion of your client in external activities and programs.

2 (h). Describe why feedback would be an important part of the process. Include the key people involved in the feedback process, and why.

2 (i). Detail using your organisation’s policies and procedures, how you would review the entire process of feedback from start to finish.

2 (j). Specific to this client, in what circumstances might you need to seek assistance or expert advice?

2 (k). Why do you think it is important for your client to be socially involved and included?

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.

Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency

CHCDIS003 Support Community participation & Social Inclusion Assessment – Victoria University Australia.

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?
9.Why is it important to monitor 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?

CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

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.

CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

CHCDIS003 Support Community Participation & Social Inclusion Assessment – Victoria University Australia.

Has the activity been answered and performed fully, as required to assess the competency of the learner?

Has sufficient evidence and information been provided by the learner for the activity?

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