You've reached the end of your free preview.
Want to read all 37 pages?
Unformatted text preview: CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS CHCDIS003
SUPPORT COMMUNITY PARTICIPATION
AND SOCIAL INCLUSIONS
(Learner Workbook) DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 1 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 2 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Instructions to Learner
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
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.
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
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.
DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 3 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS 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. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
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 module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
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.
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. DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 4 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS 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.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
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. DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 5 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Assessment requirements
Assessment can either be: Direct observation Product-based methods e.g. reports, role plays, work samples Portfolios – annotated and validated Questioning Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be: Supervisors Trainers Team members Clients Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor. DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 6 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Candidate Details
Assessment – CHCDIS002: Follow established person-centred behaviour supports
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCDIS002: Follow established person-centred behaviour supports.
_____________________________________________________________ Address: 27 conway street
_____________________________________________________________ Email: [email protected]
_____________________________________________________________ Employer: _____________________________________________________________ Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 7 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS 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:
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. 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. DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 8 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document. Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________ Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________ Email address: ______________________________________________________________ Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________ DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 9 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Assessment Level A
1. Identify opportunities for community participation and social inclusion
A1: Make a list of five questions that you might ask a client to identify their interests, abilities, preferences
and requirements and Is there any strategies other than asking questions, If yes please explain with
Learner Response Following questions can be asked to the client:
a) What are the client's preferences?
b) Do they have confidence to do activities alone?
c) What are the likes and dislikes of the client?
d) Will client require support while doing activities?
e) Identify the strengths and weaknesses of the client. Assessor Response:
☐ Resubmission Request (Please read comments) ☐ Satisfactory ☐ Not Satisfactory DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 10 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS A2:
Amy is 30 and newly diagnosed with multiple sclerosis. She emigrated from the U.K. five years ago with her
long-term partner Paul, but they split a couple of years back. She works as a surf instructor and loves sports.
She has made some good friends, but she complains to you that she doesn’t have many people to talk to about
her condition who really understand. Amy is fairly mobile at the moment, but she suffers from really bad
headaches, dizziness and fatigue and worries that she will deteriorate.
Strengths and abilities Interests and preferences Requirements Good friendship group Surfing In part-time work as a surf
instructor – a job she is
passionate about Travelling Just needs pointing in the
right direction – minimal
support at this stage Good at sports Hosting parties Learning a foreign language Good at cooking and enjoys
cooking for friends
1. You are Amy’s support worker. She has come to you for help meeting people with MS who can
understand what she is going through.
You find the following networks in Amy’s area: BEGINNERS FOREIGN LANGUAGE GROUP
KNITTING CLUB WHICH WOULD BE GOOD TO PUT TO AMY AND WHICH WOULD NOT BE GOOD TO PUT TO AMY?
EXPLAIN YOUR CHOICES.
AMY HAS EXPRESSED AN INTEREST IN THE FOREIGN LANGUAGE CLUB. WHAT INFORMATION WOULD
YOU NEED TO PROVIDE TO AMY ABOUT IT? LIST AT LEAST FOUR DIFFERENT PIECES OF INFORMATION
Learner Response Its a good approach to take part in beginners foreign language group as she is interested in
learning foreign language. Amy can also join cooking group and coffee morning club.It is
important to Amy's preferences, personality, attitude, likes and dislikes.
As a carer you should inform Amy about following information:
What are the activity?
What skills are required?
Date and time of the activity.
Location for the activity.
Any associated costs. DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 11 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Assessor Response:
☐ Resubmission Request (Please read comments) ☐ Satisfactory ☐ Not Satisfactory A3: Jolie is a 40-year-old woman with bi-polar. She has just moved to a new town in a remote area of Australia.
Jolie lives with her husband who is a farmer. She has a creative flair; she really enjoys writing poetry and wants
to go to university, but she doesn’t drive. Her symptoms are quite well managed now; she is on medication and
has learned to spot her triggers. Her husband helps to identify when she is in a manic or depressive state.
Jolie has experienced stigma about her mental illness where she lived previously and wants to start afresh. She
wants to connect with people but is worried about facing the same issues.
1. Would online learning be a good idea for Jolie?
2. Identify the appropriate community participation resources, programs, agencies, transport services, aids
and equipment needed for Jolie to reach her goal of university.
Learner Response 1. Online learning can be a good idea since Jolie is afraid t face new people, however, using
public transport for going to university can help her to overcome her fear and came out of
2. Resources required: Money , mode of transportation and equipment.
Programs: To identify what course she wants to join, where course is available.
Transport services: Taxi numbers and bus numbers and timings.
Aids and Equipment: Equipment and assistance required. DOCUMENT CODE: 120, VERSION: APRIL 2018
AUTHORISED BY CEO
ACE INSTITUTE PTY LTD T/A HOPE TRAINING COLLEGE OF AUSTRALIA (RTO 41237) Page 12 of 37 CHCDIS003 SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSIONS Assessor Response:
☐ Resubmission Request (Please read comments) ☐ Satisfactory ☐ Not Satisfactory A4: I...
View Full Document
- One '14
- Skill, ACE INSTITUTE PTY LTD