disability sub 4 part 1
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School
Kaplan Business School *
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Course
33015
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
9
Uploaded by AdmiralBravery8639
KNOWLEDGE ASSESSMENT
Part 1: Skills development using a strengths-based approach
1.
List four (4) resources which you can use or access to
communicate better with people with disabilities.
i.
Avoid using inappropriate words when speaking or mentioning
towards people with disabilities (e.g. do not use the phrase
“Mental retardation”)
ii.
Never forget to use the person's preferred method of
communication (this is usually specified in the person's profile
plan)
iii.
Only ask for help if necessary and don't assume that people with
disabilities need or will accept your help.
iv.
Look at the person when you talk to them.
2.
The following are terms that may be considered inappropriate
when talking or referring to people with disabilities.
In the spaces provided write appropriate terms that you can use
instead.
Avoid saying
What to say instead
i.
Victim, sufferer
Disabled person
ii.
Deaf People who are hard of hearing
iii.
Confined to a wheelchair
Wheelchair users
iv.
Mentally retarded
Person with intellectual disability
3.
The following are conditions of persons with disabilities that you
may encounter while working as a disability support worker.
Provide two (2) communication strategies that you may use for
each condition. Condition
Communication Strategies Provide two (2) for each
i.
Hearing
Impairment
To get the person’s attention, position yourself where they can see you.
Use a notepad and pen for communication if necessary.
ii.
Vision
Impairment
Give specific verbal directions to locations (left,
right etc.) and avoid the comments like “Over there”.
Offer help if necessary, but pay attention to the
person. Respond – following the person's instructions.
iii.
Physical
Disability
Don’t patronise wheelchair users by patting them head or shoulder.
Only push the person in the wheelchair when asked- Do not take control using without asking.
iv.
Intellectual
Disability
Talking directly to people with intellectual disabilities, not the person who helps him.
Do not afraid to ask the person to repeat
something if you don't understand.
4.
List five (5) tools or aids, equipment, and resources used in
learning processes within skills development.
i.
Public groups ii.
Advocacy groups
iii.
Formal educational establishment
iv.
Communication support
v.
Independent helper
5.
List three (3) services and resources made available to people
with disability for knowledge and skills development.
i.
Vocational education
ii.
Higher education
iii.
Organisations that support skills development in the workplace
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6.
Briefly discuss when and how to use the following reinforcing
techniques for skills development:
Commending and praising the person
Showing positive emotions such as smile or a high five
Guidance: Your discussion must be between 20 – 150 words in
length.
Reinforce techniques such as complimenting and complimenting the person or expressing positive emotions and gestures like smiling and high-fiving. There are many skill development strategies to choose from, but it's important to make sure they are appropriate in accordance with the customer's personal plan. Technique must be appropriate for each individual preferences and requirements. To determine the correct reinforcement technique for the individual, the support staff must learn about people through regular interaction and discussion with people who know the customer well (such as family members and caregivers).
7.
Consider motivators, de-motivators, barriers in learning for
people with disability.
a.
List three (3) examples of motivators; and
b.
List three (3) examples of de-motivators.
c.
List three (3) examples of barriers Motivators
De-motivators
Barriers
Recognition
Protection
Appreciation
Self-centeredness
Aversion to change
Unsupportive
co-
workers
Disgustment with self-
confidence
The disability itself
Negative
personal
learning experiences
8.
Briefly discuss why it is important to recognise opportunities for
learning.
Guidance: Your discussion must be between 20 – 100 words in
length.
Recognize that learning opportunities are necessary to continue to develop your skills people with disabilities because of what is taught in
class and what is learned from Books are limited. The world is also a rich resource for learning. Knowledge and skills can be transferred in several ways various settings, for example: Navigate public transportation to communication and social media SKILL. Recognizing opportunities helps design learning activities that meet a variety of individual human needs. For example. People with intellectual disabilities may experience it, however, learning difficulties in the classroom may be more prominent in other contexts.
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Part 2: Person-centred behavior supports
1.
List three (3) practices of positive behaviour support that focuses
on the individual
.
i.
Support the development of communication needs skills.
ii.
Stay calm and keep yourself and your customers safe.
iii.
Gently encourage and support the person toward a calmer state.
2.
List three (3) ways of effective communication to minimise
behaviours of concern of people with disability.
Guidance: Ensure that your responses align with the principles of
effective communication.
i.
Listening effectively.
ii.
Communicate with the clients in accordance to their preferences.
iii.
Keep up with changing cultural practices.
3.
List three (3) specialist services and referral options made
available for people with disability.
i.
Social worker
ii.
Speech therapy
iii.
Case worker
4.
Listed below are the six (6) National Standards that apply to
disability service providers.
In your own words, briefly discuss each standard. Guidance: Each discussion must be less than fifty (50) words.
Standard
Discussion
i.
Rights
The service promotes individual rights to
freedom of expression, self-determination and
decision-making, and actively prevents abuse,
harm, neglect and violence. ii.
Participation and
Inclusion
This service works with individuals and their
families, friends and carers to promote
opportunities for meaningful participation and
active inclusion in society. iii.
Individual Outcomes
Services and supports are assessed, planned,
delivered and reviewed to take advantage of
each
individual's
strengths
and
help
individuals achieve their goals.
iv.
Feedback and Complaints
Feedback is regularly sought and used to
inform evaluation and improvement of
individual and organization-wide services.
v.
Service Access
The service manages access, initiation and
termination of services in a transparent, fair,
equitable and responsive manner.
vi.
Service Management
The service has effective and responsible
service leadership and management to
maximize outcomes for individuals.
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