CHCDIS009_AE_Kn_1of2
docx
keyboard_arrow_up
School
TAFE NSW - Sydney Institute *
*We aren’t endorsed by this school
Course
009
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
11
Uploaded by lologal
Knowledge Assessment
Criteria
Unit code, name and release number
CHCDIS009 Facilitate Ongoing Skills Development Using a Strengths-Based Approach
Qualification/Course code, name and release number
CHC43115-01V02 -Certificate IV in Disability
Student details
Student number
Student name
Assessment Declaration
Note: If you are an online student, you will be required to complete this declaration on
the TAFE NSW online learning platform when you upload your assessment.
This assessment is my original work and has not been:
Plagiarised or copied from any source without providing due acknowledgement.
Written for me by any other person except where such collaboration has been authorised by the teacher/assessor concerned.
Student signature and date
Document title: CHCDIS009_AE_Kn_1of3
Page 1 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of3
Version: 20210630
For queries, please contact:
Health, Wellbeing and Community Services SkillsPoint
Cnr MacQuoid Street & Buttle Street
QUEANBEYAN NSW 2620
© 2021 TAFE NSW, Sydney
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This file can be found at: Learning Bank
The contents in this document are copyright © TAFE NSW 2021, and should not be reproduced without the
permission of TAFE NSW. Information contained in this document is correct at the time of printing: 29 March
2024. For current information please refer to our website or your teacher as appropriate.
Document title: CHCDIS009_AE_Kn_1of3
Page 2 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of3
Assessment instructions
Table 1 Assessment instructions
Assessment details
Instructions
Assessment overview
The aim of this assessment is to assess your knowledge of Facilitate Ongoing Skills Development Using a Strengths-Based Approach
Assessment Event number
1 of 2
Instructions for this assessment
This is a written assessment and it will be assessing you on your knowledge of the unit.
This assessment is in one part:
1.
Written Report
And is supported by:
Assessment feedback
Note
: This assessment may contain links to external resources. If a link does not work, copy, and paste the URL directly into your browser.
Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking via Moodle. If you are completing this as an online quiz, ensure you click the submit button when complete. You can save as you progress to avoid losing your work.
Ensure you have included your name at the bottom of each document you submit. This is not required for an online quiz.
It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. Document title: CHCDIS009_AE_Kn_1of2
Page 3 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Assessment details
Instructions
What do I need to do to achieve a satisfactory result?
To achieve a satisfactory result for this assessment all questions must be answered correctly.
If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period.
What do I need to provide?
•
TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
•
Computer or other device with word processing software and internet access
•
Writing materials, if required
What the Teacher/Assessor will
provide
Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Due Date Time allowed
1 hour Assessment feedback, review or appeals
In accordance with the TAFE NSW policy Manage Assessment Appeals
, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days
of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have
any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher for the assessment appeals procedures at your college/campus.
Document title: CHCDIS009_AE_Kn_1of2
Page 4 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
Part 1: Written
Read each question carefully and answer by selecting the appropriate response.
Task Instructions
Read the case study below and answer the questions. Chris is a 24 year old man who has down syndrome. He lives with his parents who are ageing and does not have many friends his own age. He would like to become independent and move into a group home. When he was younger he liked playing sports such as cricket and soccer but he has not played since he left school. His family has contacted Martin a support worker, from a local
agency. When Martin meets Chris he finds that he is quiet and appears lonely and says wants to mix with people his own age. Chris’s eyes light up when Martin talks about soccer and cricket.
1.
How could Martin approach his work with Chris in ways that would reflect current theories and philosophies for working with people with disability (at least 2)? In your answer explain what is meant by each theory or philosophy and illustrate your answer with an example from the case study.
Social Model of Disability
The Social Model of Disability is a perspective that views disability not as an attribute of an individual, but rather as a complex collection of conditions, many of which are created by the social environment.
In the case of Chris, Martin could apply this model by advocating for Chris's inclusion in community activities, such as local soccer or cricket clubs. This would involve working with these clubs to ensure they are accessible and inclusive for Chris. For example, Martin
could liaise with the club leaders to ensure they understand Chris's needs and can provide
appropriate support.
Strengths-Based Approach
The Strengths-Based Approach is a philosophy that focuses on individuals' strengths and abilities, rather than their weaknesses or disabilities. It emphasizes the importance of recognizing and building on the skills, resources, and support networks that people already have.
Document title: CHCDIS009_AE_Kn_1of2
Page 5 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
In Chris's case, Martin could apply this approach by focusing on Chris's love for sports like soccer and cricket. Instead of focusing on Chris's disability, Martin could help Chris rediscover his passion for these sports and use them to connect with others. For example,
Martin could help Chris join a local sports club or even organize a regular game with other
people his age.
2. What appropriate communication techniques could Martin use to engage Chris in identifying his personal goals?
Active Listening: Martin should listen attentively to Chris's words, showing interest and understanding.
Open-ended Questions: Asking questions that require more than a yes/no answer can help Chris express his thoughts and feelings.
Reflective Statements: Reflecting back Chris's feelings and thoughts can show understanding and encourage further communication.
Use of Visual Aids: Visual aids can help Chris understand complex ideas or plans.
Discussing Shared Interests: Talking about soccer and cricket can help build rapport and engage Chris.
3. Given the information you have about Chris identify 4 appropriate learning goals for him.
1.Social Skills
2.Independent Living Skills
3.Physical Fitness
4.Self-Advocacy Skills
Document title: CHCDIS009_AE_Kn_1of2
Page 6 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4. What skills would Chris need to develop in order to meet those goals?
To meet these goals, Chris would need to develop:
Communication Skills: To express his thoughts, feelings, and needs.
Practical Skills: To manage daily tasks independently.
Physical Skills: To participate in sports.
Assertiveness Skills: To advocate for himself.
5. Identify a range of learning strategies that would assist Chris to meet those goals. Role-Playing: To practice social interactions and self-advocacy.
Demonstration and Practice: To learn practical skills.
Sports Training: To improve physical fitness.
Group Activities: To practice social skills in a safe environment.
6. How could Martin ensure that he is working in ways that are motivating, empowering
and respectful?
Martin can ensure this by:
Encouraging Chris: Positive reinforcement can motivate Chris to work towards his goals.
Respecting Chris's Autonomy: Allowing Chris to make decisions about his own life can empower him.
Showing Respect: Treating Chris with dignity and respect can build a positive working relationship.
Document title: CHCDIS009_AE_Kn_1of2
Page 7 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
7. Identify relevant others who might be involved in the implementation of Chris’s individualized plan. Outline briefly why they would need to be involved and how you might involve them.
Chris's Parents: They can provide support and encouragement and help reinforce learning
at home.
Sports Coaches: They can provide training and social opportunities.
Other Support Workers: They can provide additional support and resources.
Peers: They can provide social interaction and friendship.
These individuals can be involved through regular communication, collaboration on goal setting and planning, and inclusion in relevant activities.
8. Identify 3 situations which could be potential informal learning opportunities for Chris. How can Martin reinforce these learning opportunities?
1.Sports Participation: Chris has shown interest in cricket and soccer. Participating in these sports can be a great way for him to learn teamwork, improve his physical health, and socialize with people his own age. Martin can reinforce this by helping Chris join a local sports club or organizing informal games.
2.Group Home Living: Moving into a group home can provide Chris with opportunities to learn life skills such as cooking, cleaning, and budgeting. Martin can reinforce this by providing guidance and support as Chris adjusts to his new living situation.
3.Social Interaction: Chris has expressed a desire to mix with people his own age. Social events, community activities, or volunteering can provide opportunities for Chris to develop his social skills. Martin can reinforce this by introducing Chris to local social groups or events.
Document title: CHCDIS009_AE_Kn_1of2
Page 8 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
9. List any difficulties you can foresee in Chris being able to achieve this plan
Adjustment to New Environment: Moving into a group home can be a significant change for Chris, and he may initially struggle with the transition.
Social Anxiety: As Chris is described as quiet and appears lonely, he may experience social anxiety when trying to interact with new people.
Physical Limitations: Depending on the severity of Chris's Down Syndrome, he may have physical limitations that could make participating in sports challenging.
10. Explain how you would evaluate and monitor Chris’s progress.
Regular Check-ins: Regular meetings with Chris to discuss his feelings, challenges, and achievements can provide valuable insights into his progress.
Feedback from Others: Feedback from Chris's peers, sports coaches, or group home staff can also be useful in assessing his progress.
Observation: Observing Chris in different situations can help evaluate changes in his behaviour, confidence, and skills.
Goal Setting and Review: Setting specific, measurable, achievable, relevant, and time-
bound (SMART) goals for Chris, and regularly reviewing these goals, can provide a clear measure of his progress.
Document title: CHCDIS009_AE_Kn_1of2
Page 9 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Document title: CHCDIS009_AE_Kn_1of2
Page 10 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2
Assessment Feedback
NOTE: This section must
have the assessor signature and student signature to complete the feedback.
Assessment outcome
☐
Satisfactory
☐
Unsatisfactory
Assessor feedback
☐
Has the Assessment declaration for this assessment event been signed and dated by the student?
☐
Are you assured that the evidence presented for assessment is the student’s own work?
☐
Was reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name, signature and date:
Student acknowledgement of assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
NOTE: Make sure you have written your name at the bottom of each page of your submission before attaching the cover sheet and submitting to your assessor for marking.
Document title: CHCDIS009_AE_Kn_1of2
Page 11 of 11
Resource ID: PRJ0015478_CHCDIS009_AE_Kn_1of2