2024

CHCDIS003 – Application Assessment Learner Unit code: CHCDIS003 Unit title: Support community participation and social inclusion Learner Name: Learner Phone: Location/ Workplace: Declaration: The attached assessment is my own work. I have kept a copy of this assessment for future records. Learner signature: Date submitted: START DATE: (When you start working on the unit) Each time you work on your unit, you MUST record the details below. Date Start Time End Time Training Tick (  ) (Includes Face to face, DVD’s, Zoom, Reading, Phone Support) Assessment Tick (  ) (Knowledge and Application) Assessor name: Comments: Outcome :  Satisfactory  Not Yet Satisfactory (Resubmit Required) Assessor signature: Date: CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 1 of 12

CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 2 of 12

Learner Instructions Resources to complete this unit of competency may include: To establish overall competency for this unit you may utilise workplace resources such as the ones listed below. You are not limited to, the following resources:  Legislation  Residential Care Manual  Aged Care Act  Disability Act  Mental Health Act  Industry and organisation service standards  Industry and organisation codes of practice/ethics  Accreditation standards  International and national charters  Organisation policy and procedure  Residents/resident/clients/consumers  Workplace documents  Workplace  Industry – web Hints and Tips  Attend all training sessions as this will assist with your knowledge and understanding of the unit requirements.  If you need assistance please contact your trainer/assessor and ask for it Visual materials may be provided to support your learning experience. In some cases the DVD may not have been recorded in the specific environment in which you are training in, the content is considered to be transferrable and relevant to the overall application of skills within the community sector. Learner Assessment Instructions Assessment Process for the Learner If you feel you can demonstrate or have prior skills for this unit, it is recommended that you inform your assessor and apply for R ecognition of P rior L earning (RPL) for this. Overall Assessment As a learner you are required to demonstrate competency for each unit within your chosen qualification. To achieve competency, follow the steps below: 1. Knowledge Assessment – Written questions. 2. Application Assessment – Case studies, research and/or activities. 3. Complete the minimum 120 hours of workplace requirements – applicable to specific units. Additional Assessment 1. WHS and workplace practices will continue to be assessed throughout the course. Conditions of Assessment All work submitted must be your own work. Should you add content from other sources, please make sure this is referenced in your assessment. Assessor Assessment Instructions Overall Assessment Overall Assessment Your learners are required to demonstrate competency for each unit within their chosen qualification. Competency will need to be demonstrated through the following methods: 1. Knowledge Assessment – Written questions. 2. Application Assessment – Case studies, research and/or activities. 3. Complete the minimum 120 hours of workplace requirements – applicable to specific units. Note: should the learner be required to re-submit or repeat the assessment, a new assessment (full or partial) is to be provided to the learner with a new assessment cover sheet. CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 4 of 12

Part B – Case studies Case Study 1 Laura is a consumer with a mild intellectual disability. Laura loves gardening and has always been involved in gardening with her mother since the age of five, she started in the garden by picking out the weeds, watering and then learning how to plant and maintaining the garden. Laura and her mum would visit the local garden centre to buy seedlings to plant and other items such as soil and food supplements for vegetables and flowers. Everyone knows Laura and she would spend a bit of time talking to the staff and asking them questions so she would know what to do with her new plants. Laura’s mum would buy the pesticides and she would use these, Laura is not very good at reading and her mum was concerned that she may be at risk using the chemical pesticides. Laura and her mum spent a lot of time working in the garden. Laura likes her flowers but enjoys spending time growing her herbs and vegetable garden. Her mum and her would cook the vegetables and use the herbs in cooking. All the neighbours and friends have told Laura that hers and her mum’s garden was the best in the local area. Laura and her mum have both won awards at the local garden show for their flowers and vegetables. Laura’s mum passed away a few years ago. An aunt has moved in with Laura, they both get on really well but the aunt has no interest in gardening. Laura has decided that she is now ready take up gardening again, she lost interest when her mum passed away as she did not have anyone to do this with and gardening made her feel sad. Laura has also decided that she would be happy to do some work that related to gardening. She has no formal qualifications and lacks self-confidence in a group. Your role is to match Laura's needs and aspirations to the services that are available in the community. 1. What skills and capabilities does Laura have? S NS 2. List three (3) things you could do to support Laura with her interest in gardening. S NS 1 2 3 CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 5 of 12

Case Study 2 Ben, a 40-year-old man who has recently had a stroke. As a result, Ben has lost his ability to communicate both verbally and writing. Ben was a bus driver before he developed multiple sclerosis (MS). He was a keen fisherman on weekends. Ben believes he is an independent, capable person with a positive attitude to life. Ben needs some assistance with personal care and cooking, but he can still dress himself and feed himself. 1. Name three (3) supports and services to assist Ben with his condition of multiple sclerosis (MS). S NS 1 2 3 2. List five (5) aides, equipment and environmental adaptations that could assist Ben with his condition - multiple sclerosis (MS). S NS 1 2 3 4 5 3. List five (5) questions you could ask Ben to explore options to continue with his fishing. S NS 1 2 3 4 5 CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 7 of 12

Case Study 3 You are a disability worker and you have a consumer Mathew who has cerebral palsy and a mild intellectual disability. Mathew uses a wheelie to move around his home and an electric scooter for longer distances i.e. community activities. Mathew has expressed an interest to undertake vocational training Cert II Business at the local TAFE. His parents have recently bought Mathew a computer and Mathew spend quite a bit of time playing games on it. Mathew wants to learn other things about the computer, he has an interest in drawing and art and a friend has said that he can buy a program for his computer to do this. His parents think that this is a good idea but his mum Sylvia is concerned about Mathew going to TAFE on his own. Most TAFE colleges should make accommodation for people with disabilities both in terms of environmental adaptations and in terms of teaching/ training resources, it is a requirement to make an appropriate assessment about barriers to participation before a person enrols in a course. 1. Who could be involved in the assessment of the environment at the TAFE for Matthew? S NS 2. List four (4) physical barriers that will need to be considered for Mathew to attend the course. S NS 1 2 3 4 Mathew has enrolled in the course. Mathew has three options to travel to the TAFE, he could use public transport, bus, train or taxi or he could use his motorised scooter. The TAFE is 5 mins away and both the bus and train stops are 500 metres from the TAFE entrance. Mathew has not used the bus or train before. 3. List three (3) ways to establish Mathew’s preferences with travel and transport. S NS 1 2 3 4. List four (4) risks with travel and transport that need to be considered for Matthew to attend TAFE. S NS 1 2 3 4 CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 8 of 12

Part C – Project Part A Your supervisor has asked you to develop a community directory for your organisation S NS 1. Compile a list of local networks that provide services to disability consumers. a) List the network details. b) Write a description of the services they offer CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 10 of 12

Networking Contacts Details Description of service/supports CHCDIS003 Application Assessment (Learner) V5 June 2020 © Resources to Succeed Pty Ltd Page 11 of 12