FacilitatingParticipationAndInclusion_Simulation_CHCDIS005_CHCDIS008_Task1_Student_200826 part A

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RMIT Classification: Trusted STUDENT STUDENT - PRACTICAL ASSESSMENT TASK Task Number 1 of 4 Task Name Facilitating participation and inclusion – Practical task - Simulation National unit/s code CHCDIS005 CHCDIS008 National unit/s title Develop and provide person-centred services responses Facilitate community participation and social inclusion National qualification code CHC43115 National qualification title Certificate IV in Disability RMIT Program code C4365 RMIT Course code HWSS6116C HWSS6114C Section A – Assessment Information Assessment due date Online simulation and Student Written report to be completed by 25 th February Task instructions Purpose of Assessment The purpose of this assessment task is for you to demonstrate your skills in developing, implementing and monitoring a service response with a person with disability, in a simulated environment. This task is one (1) of four (4) assessment tasks you need to complete satisfactorily to be deemed competent for this cluster of units . Summary of Assessment You are to engage in two (2) simulations with the assessor demonstrating your ability to respond to both simulation briefs and to develop and implement a person-centred service response responses to meet the aspirations, needs, rights and preferences for two (2) people with a disability. You will then document your response in the template provided below. You will then review and monitor these two individual service responses and make changes that are necessary to improve quality service delivery and:  meet the changing needs of the person  address a barrier  respond to legislative changes To meet the assessment criteria: You must be deemed competent against the criteria listed in Section B. The marking criteria detailed will guide you on what evidence is required to obtain a satisfactory result for this assessment. You will be observed by your assessor in the simulated scenario supporting two clients with the development and implementation of a service response plan. Following each simulation observation, you will also provide verbal responses to questions related to providing support to Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 1 of 11

RMIT Classification: Trusted STUDENT your client to help assess your knowledge and how you apply it to different work situations. This part of the assessment will be undertaken in the simulated workplace (classroom). The assessor’s observation of work with each ‘client’ should take no longer than 30 minutes. Assessment Instructions Preparing for Assessment 1. Read through the task and Marking Criteria’s Observation Checklist to make sure you understand the requirements and your teacher’s/assessor’s (your teacher will be your assessors) expectations. o Please note : you need to address each criterion to achieve a result of ‘satisfactory’ for the task. 2. Make sure you’re familiar with the organisation’s policies and procedures and any work instructions related to the support you will be providing, such as risk assessment of opportunities/activities, transporting clients and assisting client transfer. 3. Make sure you’re familiar with the scenario details. 4. Research some opportunities you think the client may be interested, based on their goals, strengths, interests and preferences. 5. On the day prior to each scheduled observation: o confirm with your teacher and supervisor the time you will begin each simulation. *If your service has resources and a template to analyse and treat risks related to activates, please use the service’s resources. Conditions for assessment  This is an individual task that you can complete with support from others. You will need to discuss with your client, colleagues and supervisor options for engagement, risks and how to manage them  You must be observed undertaking this task by your teacher, who is also a qualified assessor  Confirm with your teacher suitable times and locations for assessment at least one week prior to each observation taking place  You must complete all the actions as listed in the Observation Checklist to the standard described to be deemed satisfactory in this assessment  Please make arrangements with your assessor at least one week prior to the assessment due date if you feel you require special allowance or adjustment to this task (https://www.rmit.edu.au/students/student-essentials/assessment- and-exams/assessment/adjustments-to-assessment)  You will be assessed as satisfactory or not satisfactory  You will have the opportunity to retake parts of the task that are deemed ‘not satisfactory’  You can appeal the assessment decision according to the RMIT Assessment processes ( https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals ) Equipment/resources students must supply (if applicable): Equipment/resources to be provided by RMIT or the workplace (if applicable):  Dependent on work to be demonstrated by student and observed by the assessor  Access to risk management and other relevant policies, procedures, guidance and forms  Access to Canvas  Access to assessment task  Assessor in the workplace / classroom Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 2 of 11

RMIT Classification: Trusted STUDENT Section B – Marking Guide TASK: You are to engage in two (2) simulations with the assessor demonstrating your ability to respond to both simulation briefs and to develop and implement a person-centred service response responses to meet the aspirations, needs, rights and preferences for two (2) people with a disability. You will then review and monitor these two individual service responses and make changes that are necessary to improve quality service delivery and:  meet the changing needs of the person  address a barrier  respond to legislative changes Scenario 1 You are supporting Greta, a shy young teenager (14) with a mild intellectual disability and a degenerative condition that affects her eyesight. Greta loves going on rides and to sideshow games and she really wants to attend the agricultural show in the city where she lives. She is generally very cooperative and easy to get along with. Her vision impairment mainly affects her peripheral vision; she cannot see things that are not directly in front of her. Greta, her mother and you agree that she can go to the show and go on 3 rides, play 3 sideshow games, choose a drink and snacks. She loves fruit smoothies and usually chooses hot chips and ice cream for her snacks. i. How can you assist her in attending the show safely? Greta then asks to go on a ride that has a minimum height requirement. She is five centimetres shorter than the minimum height. You explain the need for the height rules you are concerned but Greta pleads with you saying that she can’t get hurt if she is safely strapped into a ride. ii. What changes do you make to meet the changing needs of the person (what changes in your process can you implement to make sure Greta can safely go on this ride at the next show)? Task 1: Your assessor and you (the student) will now engage in a short simulation (based on this scenario) where you can demonstrate your ability to support Greta. Once you have competed this please document the experience, by answering questions a – f below (short, detailed answers are sufficient). For the purposes of this simulation:  You the student are in role as Greta’s disability support worker  The assessor will be playing the role of Greta’s legal guardian (mother) IMPORTANT : Use the checklist below to guide you on your required actions for this simulation. Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 3 of 11

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RMIT Classification: Trusted STUDENT Simulation Checklist 1 Assessment Criteria Satisfactory Not Satisfactory Comments 1. The student worked together with the person (assessor in role as Greta’s mother) in actively developing a plan that support the persons in relation to their personal:  aspirations  needs  rights and preferences ☐ ☐ 2. The student reviewed and monitored the individual service response and identified an aspect of this response that has not met the person’s needs and preferences ☐ ☐ 3. The student took action (made necessary changes) to improve this area of the individual responses that have not met the person’s needs and preferences. ☐ ☐ 4. The student addressed the barriers posed by this experience. ☐ ☐ ☐ ☐ Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 4 of 11

RMIT Classification: Trusted STUDENT 5. The student responded to legislative changes. 6. The student’s actions were in line with organisational quality systems and procedures. ☐ ☐ Supporting Evidence – Reflective Response A. Outline the person-centred service response you implemented for the person, to support them in meeting their aspirations, needs, rights and preferences (50 -100 words each) We want to ensure that for Greta to go to the show, you want to communication with Greta mum and asked what rides she will like and also to ensure that Greta is there as well, so that she get to have her options and choices as well. Plan to go early in the morning so that it is less busy and not crowded. Have a map or asked for a map when arrived, so that you know where everything is. B. Outline how you reviewed and monitored the individual service response (50 -100 words each) I would review and monitored Greta by giving her choices on rides she like to go on and what food she want to eat or she might change her mind. I would watch her thought the day, on what rides she go on, that meets her height and aged appropriate. You will have a duty of care to ensure that she is safe. You also want to do your case notes for the organisations, if there is any dislike or if there is anything that need to be in the case note. You also want to communication with Greta mum, so that there isn’t any barriers. C. What changes did you make to meet the changing needs of the person? (50 -100 words each) Greta might want to go on a ride that she like to go on, but there is a height rules. You can’t say no, because that would not go well, and Greta might get upset or frustrated. You would want to break now the words to Greta and explain to Greta. That rides have a height legislative and that there are rules put in places. You also want to communicate Greta, that there will be other rides that will be more height/aged appropriate. D. How did you address the barrier posed to you by the person? (50 -100 words each) Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 5 of 11

RMIT Classification: Trusted STUDENT The barrier posed is that she has a degenerative condition that affect her eyesight and she also have a height restriction. So, you would want to discuss with Greta mum on what rides/food that she would like to go on. You would want to get a map of the show ground or get a map beforehand so that Greta now where everything is and get ideas of what to do. You would want to also do a risk assessment to ensure what barriers will be at the showgrounds. E. How did you respond to any relevant legislative changes? (50 -100 words each) I would respond to legislative changes, by following OHS. You would have explained this to Greta that there is rules and legislative is put in places for height restrictions to ensure your safely and other people safety, This will be under the OHS laws. Also you have a duty of care while Greta is under your care for the day. F. In what way were your actions in line with organisational quality systems and procedures? (50 -100 words each) The actions in line are to follow the OHS laws that are put in places at the show for everyone safety. Make sure that you uphold your duty of care and to ensure that Greta is safety, and she is risk free thought the day. You would want to do a risk assessment prior to the show, see what barrier that will be at the show. Afterward you would want to do the case notes to ensure that you are communicate to the other workers that will look after Greta. Student signature Assessor name and signature Date Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 6 of 11

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RMIT Classification: Trusted STUDENT Scenario 2 Jacinta is Harry’s new support worker. Harry is 20 years old and has a mild intellectual disability. He experiences some communication challenges. Jacinta reads Harry’s service plan: Client’s name: Date: Harry 23 April Next review date: 23 May Next of kin: Harry’s mother - Susan Client’s aspiration To be able to work in the community doing things he likes – working with machines like cars Goal identified for this aspiration life area To get a job working with machines Activity organised and agreed to: Addresses goal and aspiration To work in the service gardening crew for 12 months learning to operate a leaf blower (paid position). Jacinta reads the service plan and discusses the goals with Harry. He receives a range of community 1-1 and group supports form your disability service, one of these is participation in a supported employment gardening crew who have contracts with a number of local small businesses and private homeowners. His routine job role is to use the leaf blower to gather up leaves and grass. clippings after mowing is done. Harry states ‘I hate gardening! Theo’s working in a car shop. He fixes the cars. All day!’ ‘Sounds like a fun job, Harry. Theo’s your brother, right?’ Jacinta asks. Harry nods. ‘Theo said maybe I could work there too?’ He looks excitedly at Jacinta. ‘But Mum said I couldn’t. She said I might get hurt or break something in the cars’. He frowns and looks angry. ‘Your Mum worries about you, doesn’t she?’ Jacinta frowns. “Well Harry, I think there might be things that you could do working with cars. Let me look into it”. Task 2: Your assessor and you (the student) will now engage in a short simulation (based on this scenario) where you can demonstrate your ability to support Harry. Once you have completed this please document the experience, by answering questions a – f below (short, detailed answers are sufficient). For the purposes of this simulation:  You the student are in role as Harry’s disability support worker - Jacinta  The assessor will be playing the role of Harry IMPORTANT : Use the checklist below to guide you on your required actions for this simulation. Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 7 of 11

RMIT Classification: Trusted STUDENT Simulation Checklist 1 Assessment Criteria Satisfactory Not Satisfactory Comments 7. The student worked together with the person (assessor in role as harry) in actively developing a plan that supports the persons in relation to their personal:  aspirations  needs  rights and preferences ☐ ☐ 8. The student reviewed and monitored the individual service response and identified an aspect of this response that has not met the person’s needs and preferences ☐ ☐ 9. The student took action (made necessary changes) to improve this area of the individual responses that have not met the person’s needs and preferences. ☐ ☐ 10. The student addressed the barriers posed by this experience. ☐ ☐ 11. The student responded to legislative changes. ☐ ☐ 12. The student’s actions were in line with organisational quality systems and procedures. ☐ ☐ Supporting Evidence - Reflective Responses a. Outline the person-centred service response you implemented for the person, to support them in meeting their aspirations, needs, rights and preferences (50 -100 words each) Jacinta would support harry, by reading his services plan and have to identified harry aspiration, Goals, dislike and like. To see what is the best way to support harry. Jacinta would need to communicate with Harry mother, what is to the best way she can support harry to meet his goals. Also communicate to harry brother Theo, to see if there is a job opening at workplaces. If it is possible that harry can work, there or by doing small jobs at the workplace. Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 8 of 11

RMIT Classification: Trusted STUDENT b. Outline how you reviewed and monitored the individual service response (50 -100 words each) If Jacinta reads Harry service plans and she has reviewed and monitored harry service response and what harry would like to do. Also be aware of that harry doesn’t like gardening and communicate with harry mum and his brother Theo that he doesn’t like gardening and his goal to work with machines and also his rights as well. Jacinta will do some research to see what jobs or other options for harry to work with machines. c. What changes did you make to meet the changing needs of the person? (50 -100 words each) The changes that would be needed is to communicate with harry and to ensure that he understand his rights and his goals, so that his needs are being Mets. Communicate with Theo, and have harry to work at his workplaces or just helping out at the workplaces. Even if it just doing the small jobs at first. The other thing is Jacinta will needs to communicate with Harry mother about doing a risk assessment, to help harry and his mum. d. How did you address the barrier posed to you by the person? (50 -100 words each) To address the barrier posed that is stopping harry. Jacinta would needs to talk to harry mum to discuss harry right and also letting her know, that there will be a risk assessment to be done prior to any work environment. Also help harry mum to identify what she can do to help harry to get his goals and working with machines and other things that might help harry to work towards his goals and his services plan. e. How did you respond to any relevant legislative changes? (50 -100 words each) Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 9 of 11

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RMIT Classification: Trusted STUDENT Responding by making harry aware of the steps that are needed to get his apprenticeship or get any training for harry to work with machines. This will get harry more knowledgeable on what to work and how to look after machines in a safe way. Also help harry and his mum to get a better understanding on harry rights and what harry would like to do as a job. Jacinta f. In what way were your actions in line with organisational quality systems and procedures? (50 -100 words each) Ensure that Jacinta is upholding p duty of care for harry is safe within your care. Do a risk assessment prior to any workplace visit or attending any workplaces to ensure his safety and to lower the risks. Completing case notes for other workers to communicate about harry updated services plan. Student signature Assessor name and signature Date Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 10 of 11

RMIT Classification: Trusted STUDENT Section C – Feedback to Student Has the candidate successfully completed this assessment task? Yes No Feedback to the candidate Student signature Assessor name and signature Date Facilitating participation and inclusion – Practical task - Simulation 1 of 4 26/08/2020 Student practical assessment task © Content is subject to copyright, RMIT University FINAL APPROVED – STUDENT PRACTICAL ASSESSMENT TASK TEMPLATE – June 2019_Version 2.0 Page 11 of 11

FacilitatingParticipationAndInclusion_Simulation_CHCDIS005_CHCDIS008_Task1_Student_200826 part A

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