CHCDIS007 STUDENT WORKBOOK (WORD) - C4A.v1.1

STUDENT ASSESSMENT
BOOKLET
CHCDIS007 FACILITATE THE EMPOWERMENT
OF PEOPLE WITH DISABILITY
Student first name: Biplov
Student last name: Shrestha

© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Shutterstock www.shutterstock.com (Image 1) and © Bigstock www.bigstock.com (Images 2 & 3)
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCDIS007 Facilitate the
empowerment of people with disability.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case studies You are to read two case studies and complete the questions
for each.
Assessment Task 3: Research project You are to research and report on three types of
disability.
Assessment Task 4: Workplace project There are two parts to this task:
 Part A: You are to interview two people with a disability,
as well as their family/guardian or direct carer to identify
each person’s needs and goals. You will be observed by
your assessor during each interview.
 Part B: Based on the information gathered from the
interview, you are to develop a plan for each person to
help them achieve their needs and goals.
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics
related to this unit:
 Arnott, G The Disability Support Worker, Cengage Learning Australia, South Melbourne, Victoria.
 Croft, H The Australian Carer, Cengage Learning Australia, South Melbourne, Victoria.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for
each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of
the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to
your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all
tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Requirements Due date
1. Written questions
2. Case studies
3. Research project
4. Workplace project
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? Yes No
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Yes No
Do you have any special needs or considerations to be made for this assessment?
If yes, what are they? …………………………… ………………………… ………………… ……… … … .
………………………………………….
Do you understand your rights to appeal the decisions made in an assessment? Yes No
Student name: Biplov Shrestha
Student signature: Biplov Shrestha Date: 20/11/2023____________________________
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Biplov Shrestha
Date of birth:09/10/1996 Student ID:
Unit:
 CHCDIS007 Facilitate the empowerment of people with a disability
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I Biplov Shrestha declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: Biplov Shrestha
Date: 20/11/2023
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 Write in the due date as advised by your assessor: _____________________________________
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
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QUESTION 1
How did society view and treat people with a disability in our history?
It was common for people with disabilities to face discrimination or even to be viewed as bad luck.
However, there are instances of prehistoric societies providing support and aid to individuals with
disabilities. In ancient Greece, for example, there were some individuals with disabilities who were part of
daily life, and inclusiveness was more common there.
QUESTION 2
Explain the difference between the social and medical model of service.
Social model: The social model of disability is a theoretical framework that challenges the medical
model of disability. It emphasizes the idea that barriers and societal structures, rather
than being innate qualities of people, cause disabilities.
Medical model: According to the medical model of disability, an individual's physical or mental
limitations are what lead to their disability. It tends to place a strong emphasis on the
medical aspects of disability and sees a person's condition as something that has to
be recognized, treated, or cured.
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QUESTION 3
Describe the role of the United Nations in the movement of disability rights.
Through a number of initiatives and frameworks, the United Nations (UN) has made a
significant contribution to the advancement of people with disabilities' rights. Key facets of
the UN's engagement in the disability rights movement are as follows:
1. The Convention on the Rights of Persons with Disabilities (CRPD) was adopted.
2. Principles of the CRPD
3. Monitoring Systems
4. Education and Protest
5. The World Day for People with Disabilities
6. Achieving the Sustainable Development Goals (SDGs) through integration
7. Technical support and capacity building
QUESTION 4
In your own words, describe the purpose of Article 19 under the UNCRPD.
The right to independent living and community inclusion is a fundamental element of the United Nations
Convention on the Rights of Persons with Disabilities (UNCRPD). Its primary objective is to ensure that
individuals with disabilities are allowed to live their own lives and make their own decisions, rather than
being kept apart or in segregation.
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QUESTION 5
Provide an explanation for each of the following terms.
Self-directed The ability or process of taking charge of one's own actions and decisions, guiding
oneself, and coming to decisions independently is known as self-direction. A certain
level of autonomy, initiative, and personal agency in a range of circumstances is
indicated by being self-directed.
Person-centred "Person-centered" refers to a strategy that highlights and revolves around the
individual, considering their unique characteristics, inclinations, and requirements.
This concept is used to emphasize how important it is to tailor interactions, services,
and support to the particular needs and preferences of the person receiving them in
a variety of contexts.
Strengths-based A strengths-based approach, as opposed to a deficit- or weakness-based approach,

concentrates on recognizing and utilizing an individual's strengths, talents, and
positive attributes.
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Human rights A human rights approach is a paradigm that centers practices, policies, and decision-
approach making around the acknowledgement and defense of human rights.
Active support An approach to caring for and supporting people, especially those with intellectual or
developmental disabilities, is called "active support."
QUESTION 6
Describe what an individual with a disability might have experienced historically, having lived in an
institutionalised environment.
People with disabilities who were institutionalized in the past often had to cope with challenging and
dehumanizing situations. A few recurrent themes are abuse and neglect, a lack of autonomy and choice,
stigmatization and discrimination, isolation and segregation, and subpar living conditions, even though the
experiences varied throughout different times and places.
QUESTION 7
List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or
territory that are related to protecting human rights in disability services.
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Your state or territory’s legislation
Legislation 1: Disability Act 2006 (Victoria)
Legislation 2: Disability Inclusion Act 2014 (NSW)
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Commonwealth legislation
Legislation 1: National Disability Insurance Scheme Act 2013 (Cth)
Legislation 2: Disability Discrimination Act 1992 (Cth)
QUESTION 8
Identify the 6 National Standards that apply to disability service providers.
1. Rights
2. Participation and Inclusion
3. Individual Outcome
4. Feedback and Complaints
5. Service Access
6. Service Management
QUESTION 9
Billy is a quadriplegic and lives in residential care. He spent several days with bed sores on his buttocks.
Due to his condition he was not able to verbally communicate his levels of pain and symptoms, which
included redness, rashes and broken skin.
Billy is meant to be fully examined for bedsores and other lesions every day. After 4 days, a new worker
raised concerns to management however they decided it was best to wait until the next day to provide
treatment.
a) Explain what type of abuse occurred here and the signs and indicators of such abuse. Explain how the
staff did not exercise their duty of care.
The signs and indicators of such abuse:

1. Physical Signs
2. Change in Condition
3. Communication Barriers
Failure to Exercise Duty of Care:
1.Inadequate Daily Examination
2.Delayed Response to Concerns
3.Lack of Adherence to Protocols
Jaycee is 72 and lives in a residential care facility. She is in care due to a range of physical disabilities and
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illnesses that have left her husband and family unable to care for her. Her husband, her son (Kellan) and his
wife often come to visit her, usually every weekend. They spend lots of time with her and it is clear they care
deeply for her wellbeing. Jaycee loves their visits and her spirits are always high when she knows it is the
weekend and her family are coming.
Jaycee has another son, Warwick, who visits her sporadically. He never stays long and rarely asks the care
team about her health or how she is going. You can tell by Jaycee’s body language and the tension
between the two that the relationship is strained. Jaycee does not discuss Warwick much, and you can see
that she is relieved when he leaves.
Jaycee’s husband passes away suddenly from a heart attack. Jaycee’s son and daughter-in-law are busy
sorting out the family home, packing up items and supporting their own children through the grief of losing
a grandparent.
Suddenly Warwick’s visits to his mother increase. He is coming several times a week. Kellan mentions that
he is concerned with Warwick’s sudden interest in his mother – there have been arguments over money
since their father passed away. He asks you, as one of Jaycee’s carers, to mention his concerns to the team
as he has his suspicions on Warwick’s true intentions.
One day, you are passing by Jaycee’s room and hear Warwick talking rapidly to Jaycee. You can tell by his
tone of voice that he is being persuasive and pushy. You backtrack and enter the room to ask Jaycee if she
would like a cup of tea or if she needs anything. She looks uncomfortable and says no, she is fine.
Later that afternoon Jaycee tells you that Warwick is trying to get her to transfer the family home to him
rather then Kellan and his wife, who already have their own home. Jaycee does not want to do this, but he
is being very forceful and says he will keep coming to visit her until she gives in. She is scared to tell Kellan
because the family is going through so much right now.
b) Explain what type of abuse is occurring here and the signs and indicators of such abuse. As a carer, what
would be your duty of care and would mandatory reporting be required (consider your own state or
territory).
In this scenario, the type of abuse that is occurring is financial abuse. Financial abuse involves the misuse,
manipulation, or exploitation of an individual's financial resources or assets for personal gain. In Jaycee's
case, Warwick is attempting to pressure her into transferring the family home to him, potentially for his own
financial benefit.
Signs and Indicators of Financial Abuse:
1. Persuasive and Pushy Behavior
2. Change in Behavior
3. Forced Decision-Making
Duty of Care and Mandatory Reporting:

1. Document Observations
2. Report to the Care Team
3. Encourage Open Communication
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QUESTION 10
Janessa advises her supervisor that she needs to undergo surgery to address some issues with a physical
disability. Later that day, she is very surprised when some of her colleagues start asking her about her
surgery. She hadn’t mentioned it to anyone yet! Apparently her supervisor sent out an email to all staff
letting them know Janessa was having specific type of surgery and would be on leave for a week.
Has Janessa’s employer breached her rights to privacy? Explain your answer.
Yes, Janessa's employer has likely breached her rights to privacy in this situation.
Breach of Privacy:
1. Unauthorized Disclosure
2. Lack of Consent
3. Impact on Employee's Control Over Information
4. Potential Consequences
Employer's Obligation:
1. Duty to Protect Employee Privacy
2. Need-to-Know Basis
3. Consent for Sharing Medical Information
Possible Remedies:
1. Communication and Clarification
2. Company Policies and Procedures
3. Legal Recourse
QUESTION 11
Peta’s support worker Trish tells her she should take part in a new clinical trial for her disability. Peta is told
it would be a good opportunity for her to see if the new medications will help her. Peta is not too sure,
however Trish already signed Peta up to participate in the trial the day before she told her, as a surprise
and as she is sure the results will be positive.
Trish does not know too much about the success of the drug or its side effects but she believes Peta will
appreciate it when she feels better from it.
What should Trish have provided Peta with prior to signing her up to participate in the trial?
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Before enrolling Peta in the clinical trial, Trish had a duty as a support worker to fully inform her and get her
informed consent. Informed consent, which stipulates that subjects must be fully informed about the
objectives, possible risks, and benefits of a study before giving their consent to participate, is a fundamental
ethical principle in medical research and healthcare.
QUESTION 12
Andy is overly protective of his elderly dad Jeff, who resides in a local residential facility. Andy visits Jeff a
few times a week and sometimes on the weekends makes an effort to take him out to the shops. Jeff
enjoys having playing chess and having an ice cream in the park, however as Jeff is getting older Andy is
worried about risking his dad from getting sick or falling over outside, so suggests they play chess inside
and not have any more ice cream.
Whilst playing chess Andy always lets his dad win. Jeff is never taken out to the park for an ice cream for
months and always wins the indoor game of chess. Andy thinks it is for the best and a good risk
management strategy to prevent him from both injury and illness.
What are your thoughts about Andy’s approach with his dad? In your response, refer to dignity of risk.
Although it is commendable that Andy wants to protect his father, it is equally important to respect Jeff's
dignity and independence when he is in danger. Jeff should have the freedom to decide for himself and
take appropriate risks, provided there is no significant risk to his safety. It's critical to strike a balance
between Jeff's safety and his autonomy to pursue pursuits that bring him joy and fulfillment.
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QUESTION 13
a) Explain in your own words the purpose of the Disability Discrimination Act 1992.
Encouraging equal opportunities and protecting disabled people from discrimination are the goals of the
1992 Disability Discrimination Act. It ensures that individuals with disabilities have equal access to services,
employment opportunities, education, and public facilities as everyone else.
Nigel is blind. He has an office job – his workplace has provided adaptive technology so he can do his
work.
Every day Nigel’s carer takes him to work. He is able to use a cane to manoeuvre around the workplace.
Nigel was allocated a guide dog after working in the office for a few months. This is very exciting for Nigel
as he can finally be independent and get to work by himself.
Nigel’s dog has been in the workplace for two weeks now. Nigel’s manager has called him into his office.
The manager expresses his deep sorrow – Nigel can no longer keep his job. Two members of staff have
complained about the dog. One of the staff members stepped in dog faeces on the grass outside the office,
and the other one has developed hay fever, which she believes is due to an allergy to animals.
Nigel is distraught – the dog is meant to make things easier for him, not make him lose his job!
b) Does Nigel have a case for unfair dismissal? Explain your answer, referring to the Disability Discrimination
Act as part of your answer.
In accordance with the Disability Discrimination Act, Nigel might have a case for unjust termination.
Discrimination against people with disabilities is prohibited by the act, and this includes the use of guide
dogs. It was expected of Nigel's manager to provide appropriate accommodations for his disability and to
handle the complaints in a just and equitable way.
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QUESTION 14
Review the Code of Practice for the Prevention and Management of Occupational Violence in Disability
Services. What type of disability services does this code address?
A variety of disability services are covered by the Code of Practice for the Prevention and Management of
Occupational Violence in Disability Services, including support services for people with physical disabilities,
intellectual disabilities, sensory impairments, and mental health conditions, among others. It attempts to
offer recommendations for controlling and averting workplace violence in these contexts.
QUESTION 15
Provide three examples of occupations that are most commonly referred to as mandated reporters for
suspected cases of child abuse and neglect.
1. Teachers and School Personnel
2. Healthcare Professionals
3. Law Enforcement Officers
QUESTION 16
Noopur has an intellectual disability and resides in a state government-run group home. She is unable to
feed herself and relies on staff to feed her through her feeding tube into her stomach 4–5 times per day.
Upon inspection of the group home, it is found that Noopur’s feeding tube is infested with maggots at the
site where the tube entered her stomach. The investigation also found that she was not following her
rehabilitation programme, her bed linen was not regularly cleaned and unsafe hoisting was being used to
transfer her in and out of bed.
Explain the type of misconduct in this scenario. In your answer, refer to work health and safety
The kind of misbehavior seen in this instance is against work health and safety regulations. There has been
a violation of work health and safety protocols due to the infestation of maggots in Noopur's feeding tube,
her noncompliance with her rehabilitation program, the infrequent cleaning of bed linens, and the risky
hoisting techniques. These activities put Noopur's security and well-being in danger.
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QUESTION 17
Provide an example of when you may be required to seek additional help from more experienced staff.
It would be appropriate to ask more seasoned staff members for assistance if you come across a
complicated medical situation or a difficult behavior that you're not sure how to handle. With their
knowledge and experience, they can offer direction and assistance.
QUESTION 18
Access the information at the following website:
7 Tech Breakthroughs That Empower People with Disabilities: http://mashable.com/2011/10/05/tech-
disabled/#JwRiAVaITsku
Select one of the devices in this article. For the device you have selected, complete the following questions:
What is the device? The DynaVox EyeMax System
Who will benefit from The DynaVox EyeMax System is designed to benefit individuals who have severe
using it? motor and communication challenges, particularly those who are unable to use
traditional methods of communication
How does it work? The DynaVox EyeMax System works based on eye-tracking technology, allowing
individuals to control a computer or communication device using their eye
movements.
How is it empowering? The DynaVox EyeMax System is empowering for individuals with severe motor and
communication challenges.
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QUESTION 19
a) Provide a definition of acquired brain injury and explain at least three different ways in which it can occur,
and disease that are included under the category of ABI.
Acquired Brain Injury (ABI) refers to any damage or injury to the brain that occurs after birth. It can be caused
by various factors, such as traumatic events, medical conditions, or diseases.
b) Jemma has Asperger syndrome. What are five symptoms that Jemma may display?
1. Difficulty with social interactions
2. Restricted and repetitive behaviors
3. Sensory sensitivities
4. Difficulty with nonverbal communication
5. Highly focused interests
c) Explain at least two types of non-typical skills and focus people on the autism spectrum may show.
1. Attention to Detail: A lot of people with autism have a remarkable capacity to pick up on and recall
details that other people might miss. In disciplines like mathematics, engineering, computer
programming, or the arts, this attention to detail can be useful.
2. Specialized Interests: Individuals on the autism spectrum frequently acquire fervent, narrowly
focused interests in particular topics. These interests can run very deep and wide, resulting in a
multitude of knowledge and skills in fields such as science, technology, music, history, or science.
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d) Identify at least three secondary conditions that people on the autism spectrum may have.
1. Anxiety: Many individuals on the autism spectrum experience anxiety disorders, such as
generalized anxiety, social anxiety, or obsessive-compulsive disorder (OCD).
2. Sensory Processing Issues: People with autism may have difficulties processing sensory
information, leading to sensory sensitivities or sensory-seeking behaviors.
3. Depression: Due to issues with social interactions, communication, or feelings of loneliness,

people on the autism spectrum may be more likely to experience depression.
e) Identify three symptoms of dyslexia
1. Difficulty with reading
2. Challenges with writing
3. Issues with phonological processing
Jemima is 24 months old. She is able to crawl and make babbling noises. She spends ages amusing herself
banging her blocks together. She does not yet stack them on top of each other. She does not appear to
understand the meaning of the word ‘No’. When she wants something she will say ‘Ah ah ah ah’, but she does
not yet form any recognisable words. She also has temper tantrums.
f) Do you think there is any indication of developmental delay? Explain your answer using examples from
the scenario.
According to the information given, Jemima does not currently seem to be exhibiting any signs of a serious
developmental delay. It's critical to keep in mind that every child develops at a different rate and that there is a
broad spectrum of typical development. Positive indicators of Jemima's development include her ability to
crawl, her babbling sounds, and her interest in playing with blocks. Even though she can't yet form words or
stack blocks, these abilities frequently develop at different rates for different kids. Additionally, it's typical for
kids this age to understand the word "no" only a little bit and to express their needs and wants with sounds
rather than words. Toddlers often experience temper tantrums as they learn to manage their emotions and
communicate. It's wise to have a comprehensive evaluation with a healthcare provider if you have any worries
about Jemima's development.
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g) Provide a definition of the term ‘intellectual’ disability. In your response, identify ways in which intellectual
disability may be caused.
Intellectual functioning and adaptive behavior limitations characterize an intellectual disability. Genetic
disorders like Down syndrome, prenatal conditions like exposure to toxins or infections during pregnancy,
perinatal conditions like difficulties during birth, and postnatal conditions like infections or brain injury are just
a few of the many variables that may be involved in its etiology.
h) Provide a definition of each of the neurological disorders below and briefly explain symptoms and causes
of each.
Cerebral palsy: Cerebral palsy is a neurological condition that affects coordination, movement, and muscle
control. It is caused by damage to the developing brain, which usually happens during
infancy or right before or right after birth. Though there is a wide range of possible
symptoms, some common ones are weakness or rigidity in the muscles, abnormal
reflexes, speech and swallowing difficulties, and poor balance. It's crucial to remember that
every person with cerebral palsy is different and may exhibit a variety of symptoms at
varying intensities. People with cerebral palsy can enhance their quality of life and manage
their symptoms with the aid of treatment and support.
Epilepsy: Seizures that happen on occasion are a hallmark of epilepsy, a neurological disorder.
Seizures are brought on by abnormal electrical activity in the brain. The symptoms of a
seizure can vary depending on the type, but they may include loss of consciousness,
altered behavior or emotions, convulsions, repetitive movements, and sensory disruptions.
Epilepsy can be caused by a variety of factors, such as a genetic predisposition, brain
trauma, infections, and developmental disorders. Epilepsy is typically treated with
medication to control seizures, but depending on the patient's needs, other treatment
options, like surgery or lifestyle changes, may be taken into consideration. To effectively
manage their condition, people with epilepsy must collaborate closely with healthcare
professionals.
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Multiple A neurological condition known as multiple sclerosis (MS) affects the brain and spinal cord
sclerosis: as well as the central nervous system. It happens when the immune system unintentionally
targets the myelin sheath that protects nerve fibers. Numerous symptoms, including
exhaustion, imbalance and coordination issues, muscle weakness or spasms, sensory
issues, and cognitive abnormalities, may arise from this. Although the exact cause of
multiple sclerosis remains unknown, a mix of environmental and genetic factors are
thought to be involved. Although there isn't a cure for multiple sclerosis (MS), there are
therapies that can help control symptoms and slow the disease's progression. It's critical
that people with MS collaborate closely with medical professionals to create a customized
treatment strategy.
Tourette’s A neurological condition known as Tourette's syndrome is typified by tics—involuntary,

syndrome: repetitive movements or vocalizations. These tics can fluctuate in severity over time and
range from minor to severe. Although the precise cause of Tourette's syndrome is
uncertain, a mix of environmental and genetic factors are thought to be involved. Tourette's
syndrome has no known cure, but there are therapies that can help control symptoms and
enhance quality of life. People who have Tourette's syndrome may find it difficult to interact
with others because of their tics, so it's critical to support and understand them.
i) Provide a definition of sensory impairment.
A condition known as sensory impairment occurs when one or more senses such as taste, smell, touch,
hearing, vision, or taste are compromised. It can affect a person's everyday life and communication
significantly and can vary in severity.
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j) What is meant by dual sensory impairment?
Dual sensory impairment, commonly referred to as deafblindness, is a condition in which a person has a
noticeable loss or impairment in both hearing and vision. The ability to communicate, move around, and go
about daily tasks can all be significantly impacted by this combination of sensory impairments.
k) Define the terms ‘legally blind’ and ‘low vision’.
Legally blind-It is a term used to describe individuals with severe vision loss who have a visual acuity of 20/200
or worse in their better eye, even with the use of corrective lenses.
Low vision- It refers to individuals with some remaining vision, but it is significantly impaired. They may have
difficulty with activities that require visual acuity, such as reading or recognizing faces.
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l) Identify two causes of hearing loss/hearing impairment.
1. Prolonged exposure to loud noises
2. Aging
m) Provide a definition of sensory processing order.
Sensory processing disorder (SPD) is a condition where the brain has difficulty receiving and responding to
information from the senses. This can result in challenges with processing and integrating sensory input,
leading to difficulties in regulating emotions, behavior, and motor skills. Individuals with SPD may be
hypersensitive or hyposensitive to sensory stimuli, such as touch, sound, taste, or movement.
n) Identify three ways in which people may have speech and/or language disabilities.
1. Apraxia of speech
2. Aphasia
3. Stuttering
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o) Provide a definition of the term ‘physical disability’. In your answer, provide at least two types of physical
disability.
A physical disability refers to a condition that affects a person's physical functioning, mobility, or dexterity. It
can result from various causes, such as congenital conditions, injuries, or illnesses. Two types of physical
disabilities are:
1. Paraplegia: This is a type of physical disability that affects the lower body, typically resulting from spinal
cord injuries. It leads to paralysis or limited mobility in the legs and sometimes the lower trunk.
2. Cerebral palsy: This is a physical disability caused by damage to the developing brain, often occurring
before or during birth. It can result in difficulties with movement, muscle coordination, and balance.
p) List one support service for each of the following conditions
Condition Support group
Genetic factors Genetic counselling
Physical trauma Emergency medical services
Psychological trauma Trauma-focused therapy
Chronic lifestyle conditions Disease management programs
Acquired brain injury Rehabilitation programs
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QUESTION 20
Explain the principles and aims of empowerment.
Within the framework of a human rights-based perspective, empowerment strives to advance the ideas of
autonomy, equality, and participation. It entails giving people the resources, information, and
encouragement they need to take charge of their life, stand up for what's right, and make educated
decisions. Establishing self-determination, advancing inclusivity, honoring diversity, and resolving power
disparities are among the tenets of empowerment. Enabling people to speak up, assert their rights, and take
an active role in directing their own lives and communities is the ultimate goal of empowerment.
QUESTION 21
Provide a definition of active listening, including ways in which you would demonstrate this communication
skill. Explain why it is such an important skill for someone working in disability services.
The skill of paying close attention to and comprehending what someone is saying is known as active
listening. It entails paying close attention, keeping eye contact, expressing interest through nonverbal clues,
and verbally confirming understanding. To ensure proper comprehension, active listening also entails
paraphrasing or summarizing what has been said by the speaker.
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QUESTION 22
Identify, in your state or territory, at least two disability advocacy services and how to access them.
1. The Disability Advocacy Service: To utilize their services, call them at (phone number) or go to their
website at (website URL). They offer resources, information, and advocacy support to people with
disabilities so that their rights are respected.
2. For assistance, you can contact the Disability Rights Legal Center at (phone number) or visit their
website at (website URL). They provide legal advocacy, counsel, and representation in cases involving
disabilities.
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
709129172.DOCX
Name: Biplov Shrestha
Unit:
 CHCDIS007 Facilitate the empowerment of people with disability
Student
Case study 1
Case study 2
Reflective questions
STUDENT DECLARATION
Date: 20/11/2023
709129172.DOCX
ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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709129172.DOCX
ASSESSMENT TASK 2: CASE STUDIES
TASK SUMMARY:
You are to read the case studies and complete the questions that follow. You are also
required to answer the reflective questions at the end of this task.

 Access to textbooks and other learning materials
 Access to a computer and the Internet (if you prefer to type your responses).

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will
need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally. .
CASE STUDY 1: EMMA
Emma is of strict Catholic background. She resides alone in a group home village where she is looked after
for her intellectual disability needs.
The units in the village are located close to each other and have single occupancy or multiple occupancy.
All residents in the village have a type of intellectual disability.
Support workers attend to each unit regularly, providing in-home visits across all units. One of the male
support workers, Chris (who provides Emma with in-home care and assistance) forced himself upon her to
engage in sexual intercourse on a number of occasions. He saw this as an opportunity to challenge
Emma’s Catholic beliefs and practices.
After the incident happened, Emma became withdrawn from others in the residential community and
stopped interacting with them like she used to.
Emma tentatively raises the occurrence with another support worker, Phil, who is visiting the village one
day. Phil assures her that Chris would not have behaved that way intentionally and laughed it off, insisting
he was probably just joking around because he is not a religious person, and he was known to the others
for his jovial nature and sense of humour. She was also advised to do as she is told by Chris to keep out of
his way and off his bad side.
Emma never mentioned this again to any of the other workers and was made to accept the situation. She
was led to believe that this type of occurrence was part of Chris’s role. Chris continued to rape her upon his
visits and, as a result, she became completely withdrawn from the community.
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1. What are Emma’s rights? How would you, if you were one of her carers, ensure she understood her rights.
In your answer, explain how you could use technology to help her in this regard.
Emma is entitled to be protected from abuse in all its manifestations, including sexual abuse. It is your
responsibility as one of Emma's caregivers to make sure she is aware of her legal rights. Here are some
methods for supporting her:
1. Maintain open lines of communication: Talk to Emma on a regular basis about her rights, highlighting
her rights to respect, safety, and dignity. In the event that she feels insecure or uncomfortable, urge her
to speak up.
2. Easy-to-understand materials: Give Emma written or visual materials that succinctly and clearly
outline her rights. Make use of technology to present information in an approachable manner, such as
interactive apps or internet resources.
3. Support networks: Assist Emma in finding support systems, like disability advocacy groups or
hotlines, from which she can get advice and support in the event that her rights are violated.
2. What is Phil’s responsibility in this situation? How should he have responded to ensure that services were
delivered in a manner that upheld Emma’s rights and needs?
It was Phil's duty to act appropriately in this case and to seriously consider Emma's concerns. Rather than
brushing her off and laughing it off, he ought to have:
1. Acknowledged Emma's feelings: Phil needed to show empathy for Emma's situation and recognize
the gravity of her complaint. She would have felt heard and supported if this had happened.
2. Filed a report on the incident: Phil ought to have notified the relevant safeguarding agency or the
residential community's management right away about the accusations of sexual abuse. This would
have guaranteed Emma's safety and started an investigation.
3. Ensured Emma's well-being: Phil needed to act to make sure Emma was safe and okay right away.
This can entail making arrangements for Emma to receive care from a different support worker and
giving her access to counseling or other services.
4. Followed organizational policies: With regard to abuse incidents, Phil ought to have complied with
the organization's policies and procedures. This could entail recording the occurrence, alerting
managers, and participating in any inquiries.
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3. What type of support does Emma need? What might need to happen in this case so she can feel safe and
protected?
1. Emotional support: In order to address the emotional effects of the abuse and aid in Emma's healing,
she should have access to counseling or therapy services.
2. Physical safety precautions: Emma needs to be kept in a safe environment, and security measures
should be put in place to stop her from being abused in the future.
3. Advocacy and legal support: Emma might require the help of advocates or attorneys who can help
her file a report of the abuse, pursue justice, and safeguard her rights.
4. Ongoing support and monitoring: To guarantee Emma's continued safety and give her any assistance
that she may require, routine check-ins and well-being monitoring should be carried out.
4. Are Emma’s cultural needs being respected? Explain your answer.
Emma's cultural needs are not mentioned specifically. Emma's support system should respect and take
into account any specific cultural needs that she may have indicated or that are known. Language
preferences, dietary restrictions, cultural customs, and religious or spiritual practices are examples of
cultural needs. Incorporating and honoring these cultural requirements can enhance Emma's general
wellbeing and foster an environment that is inclusive and encouraging for her.
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5. What legal and ethical breaches have occurred in this scenario?
In this scenario, there are several potential legal and ethical breaches that may have occurred:
1. Legal breach: If Phil failed to report the allegations of sexual abuse to the appropriate authorities, it would
be a breach of legal obligations to protect individuals from harm and ensure their safety.
2. Ethical breach: Phil's dismissive and inappropriate response to Emma's complaint is an ethical breach.
As a support worker, he has a duty to treat individuals with respect, dignity, and empathy, and to respond
appropriately to their concerns.
3. Legal and ethical breach: If the residential community or organization failed to have proper policies and
procedures in place for reporting and addressing incidents of abuse, it would be a breach of both legal and
ethical obligations.
6. If you were Emma’s support worker, what signs or symptoms would you be able to observe or identify that
show something wrong/bad has occurred? What would you have done when you had realised there was
a problem?
1. Physical injuries: Bruises, cuts, or unexplained marks on Emma's body.

2. Emotional changes: Sudden mood swings, increased anxiety, fearfulness, or withdrawal.
3. Behavioral changes: Changes in sleep patterns, appetite, or engaging in self-destructive behaviors.
4. Avoidance or fear: Emma may avoid certain areas, people, or activities where the abuse may have
occurred.
5. Changes in relationships: Emma may have strained relationships with the alleged abuser or others
involved.
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7. What would you do to help empower and advocate disability rights for Emma and other residents in the
village?
In order to empower Emma and the other villagers and fight for their rights, I would:
1. Increase awareness: Inform residents, employees, and the public about the value of treating
everyone with respect and dignity as well as about disability rights and inclusion.
2. Promote involvement: Provide locals with chances to actively engage in events, community activities,
and decision-making processes.
3. Provide resources: Assure that locals have access to data, materials, and assistance programs that
advance their rights, self-sufficiency, and general wellbeing.
8. Imagine you are helping Emma exercise her rights. Who could a complaint be made to? Provide website
links or contact details of places that could be contacted.
1. Human Rights Commission: They handle complaints related to human rights violations.
2. Disability Rights Advocacy Organization: They specialize in advocating for the rights of individuals with
disabilities.
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9. Refer to the UNCRPD and identify at least two articles that are relevant to Emma’s case.
1. Article 12: Equal recognition before the law - This article ensures that persons with disabilities, like
Emma, have the right to legal capacity on an equal basis with others. It emphasizes the importance of
respecting autonomy, providing support when needed, and ensuring that decisions made by persons with
disabilities are respected.
2. Article 19: Living independently and being included in the community - This article highlights the right of
persons with disabilities, including Emma, to live in the community and have access to the necessary
support services to facilitate their inclusion and participation. It emphasizes the importance of providing
accessible housing, support networks, and community-based services.
Your answers to this case study 
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CASE STUDY 2: RYO
Ryo is a 17-year-old boy who has cerebral palsy and severe spastic quadriparesis. Ryo cannot mobilise
himself or bear his own weight, and he is required to use a wheelchair.
He is not able to verbally communicate with people much – only make certain sounds now and then. Ryo
lives in a residential care facility where his mother, Kumiko, comes to visit daily.
One morning whilst assisting in changing Ryo’s clothes, Kumiko notices bruising on his left femur.
Symptoms of the bruising appear suspect of a potential fracture.
Kumiko informs the staff on duty and a medical specialist comes to review the symptoms. The medical
specialist confirms that Ryo has sustained a fracture most likely two days prior, and he shows prominent
symptoms of physical abuse.
The physical trauma appears to have occurred by being hit with a hard object, or by Ryo being pushed or
tipped out of his wheelchair.
Kumiko raises an investigation into the residential staff and services, however no reporting or
documentation of Ryo’s injury is ever recorded.
The occurrence of Ryo’s injury never gets resolved.
1. What is the responsibility of the residential care facility? How should they have responded to ensure a
person-centred approach to ensure Ryo was supported?
The residential care facility must ensure a person-centered approach in order to support Ryo. They should
have responded by making sure Ryo was safe, taking immediate action against the alleged abuse, and
accurately documenting the incident. This means reporting the incident to the appropriate authorities,
conducting a thorough investigation, and implementing safety measures to prevent further harm. The
facility has to prioritize Ryo's well-being and see to it that he receives the support and safety he requires.
709129172.DOCX
2. After confirming the cause of injury, what type of support does Ryo and his family require?
Once the cause of Ryo's injury was identified, he and his family would require different kinds of support.
This could entail mental support, medical care for Ryo's fracture, therapy to help him and his family cope
with the trauma, and assistance in ensuring Ryo's safety and well-being going forward. It is essential that
they have access to resources and services that meet their specific needs and help them get through this
trying time.
3. Are the rights of Ryo and his family being exercised? Explain your answer.
It seems that Ryo and his family's rights might not be fully exercised based on the scenario given. In
addition to the right to be informed and involved in Ryo's care, his family also has a right to be free from
abuse and neglect. But Ryo's injury wasn't properly reported or documented, which points to a violation of
these rights. It is imperative that Ryo and his family's rights be upheld and that the necessary steps be taken
to guarantee their safety and well-being.
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4. What breach has occurred in this situation?
Both Ryo's right to be free from abuse and neglect and the duty of care have been violated in this case. The
facility's obligation to guarantee Ryo's safety and wellbeing was broken by the improper reporting and
documentation of his injury. A violation of Ryo's right to be shielded from harm is also present in the inaction
on the suspected abuse.
5. How would you be able to tell through observation that Ryo had been abused? How would you
demonstrate your duty of care?
You can tell if Ryo has been abused by observing her closely and looking for physical clues such as
unusual bruises, fractures, or other wounds. Moreover, Ryo may be exhibiting signs of abuse if their
behavior changes, such as increased fear or retreat. You would ensure Ryo's safety by reporting any
suspected abuse as soon as possible, providing him with the required medical attention, and providing him
with emotional support in order to uphold your duty of care. Acting quickly is essential to resolving the
problem and protecting Ryo from further harm.
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6. What would you do to help empower and advocate disability rights for Ryo and his family?
In order to empower Ryo and his family and fight for their rights as disabled people, you can help them
understand their rights and available resources. Encourage open communication, provide information
about disability rights organizations, and offer assistance in navigating the legal and support systems. It is
imperative to ensure that their voices are respected and heard at every stage of the process.
Your answers to this case study 
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REFLECTION QUESTIONS
1. Explain the ways in which society can disadvantage individuals with a disability, such as Emma and Ryo.
There are various ways in which society can disadvantage people with disabilities, such as Emma and Ryo.
Physical obstacles like inaccessible buildings or a shortage of lodging may be encountered by them. In
addition, they might encounter social obstacles like prejudice, discrimination, and restricted access to
social, professional, and educational opportunities. In order to address these disadvantages, it is critical to
promote equality of opportunity, inclusivity, and accessibility.
2. How do individual values and attitudes impact the way people with disabilities are treated within the
community?
The attitudes and values of an individual have a big influence on how the community treats persons with
disabilities. Discrimination and negative attitudes can result in marginalization, bias, and unfair treatment.
Positive and inclusive values, on the other hand, encourage acceptance, equal opportunities, and a more
welcoming community for individuals with disabilities. It is imperative to cultivate empathy, comprehension,
and dignity for every person, irrespective of their aptitudes.
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3. Explain how your own personal values and attitudes towards individuals with a disability have evolved
over time, and especially since beginning this course. How do you think your prior values and attitudes
would have impacted on those you might care for now and in future?
My views and values regarding people with disabilities have changed over time, particularly since I started
this course. I now have a stronger appreciation for the significance of empowerment, respect, and
inclusivity. Though it's possible that my previous attitudes and values inadvertently affected the care I gave
in the past, I now make it a point to treat every person with respect, empathy, and a person centered
approach. I think this change in values has a positive effect on the care I give now and will keep doing so in
the future.
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4. Provide three ways of how you could get involved with advocating for disability services to assist in
empowering people with a disability.
1. Raise Awareness: Share information about disability rights and the importance of inclusive services
through social media, community events, or educational presentations.
2. Volunteer: Offer your time and skills to local disability organizations or advocacy groups. You can
assist in organizing events, providing support to individuals with disabilities, or participating in
campaigns.
3. Contact Legislators: Write letters or emails to your local representatives, urging them to support
policies and funding that promote disability services and empower individuals with disabilities.
Your answers to these questions 
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709129172.DOCX
Name:Biplov Shrestha
Unit:
Student
Research project
STUDENT DECLARATION
Date: 20/11/2023
709129172.DOCX
ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
709129172.DOCX
ASSESSMENT TASK 3: RESEARCH PROJECT
TASK SUMMARY:
You are to conduct research and report on three different disabilities.

 Access to research material (such as textbooks, journals, the Internet etc)
 Access to a computer (if you prefer type out your answers).
WHEN DO I DO THIS ASSESSMENT?

If your assessor marks any of your answers as incorrect, or you have not completed all parts of the
template, they will talk to you about resubmission. You will need to do one of the following:
 Answer the questions that were incorrect or incomplete in writing.
 Answer the questions that were incorrect or incomplete verbally. .
INSTRUCTIONS:
For this task you will need to complete a number of research reports, using the templates provided.
You are required to demonstrate your knowledge of a number of types of disability.
Choose one type of disability from each area below. You might like to highlight or circle each one you
choose.
List 1 (select one):
Select one of the below to research and report on:

 Fragile X syndrome (FXS)
 Down syndrome
 Developmental delay
 Prader-Willi Syndrome (PWS)
 Foetal alcohol spectrum disorder (FASD)
 Epilepsy
 Tourette’s syndrome
 Alzheimer’s disease
 Parkinson’s disease
 Multiple sclerosis
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 Muscular dystrophy
 Spina bifida
 Cerebral palsy
 Spinal cord injury
 Cystic fibrosis
Research all three disabilities you have chosen and fill out the template for each one, providing as much
detail as you can. Make sure you use your own words and provide a list of the sources you research (that
is, the website address, textbook name and page number, etc).
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Disability 1
Disability:
Description
Impairment
Causes
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Characteristics
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Support services
Source material researched
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Disability 2
Disability:
Description
Impairment
Causes
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Characteristics
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Support services
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Disability 2
Disability:
Description
Impairment
Causes
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Characteristics
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Support services
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Answers to disability type 1 
709129172.DOCX
Name:Biplov Shrestha
Unit:
Student
Workplace project
STUDENT DECLARATION
Date: 20/11/2023
709129172.DOCX
ASSESSOR FEEDBACK
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
709129172.DOCX
ASSESSMENT TASK 4: WORKPLACE PROJECT
TASK SUMMARY:
There are two parts to this task:
 Part A: You are to interview two people with a disability, as well as their family/
guardian or direct carer to identify the person’s needs and goals.
 Part B: Based on the information gathered from the interview, you are to develop a
plan for each person to help them achieve their needs and goals.
You will be observed during Part A (the interviews) by your assessor during one of their
workplace visits

 Access to your workplace
 Access to two clients with a disability and/or their family member, guardian or carer
 Approval from your supervisor to work with these clients
 Access to individual plans and equipment outlined in the plan
 Interview questions (provided)
 Access to a computer (if you prefer type out your answers)
 Access to the Internet (for conducting online research).

 You will do this task in your workplace.
If your assessor identifies that you did not complete all parts of each template correctly, you will be asked
to fix the parts that are wrong and resubmit.
INSTRUCTIONS:
You are two choose two clients with a disability from your workplace to work with for this task. You will
need to obtain permission from your supervisor to work with each client. Use the permission form at the
end of this task.
You will first interview each client (depending on their disability you may need to work also with a carer,
family member, guardian or advocate), going through the list of questions provided. Then you will need to
need to document a strategy as to how each client can be empowered to achieve their goals.
Your assessor will be observing your conduct during the interview.
You will be supervised at all times during your work with these clients.
Note: You must not use identifying information in this assessment. Please refer to clients as either ‘Client’
or ‘Client X’, ‘carer’, ‘mother’, etc.
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PART A: CLIENT INTERVIEW
One you have obtained permission from your supervisor on your choice of clients, you will need to set up
a meeting time with them and your assessor (your supervisor or another colleague may sit in on the
interviews).
The purpose of this interview is to work with two clients to identify their personal goals, and facilitate their
access to a range of choices to help them to meet their goals (you will develop a strategy in Part B).
Before each interview, make sure you read through each client’s files and notes, and review their
individualised plan. Then look over the interview questions provided.
Note that you may need to interview family members and/or carers if the client is not able to answer the
questions or they have an advocate or guardianship arrangement in place.
It is important that you explain to each client the purpose of what you are doing and why.
You must interview each client separately to ensure confidentiality and privacy procedures are followed.
You can record each client’s responses in the templates provided, or you may prefer to use your
computer or a tablet to take notes.
Make sure that you show your client and/or their family/carer/advocate/guardian the notes you have
taken at the end of the interview and that they reflect the discussion held. They should also sign off that
the information is accurate.
During each interview, your assessor will be looking to see that you can:
 Apply a person-centred approach
 Ensure the client understand their rights
 Empower the client to make choices, put forth ideas and be considered as their own expert
 Talk about the client’s strengths, abilities and capacities
 Discuss actions that are possible
 Talk about options in the community, where relevant, that can assist the client in meeting their goals
 Communicate in a manner that is positive and respectful
 Use active listening techniques
 Use appropriate communication strategies (verbal and non-verbal) to facilitate discussion and ensure a
person-centred approach
 Confirmed with the client that the discussion has been documented accurately
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CLIENT 1
Tell me about your needs and personal goals.
What current options or services are being used to help you reach these needs and goals?
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Are the current options effective? Why or why not?
What are your communication preferences?
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What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights
at this stage and ensure they understand.)
How are you currently supported to make your own decisions? Would you prefer more or less support?
709129172.DOCX
Now answer the following question about your interview technique:
What communication strategies did you use when interviewing the client? Remember to include verbal and
non-verbal communication in your answer. How effective did you find them? Did you need to change
anything with your communication to ensure your client was comfortable and able to answer?
SUPERVISOR SIGN OFF
I confirm that this is an accurate and true account of the student’s client interview.
Supervisor name:
Supervisor signature: Date:
CLIENT SIGN OFF
I confirm that this is an accurate and true account of our interview.
Client name:
Client signature: Date:
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CLIENT 2
Tell me about your needs and personal goals.
What current options or services are being used to help you reach these needs and goals?
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Are the current options effective? Why or why not?
What are your communication preferences?
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What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights
at this stage and ensure they understand.)
How are you currently supported to make your own decisions? Would you prefer more or less support?
709129172.DOCX
Now answer the following question about your interview technique:
What communication strategies did you use when interviewing the client? Remember to include verbal and
non-verbal communication in your answer. How effective did you find them? Did you need to change
anything with your communication to ensure your client was comfortable and able to answer?
SUPERVISOR SIGN OFF
I confirm that this is an accurate and true account of the student’s client interview.
Supervisor name:
Supervisor signature: Date:
CLIENT SIGN OFF
I confirm that this is an accurate and true account of our interview.
Client name:
Client signature: Date:
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Notes from Client 1 interview (signed) 
Notes from Client 2 interview (signed) 
Signed permission form for Client 1 
Signed permission form for Client 2 
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PART B: STRATEGY
After you have completed both interviews, you will need to use the information you gathered to develop a
strategy as to how you can assist each client to:
 facilitate access to services and/or the community to meet their goals
 advocate for their client’s rights
 support their independence to help them achieve their goals.
Use the following template to guide you in developing your plan for each client.
Client 1
Suitable options/services
Communication strategy
Decision making (who will be responsible for decision making?)
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Client 1
Relationships and key people
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Client 1
How will the client access any required services?
Strategies for maintaining positive relationships
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Client 1
Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)
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Client 2
Suitable options/services
Communication strategy
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Client 2
Decision making (who will be responsible for decision making?)
Relationships and key people
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Client 2
How will the client access any required services?
Strategies for maintaining positive relationships
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Client 2
Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)
Developed strategy outline for client 1 
Developed strategy outline for client 2 
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Workplace Project (Disability) – Permission Form Client 1
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
Approval is dependent on the following conditions:

 The student must be supervised at all times when working with the client.
 The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name: ___________________________________________________________________________
Signature:____________________________________________________________________________________
Date: ___________________________
Workplace Project (Disability) – Permission Form Client 2
Supervisor’s approval
I, ___________________________________________________________________________________________,
<Supervisor’s name> approve _________________________________________________________________
<student’s name> to undertake this project with _________________________________________________
<Client’s name>.
Approval is dependent on the following conditions:

 The student must be supervised at all times when working with the client.
 The client or their family may request that this project be stopped at any point. In this case, other
arrangements will be made in consultation with the student, the student’s assessor and myself.
Supervisor’s name: ___________________________________________________________________________
Signature:____________________________________________________________________________________
Date: ___________________________
709129172.DOCX

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STUDENT ASSESSMENT

Student first name: Biplov

Student last name: Shrestha

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? Yes No

Student name: Biplov Shrestha

Student signature: Biplov Shrestha Date: 20/11/2023____________________________

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Name: Biplov Shrestha

Date of birth:09/10/1996 Student ID:

Student to complete Assessor to complete

I Biplov Shrestha declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: Biplov Shrestha

Student name: Biplov Shrestha

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

Strengths-based A strengths-based approach, as opposed to a deficit- or weakness-based approach,

Legislation 1: Disability Act 2006 (Victoria)

Legislation 2: Disability Inclusion Act 2014 (NSW)

Legislation 1: National Disability Insurance Scheme Act 2013 (Cth)

Legislation 2: Disability Discrimination Act 1992 (Cth)

2. Participation and Inclusion

4. Feedback and Complaints

The signs and indicators of such abuse:

Duty of Care and Mandatory Reporting:

1. Teachers and School Personnel

3. Law Enforcement Officers

What is the device? The DynaVox EyeMax System

1. Difficulty with social interactions

2. Restricted and repetitive behaviors

4. Difficulty with nonverbal communication

5. Highly focused interests

3. Depression: Due to issues with social interactions, communication, or feelings of loneliness,

e) Identify three symptoms of dyslexia

1. Difficulty with reading

2. Challenges with writing

3. Issues with phonological processing

Tourette’s A neurological condition known as Tourette's syndrome is typified by tics—involuntary,

i) Provide a definition of sensory impairment.

k) Define the terms ‘legally blind’ and ‘low vision’.

1. Prolonged exposure to loud noises

m) Provide a definition of sensory processing order.

p) List one support service for each of the following conditions

Condition Support group

Genetic factors Genetic counselling

Physical trauma Emergency medical services

Psychological trauma Trauma-focused therapy

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