WORKBOOK:

FIRST AND SURNAME:

1. The following are practices, philosophies, and theories in supporting and empowering people with disability.

Match each with its correct description. Write the letters of your answers in the spaces provided.

1. a)  Social model of disability
2. b)  Social devaluation
3. c)  Strengths-based practice
4. d)  Active support

e) Person-centred practice f) Community education g) Capacity building

i. It is the belief of society that a person or a group of people with disabilities cannot contribute to society as much as those with no disability. As a result, people living with disabilities are viewedas having less value than others.

ii. This views ‘disability’ as the result of people living with impairments interacting in an environment with physical, attitudinal, communication, and social barriers.

iii. It sees the person with a disability as an individual rather than a sick person. The person must also be valued and is worthy of respect no matter their disability.

iv. This includes programs to promote learning and social development work with individuals and groups in their communities using formal and informal teaching and learning methods.

v. It focuses on what a person living with disability can do, rather than what he/she cannot do.

vi. It is developing a person’s skills and capabilities to promote their independence. It is demonstrated through doing a task with the person rather than doing a task for that person.

vii. It enables and empowers people with disabilities to participate in all aspects of their lives.

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iii. Ricky may lose confidence in himself, and he might see himself as a failure.

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ii. Do tasks and activities, including his activities for daily living (ADLs) together with Ricky while maintaining independence and following his support plan.

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iii. Discuss and agree on goals with Ricky about the provision of his support.

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v. Point out whatever Ricky is doing wrong so that he can do it correctly next time.

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i. Finishing the client’s sentence for him when he has difficulties in articulating his thoughts.

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ii. Discussing preferences for support and goals with client.

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iii. Organise activities that make the best use of the client’s capacities and strengths.

i. Donald is a thirty-year-old with vision impairment. He receives support from an individual support worker who regularly drops by his home. Despite his disability and the fact that he is receiving support from an individual support worker, he can still manage on his own. He has a guide dog named Lucky, who accompanies him outside. He also uses visual aids to help him read.

ii. Kathleen is a polio survivor. She is fifty-seven-years old. She receives care from her husband and daughter and an individual support worker. Although she and her husband do not agree on some matters regarding the provision of her support, her husband always acknowledges and respects her decisions and preferences relating to her support.

iii. Raury is a teenager with cerebral palsy and has been homeschooled ever since. He will start regular school next week. His parents are both excited and anxious because they are aware that Raury is also at risk of being bullied and discriminated by others at school.

iv. Gino is a war veteran who lost both of his legs in the war. His wife Jani is his primary carer. He can still accomplish a number of his activities for daily living (ADLs). At times, he requires the help of Jani especially with transferring from the bed to his wheelchair. Despite his disability, Gino still enjoys helping Jani with the house chores. He helps her in any way he can – this includes folding clothes and cooking meals.

i. A person-centred approach is used in the assessment processes for developing and maintaining the skills of the person with disability.

ii. Assessment processes are standardised, and same processes are used for all persons with disabilities.

iii. Information about the person with disability may be gathered from family, friends, and or carers.

iv. Plans and the implementations of plans are continually evaluated and modified to meet the person’s changing needs.

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i. Everyone should be free from any form of discrimination regardless of the person’s country of birth, language, culture, race, religion, or disability.

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ii. Services should be made readily available to everyone who is entitled to them, including people with disabilities.

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iii. Persons with disability must be prioritised over aged care clients.

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iv. Services should be developed and delivered by fair treatment of clients who are eligible to receive them.

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v. Access and equity are founded on charity and pity for people with disabilities.

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v. Knowing how to construct sentences effectively using proper subject-verb agreement.

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vi. Relying on other methods of communication such as pointing or gestures.

i. Victim, sufferer

ii. Deaf

iii. Confined to a wheelchair

iv. Mentally retarded

Condition

Communication Strategies

Provide two (2) for each

i. Hearing Impairment

ii. Vision Impairment

iii. Physical Disability

iv. Intellectual Disability

i. This strategy involves sharing of knowledge, information, skills, and values among individuals belonging to the same group (e.g. age group, social group, etc.).

ii. This involves showing someone how a particular task or activity is done or how something is used.

iii. It is a strategy for passing knowledge, skills, and values through leading by example rather than verbally talking about these knowledge, skills, and values.

iv. These are activities where learners simulate a scenario by assuming specific roles.

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i. Consider the person’s wants, needs, and personal goals to determine activities appropriate for them.

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ii. Incorporate learning even in everyday task (e.g. using the public transport, hobbies, grooming oneself, etc.)

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iii. Let the person complete tasks and activities with least supervision so they may learn on their own.

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iv. Celebrate accomplishments as a means of rewards.

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v. Provide activities that recognise and make use of the individual’s strengths.

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vi. Force the person to participate in learning activities including those that they do not enjoy.

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i. Prompts are used as means of discipline.

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ii. Prompting includes instructions, gestures, demonstrations, touches.

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iii. The person’s learning style must be considered when using prompts.

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iv. Prompting someone means effectively forcing someone to do something they do not want to do.

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v. Prompts, when used effectively, increase the likelihood that the person makes the desired or correct response.

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i. Fading is punishment while prompting is a reward.

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ii. Fading is used to avoid the person with disability becomes too dependent on prompts.

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iii. Fading involves a systematic removal of a prompt until the person can successfully make the desired or correct response without the need for prompts anymore.

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iv. Fading along with prompting can be used in everyday activities.

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i. Use of assistive technology such as mobility aids and specialised software.

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ii. Prompting and fading.

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iii. Leaving the person unattended.

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iv. Asking the person about their preferences for support and letting them decide on matters of their support.

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v. Doing tasks and activities for the person, so they don’t exert effort.

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i. Depriving someone of something if they do something incorrectly.

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ii. Pointing out what was done wrong so that they can do it right next time.

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iii. Commending and praising the person.

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iv. Showing positive emotions such as a smile or a high-five.

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i. In incidental learning, knowledge is always acquired through demonstration of how things are done.

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ii. Incidental learning is unintentional or unplanned learning that results from activities.

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iii. It is learning that occurs through day-to-day living and learning in real-life situations and is an effective way of learning.

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iv. Incidental learning can happen in many ways – through observation, repetition, social interaction, problem-solving, even from making mistakes.

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v. Incidental learning involves repetition of facts and tasks to ensure knowledge and skills are retained.

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i. See their disability as an object of pity and charity.

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ii. Refraining from acknowledging individual achievements.

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iii. Teaching and supporting the person to communicate their feelings via their preferred communication method.

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iv. Interpreting and acknowledging what the person is communicating via their behaviour.

i. These include healthy interactions that promote trust and understanding between the person with disability and their family, carers, and significant others.

ii. This strategy is done to increase the likelihood the behaviour will occur again.

iii. It is the process of initiating, guiding, and maintaining goal- oriented behaviours.

iv. This includes strategies such as meditation, self-talk, breathing exercises to help a person cope better with stress.

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i. Celebrating accomplishments whenever Paulo meets his personal goals.

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ii. Help Paulo engage in meaningful activities – accompanying Paulo visit his friends’ exhibits and galleries.

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iii. Ensure that Paulo is meeting his nutritional needs by preparing meals and drinks prescribed in his support plan.

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iv. Home modifications (e.g. handrails mounted to the bathroom) to have the home environment to suit Paulo’s mobility requirements.

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v. Let Paulo drink alcohol and smoke cigarettes whenever he insists.

i. Ineffective communication, verbal communication is more important than non-verbal communication.

ii. Effective communication involves not just choosing the correct words but also involves many other skills.

iii. Effective communication depends on some factors, including but not limited to the relationship between the sender and receiver, cultural norms, how the person is feeling at that time, etc.

iv. Effective communication is a mixture of effective verbal and non- verbal communication techniques.

v. Effective communication means choosing powerful words to persuade others.

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i. A person with disability requesting to watch a favourite movie of theirs.

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ii. A person with disability hurting themselves (e.g. hitting, or scratching).

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iii. A person with disability refusing to do things – eating or taking medication.

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iv. A person with disability shouting and screaming.

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v. A person with disability complaining of body pain.

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vi. A person with disability hiding from or avoiding other people.

i. Becca has chronic migraines. She is taking prescription medication for this. She is taking this new drug, unaware of its side effects of it on her body. She is often emotional, angry, and irritable.

ii. Sally has a speech impediment. Her peers sometimes bully her by mimicking her speech impediment. Out of anger, she resorts to hurting (hitting and kicking) her peers.

iii. Bobby has a profound intellectual disability. He is unable to properly articulate his thoughts. One day, he was having back pain, and since he cannot properly communicate he starts screaming and shouting at his carer.

iv. Mikey is a teenager with autism. When he went to this large shopping centre once with his mother, he found the place to be too noisy and stressful, and as a reaction to this, he ran away.

v. Laurence was born with Prader-Willi Syndrome. He has supportive family and friends, but he has very low self-esteem and low confidence. In extreme cases, he just locks himself in his bedroom.

i. This involves restraining a person with disability for reasons other than medical necessity or the absence of a less restrictive alternative to prevent self-harm.

ii. This involves isolating a person with disability for reasons other than medical necessity or the absence of a less restrictive alternative to prevent self-harm.

iii. To ensure that everyone receives the same high-quality and safe support services, individual support workers and service providers must adhere to these.

iv. This can be physical, sexual, or psychological or emotional harm inflicted on people with disability, and can also include neglect. This is a violation of the human rights of people with disability.

i. Rights

ii. Participation and Inclusion

iii. Individual Outcomes

iv. Feedback and Complaints

v. Service Access

vi. Service Management

TO BE COMPLETED BY CARE MANAGER

Incident Reported to

Department of Health and Ageing?

Yes No

Date & Time Reported

Incident Reported to

Department of Health and Police?

Yes No

Date & Time Reported

Date & Time Investigation Form completed

Signature of Facility Care Manager

Date