r
Learner Resource
CHCDIS009 Facilitate ongoing
skills development using a
person-centred approach
Learner Resource CHCDIS009
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Last Updated: 11 May 2020
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CHCDIS009 Facilitate ongoing skills development using a
person-centred approach
TABLE OF CONTENTS
Introduction……………………………………………………………………………………………………………………… 3
Chapter 1: Identify individual skill development needs …………………………………………………………. 5
1.1 Identify the person with disability’s skill development needs using a person-centred
approach ………………………………………………………………………………………………………………………. 5
1.2 Document development needs in line with organisation program guidelines ………………….. 7
1.3 Identify skills development opportunities in collaboration with the person and/or family
and/or carer and/or other relevant person for inclusion in the individualised plan ……………… 11
1.4 Make referrals to other staff or specialist services according to the persons needs………… 15
Chapter 2: Plan person-centred, ongoing skill development…………………………………………………. 19
2.1 Use appropriate communication techniques to engage the person in identifying learning
goals …………………………………………………………………………………………………………………………… 20
2.2 Identify a range of learning strategies and opportunities to address the person’s goals….. 22
2.3 Develop formal ongoing skills development activities using a person-centred approach and,
where appropriate, in conjunction with other relevant personnel …………………………………….. 25
2.4 Document ongoing skills development in the person’s individualised plan ……………………. 27
Chapter 3: Implement person-centred, ongoing skills development strategies……………………….. 32
3.1 Work with the person to implement ongoing skills development strategies in a manner that
is respectful, motivating and empowering ………………………………………………………………………. 32
3.2 Inform and support colleagues and relevant others to implement person-centred ongoing
skills development in line with the person’s individualised plan ………………………………………… 34
3.3 Access and utilise equipment and resources as required to facilitate the learning process 37
3.4 Document outcomes in the person’s individualised plan …………………………………………….. 39
Chapter 4: Evaluate skills development and review plan……………………………………………………… 44
4.1 Monitor the person’s development and provide feedback to the person and/or carer
and/or relevant other regarding progress towards objectives and goals …………………………….. 44
4.2 Evaluate effectiveness of ongoing skills development using the person’s records and
update plan to meet changing needs of the person …………………………………………………………. 47
4.3 Identify opportunities for ongoing skill development………………………………………………….. 50
Chapter 5: Identify and implement incidental learning opportunities to enhance skills
development…………………………………………………………………………………………………………………… 55
5.1 Identify situations that can act as potential informal learning opportunities and encourage
learning ………………………………………………………………………………………………………………………. 55
5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or
relevant other as soon as possible in appropriate format …………………………………………………. 57
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CHCDIS009 Facilitate ongoing skills development using a
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5.3 Provide encouragement when the person takes initiative in learning situations…………….. 59
5.4 Withdraw support to an appropriate level in order to encourage experiential learning and
development……………………………………………………………………………………………………………….. 62
Reference:………………………………………………………………………………………………………………………. 65
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CHCDIS009 Facilitate ongoing skills development using a
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Introduction
This learner resource is to provide knowledge and skills required for:
➢ Identify the person with disability’s skill development needs using
a person-centred approach
➢ Document development needs in line with organisation program
guidelines
➢ Identify skills development opportunities in collaboration with the
person and/or family and/or carer and/or other relevant person for
inclusion in the individualised plan
➢ Make referrals to other staff or specialist services according to the
persons needs
➢ Use appropriate communication techniques to engage the person in identifying learning goals
➢ Identify a range of learning strategies and opportunities to address the person’s goals
➢ Develop formal ongoing skills development activities using a person-centred approach and, where
appropriate, in conjunction with other relevant personnel
➢ Document ongoing skills development in the person’s individualised plan
➢ Work with the person to implement ongoing skills development strategies in a manner that is
respectful, motivating and empowering
➢ Inform and support colleagues and relevant others to implement person-centred ongoing skills
development in line with the person’s individualised plan
➢ Access and utilise equipment and resources as required to facilitate the learning process
➢ Document outcomes in the person’s individualised plan
➢ Monitor the person’s development and provide feedback to the person and/or carer and/or
relevant other regarding progress towards objectives and goals
➢ Evaluate effectiveness of ongoing skills development using the person’s records and update plan
to meet changing needs of the person
➢ Identify opportunities for ongoing skill development
➢ Identify situations that can act as potential informal learning opportunities and encourage learning
➢ Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant
other as soon as possible in appropriate format
➢ Provide encouragement when the person takes initiative in learning situations
➢ Withdraw support to an appropriate level in order to encourage experiential learning and
development
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CHCDIS009 Facilitate ongoing skills development using a
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What will I learn
Welcome to the unit CHCDIS009 Facilitate ongoing skills development using a person-centred approach.
This unit describes the skills and knowledge required to plan, implement and review formal and informal
ongoing skills development, in collaboration with a person with disability and incorporate into the person’s
individualised plan. This unit applies to workers in varied disability contexts. Work performed requires a
range of well developed, person-centred skills where some discretion and judgement is required and
workers will take responsibility for their own outputs.
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CHCDIS009 Facilitate ongoing skills development using a
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Chapter 1: Identify individual skill development
needs
To engage in livelihood activities people with disabilities need to develop knowledge and skills. People with
a disability face many disadvantages in their life, including bias attitude, where their relatives or people
might undervalue them or not consider their worth. It results in a lack of skills, confidence, low expectations
and achievements. Disability support worker should work with the client and other relevant people to
facilitate skill development and maintenance. Worker needs to assess learning abilities and needs with the
use of recognised planning tools. In Individualised plans, this should provide the learning opportunities.
In documentation, assessment outcomes should be added and worker should also make referrals to other
staff or specialist services as per the requirement.
Figure 1.1: Skill Development Strategy
1.1 Identify the person with disability’s skill development needs using a personcentred approach
Recognised assessment or planning tools are used to identify an individual’s skills development
requirements in context of person-centred approach. There are the areas of life/required skills which
should be individualised to every single person.
Initial point starts with the person and this could be at any stage of the life cycle of the person. Occurrence
of the assessments can vary in several locations including:
➢ An individual’s own dwelling
➢ Shared households or group dwelling
➢ Specialist residential facilities
➢ Community centres
➢ Supported employment venues
➢ Open employment venues
➢ Community/government agencies
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CHCDIS009 Facilitate ongoing skills development using a
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➢ Voluntary agencies
➢ Training agencies
Assessment of the person vary according to the extent of the disability they have, such as, mild to moderate,
severe to profound. This assessment is in accordance with the Survey of Disability, Ageing and Carers (SDAC)
used by the Australian Bureau of Statistics.
Person-centred Approach
Person-centred approach and plans are very important to identify individual learning needs. Plans should
be based on:
➢ Strengths
➢ Capacities
➢ Dreams
➢ Goals of the individual.
Figure 1.1.1: Person-centred approach
True person-centred planning should put the client in the centre of the planning and plan the strategies in
terms of life they wish to lead. Person-centred planning should remove the service or organisation from
being the ‘power broker’ and include those people the client wants in their life. It can happen by creating a
circle of support and informal networks which is not restricted to professionals. These people assist the
client in achieving these goals.
According to the Person-centred approach, the life skills requirements are in the context to support the
person to have more maintained and planned valued life. To meet the individual’s skills development
requirements, disability support worker and the person with a disability need to work on valued and
relevant strategies, which may include referrals to other people with appropriate generic and mainstream
services.
Assessing of learning ability and needs should be a facilitated, positive and proactive process with a clear
focus on person’s strengths and needs.
Every opportunity should be used to increase the:
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CHCDIS009 Facilitate ongoing skills development using a
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➢ Potential of learning
➢ Involvement in inclusive environments
Segregated environments
It must be in preference to segregated settings with other people with a disability. Segregated environments
and groupings are the two factors which lead to lower the expectations of the person with a disability to
grow and develop in typical and valued ways. Community of the people with a disability must be provided
with maximum opportunities to develop and grow new learning skills.
Involvement in the initial assessment of a person’s skills development or maintenance needs will be
determined by the role of the disability support worker and the boundaries around the job role. These tools
will vary according to the different approaches for different client groups used in the States and Territories.
The client groups vary in accordance with several factors such as disability, age, pre-existing skills and new
skill requirements.
Even if there will be variations in the assessment and the planning tools, initial assessments and resulting
skill development or maintenance must be applied consistently in accordance to strength-based practices.
It will enhance and build on existing strengths rather than the use of the deficit-focused approach which
was used earlier.
Active support model
It is a person-centred approach which supports the people with a disability in a direct way. It ensures that
people with disabilities have ongoing, daily support and should be engaged in a several life activities and
opportunities of their choice. Successful outcomes with the required level of support for the clients could
be achieved using an active support model. It should be person-centred and with support individualised to
the required skill development and maintenance.
Disability support worker and other support staff going consistent with the active support model should:
➢ Work together as a team with the person with a disability to plan skill development and maintenance
activities and to decide who will do that, when and where to ensure support is provided consistently.
➢ Confirm that the people with a disability are engaged in tasks with appropriate tailored support.
➢ Closely monitor and record the level of engagement and required level of support.
➢ Monitor achievements and update co-workers on how to implement new or improved strategies.
1.2 Document development needs in line with organisation program guidelines
Capability building, which is central to organisational performance, requires a systematic management
approach to learning and development. Rigour and attention is required for learning and development as
any other management task. Well managed, learning and development can deliver the right people with
the right skills at the right time.
Disability support worker undergo training in which they learn about the developmental needs of the
people with a disability. Developmental disability support workers form strong bonds with the people with
a disability and their families to become a part of their lives to understand development needs of that
person.
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CHCDIS009 Facilitate ongoing skills development using a
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Figure 1.2.1: Skill development needs
Development needs
Some people with a disability require occasional help and guidance and whereas others require even fulltime attention. Disability support worker provide help in the medical care as well as in developmental
training to the people with a disability that need to handle basic functions in the daily routine.
Developmental help or training given by the disability support worker varies based on the type and extent
of the need. Some of the individuals with more severe disabilities do not show quick progress and those
who have minor disabilities show quick progress in short time.
Specific learning and development needs, include the following:
➢ Effective graduate development programs and mentoring arrangements
➢ Programs to support accelerated skills development and a systematic exposure to different work
experiences
➢ Activities to assist those coming in through lateral recruitment to orient them to key elements
➢ Innovative approaches to learning and development
➢ A focus on continuous learning and development of the older skills
➢ Strategic use of coaching and mentoring roles
➢ Providing development in the areas of stress and time management
Strategies to get information about individual skills
Conversations
Disability support worker needs to consult with the individual, their families, friends and with the supervisor
to work or to document the development needs of the person with a disability.
Ask questions
Disability support worker can ask questions to become clear about the development needs of the person
with a disability. Personal care worker can build a relationship of trust to be a part of the life of the individual
and can plan the strategies according to the needs of the individual. Encourage them to reflect on their
experiences with questions like:
➢ What is it about _____ that interests you?
➢ What did you learn about yourself from that experience?
➢ How could you get experience in that field of work?
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CHCDIS009 Facilitate ongoing skills development using a
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➢ I wonder what qualifications might be required for that field of work.
➢ Would you like to go to TAFE or university? Have you thought about doing an apprenticeship?
➢ What are you and your friends thinking of doing after school?
➢ Who could you talk with to get more information or careers advice about that field of work?
Planning conversations
Planning good conversation with the individual and their relatives focus on:
Identifying capacity, risks and safeguards
Identifying capacity of an Individual:
It is a step by step process in which capacity of the person is identified which is helpful in documenting or
identifying the development skills of the person.
➢ Firstly, formal and informal networks of the person is identified which includes living skills, support
from family, friends and community
➢ Recognisation and addressing of the complexity of the person with a disability: cultural background of
the person, lifestyle aspiration, priorities and goals, learning style, effective communication and
decision-making capacity
➢ Consultation with the supervisor that how an organisation can develop the strategies in the skill
development plan
Identifying capacity of services:
It focuses on the services provided by an organisation which include mainstream, community and specialist.
In this disability support workers work on the services which should be provided to the disability support
worker, such as:
➢ Information: Disability support worker should know how the information related to the individual can
be shared with other people. Consent of the individual or of their family or other must be important
before sharing their information to other people.
➢ Planning tools: After identifying the needs and capacities of the individual, now select the most
appropriate tool to use with the person for skill development plan.
➢ Supervision and support: Mentor the person with disability to build their capacities.
➢ Training: Disability support worker with the supervisor provide the services to the person which will
work most effectively according to their capacities and needs.
➢ Knowledge and teaching: Provide knowledge about their needs and capacities during the skill
development plan to the person with a disability
➢ Key contact person: Always keep your supervisor and other colleagues about the needs and services of
the person with a disability.
Identifying capacity of systems:
It focuses on the services and support provided by the organisation that might support the person’s plan.
➢ Funding: It works on the funds required to implement the person’s planning goals and skill development
plan.
➢ Boundaries: Services provided by the organisation should break the boundaries or fill the gaps that are
necessary to implement the skill development plan.
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CHCDIS009 Facilitate ongoing skills development using a
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Teaching core life skills
Core life skills consist of the attitudes, knowledge and personal attributes. They include:
➢ How to relate to customers
➢ How to present oneself
➢ Learning how to learn
➢ Effective listening and communication
➢ Creative thinking
➢ Problem-solving
➢ Personal management
➢ Discipline, interpersonal and social skills
➢ The ability to network and work in a team, and work ethics
These skills are required by everybody, whether disabled or not, to succeed in both life and work. But they
have a specific importance for people with disabilities because they help in developing self-confidence and
self-esteem, relating to other people and changing perceptions of oneself and of others. These are learned
and formed through interaction within the family and the community and are reinforced in education,
vocational training, community development programmes and work.
Vocational training centres teach a wide variety of vocational skills such as motor mechanics, tailoring,
welding, electronics, radio and TV repair, stenography, sericulture, offset printing and computing. They are
also teaching other types of skills, especially business management and core life skills.
Types of skills
Foundation skills:
Skills acquired through basic education and family life. These types of skills are needed for work
everywhere, in all contexts and cultures, in both formal and informal economies. For example,
➢ Literacy
➢ Numeracy
➢ Ability to learn
➢ Reasoning
➢ Problem-solving
Technical, vocational and professional skills:
Skills used by someone to undertake a specific task – how to produce or repair something, or provide some
service. For examples;
➢ Carpentry
➢ Tailoring
➢ Weaving
➢ Metalwork
➢ Basket making
➢ Tinsmithing
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CHCDIS009 Facilitate ongoing skills development using a
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➢ Shoemaking
Professional skills:
Skills which have more advanced the techniques, the higher the educational level required and the more
formal the training, often taking place in technical institutions and resulting in formal certification of
competence are called as professional skills such as;
➢ Engineering,
➢ Medicine,
➢ Physiotherapy and
➢ Computer technology
Business skills (entrepreneurial skills):
Skills which are required to succeed in running a business activity. They include money and people
management, as well as planning and organizational skills. Risk assessment, market analysis and
information-gathering, business plan preparation, goal-setting and problem-solving with numeracy and
literacy are the part of the business skills.
1.3 Identify skills development opportunities in collaboration with the person and/or
family and/or carer and/or other relevant person for inclusion in the individualised
plan
Skills development opportunities or maintenance opportunities in collaboration with the person with a
disability, related family member or friends, carer or other relevant should be included in an individualised
learning and support plan.
Individualised Support and Learning plan
Skill development or maintenance opportunities in an Individualised support and learning plan:
➢ Provides strategies which are used in the achievement of person’s life goals and the future directions
➢ Indicate structures which ensures the engagement of the clients
➢ Provide links to short and long-term learning goals
➢ Includes learning activities and goals appropriate to the person
➢ Should be monitored
➢ Reviewed in the agreed dates
➢ Should go under possible modifications
➢ Updated for the colleagues on how to implement the new strategies
Opportunities are identified which are most relevant to the specific individual and according to the extent
of the disability. Skill development can be further categorised into different skills, which are:
➢ Life skills
➢ Social skills
➢ Vocational skills
➢ Personal skills
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CHCDIS009 Facilitate ongoing skills development using a
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Life skills
Skills which are required for everyday life and known as ‘Practical Skills’. Life skills includes activities which
are necessary for normal self-care. These skills are applicable to an individual with:
➢ Intellectual disability:
Individual has problem in remembering things, meeting new people and trouble in learning new things.
Some persons born with this condition and some acquired it through infection.
➢ Dementia-related condition, specific in older clients
It is a group of conditions such as thinking, memory loss, limited social skills and judgement that
interferes with daily functioning of the person.
Examples;
➢ Preparing meals, dressing, basic hygiene, shopping, catching daily transport such as buses and trains,
making appointments, use of telephone, banking, cleaning etc.
➢ Able to dress: Putting on underwear, socks and shoes, clothing to the upper and lower trunk of the
body.
➢ Financial management
Figure 1.3.1: Packaging meals
Social skills
Skills which are used by an individual in getting along with other people. It covers basic skills such as:
➢ How to say ‘hello’ or ‘goodbye’
➢ Smiling and making eye contact
It covers advanced skills such as:
➢ Negotiation
➢ Facilitating discussion
➢ Resolving conflicts with others
Examples;
Conversational skills:
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CHCDIS009 Facilitate ongoing skills development using a
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➢ Taking turns when talking
➢ Listen and show interest in what the other person should say
➢ What comes under personal information
➢ Knowing what to tell other people
Friendship skills:
➢ Showing of affection and appreciation where there is a need
➢ Maintaining contact
➢ Being supportive
Empathic skills:
➢ Noticing other people’s feelings
➢ Expressing concern at other’s distress
Dealing with conflict:
➢ Being assertive
➢ Say what you feel, without being aggressive or getting personal
Developing and maintain relationships:
➢ including intimate relationships
➢ other relationships such as with family member, friends
Figure 1.3.2: Social skill
Vocational Skills
It includes employability skills which apply in all jobs and cover non-vocational barriers that impact on a
person’s capacity to participate in the workplace. It is related to job requirements such as working in an
office. In vocational skills, training given is a combination of formal and informal training.
Examples;
Communication:
➢ Interpretation
➢ Carrying verbal instructions from others
Teamwork:
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➢ Working in a team and collaborate with the team members
Problem solving:
➢ Recognising basic or routine problems
➢ Reporting and solving of daily-routine problems
Initiative and response:
➢ Adjustment of the work procedures according to the equipment and tasks
Planning and organising:
➢ Getting to work on time
➢ Interpreting work schedules and rosters
Self-management:
➢ Working individually on set tasks
Learning:
➢ Adapting to differences in assembly and packaging
Technology:
➢ Selecting and using tools and equipment
Figure 1.3.3: Vocational skill
Specialist vocational skills
It includes required training or competencies for employment in specific vocations.
TAFE or VET training:
➢ It is a certification from certificate 1 to advanced diploma in the areas including business, community
and health services, horticulture and hospitality
Higher education:
➢ Degree and postgraduate study
➢ Informal training also occurs in the workplace
Personal support skills
It includes the skills which are related to the personal needs. It may include need for:
➢ Counselling
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CHCDIS009 Facilitate ongoing skills development using a
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➢ Referral
➢ Advocacy
➢ Outreach activities
➢ Ongoing assessment
Examples;
➢ Maintaining physical health, including sexual health
➢ Attending to health and safety
➢ Overcoming problems such as gambling, alcohol and drug abuse, and anger management
Figure 1.3.4: Personal support skill (swimming)
1.4 Make referrals to other staff or specialist services according to the persons needs
When disability support worker is unsure of their own knowledge and skills than there is need to refer the
client to another support person. ‘Referral’ is used while referring the client to another support person who
has the experience and knowledge to provide advice to the client regarding specific need or problem. It
provides peer group support among team members and useful networks which focus on the future plans
with other clients. Referral doesn’t mean that the disability support worker is free from their responsibility.
It means disability support worker has widen up the area of support for the client.
Figure 1.4.1: Referrals
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CHCDIS009 Facilitate ongoing skills development using a
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Learning abilities and needs assessment lead to the making of the referrals to other staff or specialist
services according to the person needs. Staff or specialists are in the ongoing role and need to be integrated
into the skills development or maintenance program.
Following are the examples;
➢ Disability support Workers:
They can assist people with a disability in their own homes. They can provide support to them for
recreation activities, employment, education and training.
➢ Educational Psychologists:
They provide expertise to people with a disability on how to learn and on the effectiveness of
educational programs.
➢ Behavioural consultants:
They may have expertise in disability, acquired brain injury and mental health issues to the people with
a disability.
➢ Home and community care (HACC) workers:
They deal with personal and home care within a person’s home.
➢ Development officers:
They help the people with a disability in providing cultural and sporting activities.
➢ Employment Officers:
They provide help and support to the people with a special need in finding a job. They are also known
as ‘Employment consultants’, ‘job development officers’ or ‘employment support-workers’.
➢ Occupational therapists:
They promote health and well-being of the people with a disability and enable them to participate in
the daily-routine activities, which often includes modifying the environment to better support
participation.
➢ Teachers and Researchers:
They provide knowledge about specific disabilities. For examples, visual and hearing impairments.
➢ Outreach workers:
They work at local level. They offer education, assistance and other programs to members in the
community with the support of community organisations.
➢ Advocates:
They help people with a disability to stand for their rights and needs. They may be a member of family
or friend.
Referral to external organisations
If a client wants to take assistance from external organisation, as a disability support worker you need to
contact the organisation to find out if they have any specific policies and procedures to follow. There are
large number of organisations or external government departments and advocacy services that can assist
issues related to people with disability. Briefly they are:
➢ Under the federal anti-discrimination legislation, Human Rights and Equal Opportunity Commission
investigates complaints of discrimination.
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➢ The Anti-Discrimination Board investigates and conciliates complaints of discrimination, harassment.
➢ Family Advocacy is an independent social advocacy organisation and works at a state level with families
in which there is an adult or child who has a developmental disability.
➢ Multicultural Disability Advocacy deals with individual and systems advocacy for people with a disability
from non-English speaking backgrounds.
➢ National Disability Advisory Council provides advice to the Minister for Family and Community Services
on disability-related issues.
➢ NSW Disability Council researches and evaluates programs and services, establishes taskforces, holds
seminars and workshops, represents people, prepares submissions, and consults people, all tasks
geared towards people with a disability, their families and carers.
➢ People with Disabilities Australia Inc is a state-wide peak group that represents the rights and interests
of people with a disability.
➢ Self-Advocacy Sydney is an organisation that is run by people with an intellectual disability for people
with intellectual disabilities. They provide information and support to individuals and groups to
promote awareness of their rights and responsibilities within the community.
➢ Department of Ageing, Disability and Home Care have a disability advocacy service.
➢ Domestic Violence Advocacy Service NSW (DVAS) provides assistance/mediation services for people
dealing with domestic violence.
➢ The Aged-care Rights Service, NSW (TARS) provides advocacy for the residents of Commonwealth
funded hostels and nursing homes, self-care retirement villages and recipients of in-home aged care in
NSW.
➢ Disability Advocacy NSW (DA) helps people of all ages with any type of disability or mental illness get
fair treatment.
➢ Veterans Advocacy provides free legal advice, assistance and representation to veterans and their
dependents.
➢ Mental Health Advocacy Service provides free legal advice and assistance about mental health law.
➢ Ability Incorporated Advocacy Service is funded to advocate and support people with disabilities their
families and carers.
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Self-check assessment
Question 1: Mention the name of the referral, person with a disability should approach to fight for their
rights and needs.
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Question 2: Write down the significance of referrals in individual learning plans to achieve success.
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Question 3: Explain active support model in 4-5 sentences.
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Question 4: Define
a) Vocational skills
b) Business skills
c) Professional skills
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Chapter 2: Plan person-centred, ongoing skill
development
Person-centred approaches are about discovering and acting on what is important to a person and
important for a person. It consists of continual listening and learning, focusing on what is important to
someone now and in their future to understand a person’s capacities and choices. It forms a base for
problem solving and negotiation to mobilise the necessary resources to pursue a person’s aspirations.
Figure 2.1: Person-centred approach
The principles of Person Centred Practice are fundamental to the use of Person Centred Tools which are
about listening, sharing power and responsive action. Each of these four principles is described below:
➢ Listening
It involves attention and intention. Attention to body language, words, meaning, inspirations and
aspirations. There is an intention to understand, to know, to connect with, to make possible, to be alongside
and to support a person.
➢ Sharing power
It supports self-determination by offering ways to listen to what is important to act upon these things and
challenges power balances between people with learning disabilities and professionals. It focuses on
working with people and not doing things to them.
➢ Responsive action
Listening alone is insufficient if there is not an intention to understand the thing. Responsive action involves
being clear about what we are responsible for in our professional roles with people and what is outside our
sphere of influence or none of our business.
Person Centred Tools
They support person centred thinking and skills and can be used in a variety of situations. Person centred
tools help to plan, organise, understand and connect with others.
When should I use Person Centred Planning?
Person Centred Planning can be used in a variety of situations such as when you are supporting someone
to plan for their future within a range of different life situations e.g. in education, socially or through work.
➢ Help people to work out what they want in their lives.
➢ Understand better what support a person needs to achieve their goals and needs
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➢ Help to shape and clarify contributions made from different services to meet person’s needs
➢ Bring together people who have a part to play in supporting people for joint problem solving.
➢ Energise and motivate people based upon better understanding of and commitment to a person.
➢ Show supportive service providers or organisations, how they can adjust their activities at both
operational and strategic level in order to better support people to achieve their goals.
2.1 Use appropriate communication techniques to engage the person in identifying
learning goals
A key to engaging people is to acknowledge them in a pleasant and accepting communicative manner. In
the initial stage, the person may feel nervous and uncertain and may be sensitive to your communication
style.
Bad past experiences in relationships with others may make it difficult for the people in trusting you.
Following up on what clients/young people have agreed to will result in those people feeling valued and
assist in building trust.
People with a disability face stigma from the general community, and lack of follow-through with other
agencies, that makes important to prove yourself as a trustworthy worker. Your actions reflect an image of
your organisation. You must be adhered to time frames and appointments even if the client/young person
does not.
Keeping a client/young person’s confidence within the organisational policy framework, is essential. Be
clear with a client from the beginning about the boundaries within which you work. A client will feel valued,
if you let them know that you will only record exactly what they say to you.
Being predictable and consistent for the people with a disability is also a key to demonstrating that you are
trustworthy. Disability support worker should always demonstrate integrity and trustworthiness.
Warmth, empathy, and genuineness are described as critical aspects of helping relationships. Some experts
go so far as to suggest that if these three characteristics are present, effective helping relationships will
develop naturally.
Information gathering and sharing is very important in community and disability service work to enable the
worker to understand the client’s needs and to give the client the necessary information required to
empower them.
When you are interviewing a client, it is important to use expressive forms of communication, including:
Paraphrasing
Reflection
Confrontation
Interpretation
Non-verbal communication.
Paraphrasing
It is a situation of putting a person’s words into a new form in order to clarify what has been said. It consists
of simply repeating a word or phrase or using entirely new words.
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The repetition of important, emotion-filled words or the rephrasing of the content of the communication
serves two functions.
➢ It communicates to the client that he or she has been heard
➢ Encourages him or her to continue their talk and make them feel every time that you are listening them.
Reflection
Identification and expression of the client’s feelings are important in reflection. The client is more likely to
be enabled to deal with feelings to bring awareness in the client. Feelings of people with a disability at some
of the times be obvious both to the client, community and disability service worker. During other times, the
person may be less aware of the feelings that he or she is experiencing and that are influencing their
behaviour.
When the disability support work can them accurately and reflect those feelings back to the client, the
client often perceives that he or she is deeply understood. The client gets encouraged and this opens the
possibility of exploring the relationship between the new feelings of awareness and the client’s behaviour.
Reflection reduces the inconsistency between what the client feels, words and behaviour. It has the
potential of increasing congruence and genuineness.
Confrontation
Bringing the client face-to-face with his or her denials, discrepancies between feelings and behaviour, or
unpleasant realities is confrontation. Many of the people with disability do not accept their strengths and
assets. Confrontation help them to recognise positive aspects of themselves. Its purpose is not to attack
but to push the client toward self-awareness and change within a supportive atmosphere. It is a risky
technique when used improperly or to excess. Confrontation is a device that must be used sparingly and
within a supportive atmosphere.
Interpretation
It involves the human service worker in a process of placing the client’s communication and behaviour in a
broader framework. It is an attempt which makes the client to see his or her behaviour from a different
perspective. Effective interpretation results in new self-understanding for the client, which may help the
client see underlying motivations for specific behaviours.
Non-verbal communication
Non-verbal behaviour is another significant aspect of communication. People can communicate to others
without the need for spoken dialogue. Sensitivity to your own and others’ non-verbal communication can
facilitate the development of effective helping skills. Person that is not having a clear knowledge of nonverbal communication may transmit incomplete or even discrepant messages.
Some forms of non-verbal communication are:
➢ The clenched hand with thumb up in the air or pointing down to indicate that things are good or bad,
is a case in point.
➢ Arms spread wide and extended towards a person may represent an invitation to closeness.
➢ The arm stretched toward a person with the palm upraised may indicate that the other person should
stop or stay distant.
Posture and body movement may communicate feelings that cannot be expressed verbally, perhaps even
things a person is not consciously aware of.
➢ A slouching posture may indicate depression, hopelessness, or lack of interest on the part of a client.
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➢ The counsellor who sits leaning slightly towards the client communicates interest.
➢ The client who sits stiffly and rigidly may be unaware of his or her own tension and discomfort, but the
observant counsellor still can ‘hear’ the communication and respond to it.
➢ Squirming, tapping fingers, wringing hands, pacing, and rocking the body are all behaviours that carry
messages about the feelings and attitudes of clients and counsellors.
The face is one of the most expressive body parts.
People communicate joy, concern, fear, anxiety, anger, and depression through facial movement. Smiles,
frowns, widened eyes, a dropped jaw, narrowed eyes, tears, and slack features all contain messages that
must be heard and reflected, perhaps confronted and interpreted.
Figure 2.1.1: Facial expressions
Non-verbal communication has both negative and positive influence on and from personal relationships.
All people are aware of their own and others’ non-verbal messages and awareness of non-verbal
communication increases, personal relationship skills are enhanced.
2.2 Identify a range of learning strategies and opportunities to address the person’s
goals
Individuals have different learning styles and specific learning approaches. Learning strategies are used to
motivate, support and encourage people with disabilities to develop new skills in their life. It is very
important for the people with disabilities to achieve their goals step by step by following several learning
strategies. Disability support worker make the use of the learning and teaching strategies to help an
individual to think that how a situation should be handled. Purpose of learning strategies to make the
people with a disability confident in decision-making.
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Learning strategies
Figure 2.2.1: Learning styles
Educators and trainers should consider on the different approaches of learning and of what seems to work
best with different learners. Learner styles include preferences for:
Visual:
➢ Pictures
➢ Images
➢ Spatial understanding
Aural:
➢ Sound
➢ Music
Verbal:
➢ Spoken
➢ Written words
Physical:
➢ Use of body and hands
➢ Sense of touch
Logical:
➢ Logic and reasoning with the use of numbers
Social:
➢ Learning with other people
➢ Group-based learning
Solitary:
➢ Working alone
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➢ Individualised study
Teaching strategies
Identification of the preferred learning styles is very important to decide the learning strategies to meet
the person’s goals. Disability support worker decide the teaching strategy according to the need of an
individual. Accurate teaching strategy makes the learning easy for both client and disability support worker.
Figure 2.2.2: Teaching strategies
The following is a range of teaching strategies and opportunities to address person’s goals:
Role Modelling
When a learner is influenced by others because of their learning then this learning strategy is used.
Influence caused by others is subconscious and it depends on the quality of the relationship between the
model and the learner.
According to social role valorisation theory: Interpersonal identification and imitation by role modelling is
one of the most powerful method to teach and learn.
Role modelling needs to take place where the learning occurs naturally, such as:
➢ Learning to cook in one’s own home, not in segregated cooking program at an adult training and
support service
➢ Learning to restock shelves in a supermarket, not in a segregated workshop setting
Skills component mastery
It is a competence-based approach. Learning is based on the practical application of skills in real or
simulated situations. This learning strategy is evidence-based means newly acquired skills being determined
by the evidence the person provides to an assessor.
Demonstration
It is a mastery of skills where a trainer provides an explanation of a skill to be performed. Trainer shows
how the skill should be carried out and then explain the learner to practise the skill. Training of the learner
is supervised until the competence is clearly shown.
Drama and Play
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It is used in the acting out of scenarios and situations with the involvement of the observers. It provides an
opportunity for a debriefing session.
Peer-group learning
This learning strategy includes the learning programs that are designed to provide support from within a
learning group. Peer education and peer support approach focuses on people’s knowledge and skills gained
from lived experience. Peer-group learning strategy provides learning people with a disability. It is useful
for developing networks which continue to exist after formal learning has occurred.
Aim of Teaching Methodology
Teaching methodology should aim to:
➢ Use of person-centred approach for individualise learning
➢ Use of communication techniques for encouragement and motivation
➢ Use appropriate prompting with positive feedback
➢ Support positive role models
➢ Respond to different learning styles and strategies
➢ Treat the individual with dignity and respect
➢ In teaching methodology, apply and understand knowledge of disability
➢ Ensure a mix of delivery methods
➢ Break down practical skills into manageable parts
If the learner is dealing with children, it is important to involve and collaborate with family members and
relevant professionals to develop an agreed understanding about:
➢ Learning goals
➢ Learning styles, preferences and strategies
➢ Expected behaviour
➢ Communication requirements by teachers and the learner
➢ Individual strengths and existing skills
Collaboration with the family members and relevant professionals means that all the parties agree with the
goals and that they are achievable and measurable. They also have a review date of these goals.
2.3 Develop formal ongoing skills development activities using a person-centred
approach and, where appropriate, in conjunction with other relevant personnel
Development and implementation of person-centred approach deals with the knowledge and skills based
on a strengths-based approach. It develops and determines goals, learning and teaching strategies in the
form of a support plan which is implemented according to it. Formal development can occur through several
learning programs such as:
➢ Training courses
➢ Meetings
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➢ Learning and teaching strategies
Figure 3.1.1: Person-centred approach
Social activities
People with a disability living in the community face isolation and loneliness. Discrimination in the society
limited the social networks of the individual which results in low self-esteem and low confidence. It stops
them to make decisions of their own choices. Disability support worker should engage the people with a
disability in the programmes or activities which provide acknowledgement to their choices and decisionmaking. It can be done by:
➢ Promote social interaction: It plays key role in the process of identity development.
➢ Friendships
➢ Peer relationships
These activities assist in social development of the people with a disability and in establishing norms of
behaviour, while providing a sounding board for exploring values and aspirations.
Decision-making activities
People with a disability have ‘lack of voice’ and they cannot acknowledge their own choices. Disability
support worker needs to build up trust with the client. Personal care worker should assist them to make
good decisions starting from small level to big level activities which will build their skills and level of
decision-making about their futures.
Risk taking activities
Risk taking activities are associated with the development of independence without the benefit of
protection from family, friends and other relevant people. It can help to make their own choices specially
in young people.
Disability support worker should provide support to an individual to make informed decisions and need to
be able to learn from their mistakes.
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Activities to reduce barriers
Indulge people with a disability in the activities that will reduce the stereotypes attached to them. This will
help them in gaining skill development and they can learn new skill with confidence and faith in themselves
Provide ‘technical assistance’
Technical assistance may also be required to enable children, young people and adults with disability to
interact with others away from the mediation of family and/or paid staff and to attain membership rather
than remain peripheral attenders.
Move towards independence in social, economic and cultural participation, in daily living and
home
Each person (with and without disability) is unique cannot be used as a justification to leave people with
disability as dependent clients. Arrange social, economic and cultural activities for them to give them equal
importance in the society like other have in the community.
Encourage the use of more independent, less restrictive models of service provision
To be available for people with high support needs, reasonable and necessary support will have to be able
to be deployed flexibly to compliment informal support provided by family and friends.
Offering or arranging practical assistance
Offering or arranging practical help can support clients to move to the next stage of making decisions and
setting goals for themselves. It is important not to overlook practical matters. Attention to practical matters,
such as cost of equipment or transport, can ensure that they are able to access programs and resources
more easily and increase the chance of their success
Encouraging dependency can disempower people, prolong intervention and set up failure.
Shifting the focus of your support from problem solving to solution building will support and encourage
clients. Focusing on the clients’ strengths and what is working in their situation empowers them to create
more positively.
2.4 Document ongoing skills development in the person’s individualised plan
The person’s support plan for ongoing skills development in the person’s individualised plan should be
documented according to the policies and procedures of the organisation. Recording of the information
related to the client should be based on the individual’s goals for the plan. Maintenance of the records
demonstrate achievements through the plan. It will assist with future monitoring and review meetings,
which will include all team members with an individual with a disability.
Suggestions on documentation of the support plan include:
➢ Entering regular data on assessments of performance of tasks involving knowledge and skills
➢ Ensuring that the individual and staff involved in the skills development plan have ready access to the
plan
➢ Providing comments on achievements and difficulties being experienced
➢ Registering any information that relates to a review of goals and the strategies being used
➢ Ensuring that the documented plan is used at review sessions
➢ Register any information which relates to a review of goals and strategies
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➢ Involves the client with self-evaluations of performance
➢ Ensure that the documented plan is used at review sessions d.
➢ Making sure that the documented plan should be central to a regular process
Steps to follow in documentation
Figure 2.4.1: Plan documentation
Documenting the Plan:
Its focus is on what the person aspires to in life and what other people think who relate to the individual.
Its concerns itself what is important to the person, what needs to change, and the person’s goals and
aspirations.
Such a plan includes a One Page Profile and an Action Plan. Together they provide:
➢ A great description of how the person wants to live their day-to-day life both now and in the future;
➢ What that person’s goals, aspirations, desires and even dreams are;
➢ What is working and what isn’t working or is absent from their life;
➢ Who will assist them, what they will do, how they will do it and by when
The One Page Profile:
Building a One-Page Profile of the person with a disability by the disability support worker is the starting
point. It involves the:
➢ Person with a disability and his/her supporters
➢ Capacities and strengths of the individual
➢ Person’s attributes and abilities rather than deficits
It is essential to guiding the person in overcoming barriers to social inclusion, choice and control, selfdetermination and community participation.
The crucial part of one-page profile is to highlight what is working and what is not working for the person
with a disability and needs to be changed.
The Action Plan:
The One-Page Profile is then turned into a plan of action focused on:
➢ What is working and needs to remain the same or be enhanced
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➢ What is not working and needs to change and needs to be created
➢ Identifies potential services
➢ The goals, objectives and aspirations of the person with a disability
Personal Situation Support Plan:
In psychosocial disability, the path to recovery for a person can arise from a psychiatric disability is known
as ‘non-linear’. The person will usually be able to identify what additional supports they need and when
they need it in this condition.
It aims to prevent health and wellness issues from arising.
Significant Events:
Health and wellness issues should be identified and listed along with any physical or psychological issues
that could increase or give rise to a person’s vulnerability to them.
What has worked previously:
This involves a listing of the skills that the person has previously used during the lead-up to any similar
events and what has worked or not worked. The strategies and the learning from them need to be
identified to enable appropriate supports to be provided.
Supports for personal situation response:
Based on the knowledge of the person and their family and supporters this involves a description of the
supports required during periods of personal situation and problem resolution.
Back-up Supports/Protocols:
This includes a listing of the services or persons should be contacted in the event of a personal situation for
the person. They could be specific family members, friends, neighbours, service providers etc. Advice
should be provided about what has been learned by from previous personal situations experienced by the
person.
Any Specific Recommendations:
This includes information for any additional support or service persons that may be required as such
persons may have had no previous contact with the person.
Review, Reflection and Revision:
This is an essential component. It includes:
➢ What has been learned
➢ What strategies and agreed actions aren’t working out
➢ What needs to be reconsidered
➢ What is causing the failings to achieve the changes
➢ What should have been done better
Updating of a ‘person-centred plan’ can be done whenever is needed due to changes in the situation and
circumstances of the individual. Such revision then feeds back into ‘on-going Learning, Review and
Reflection’.
Privacy and Confidentiality:
There should be clear rules about who can access the ‘person-centred plan’. It must not be copied or
distributed in any way to specifically identified persons or organisations. The reasons for that need to be
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established and agreed with the individual. In some circumstances however, the law may permit certain
disclosures and sharing of information.
Figure 2.4.2: Privacy and confidentiality
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Self-check assessment
Question 1: What is the significance of ‘role modelling’ and ‘drama and play’ in addressing person’s goals?
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Question 2: Mention five learning strategies used to address the goal of a person with a disability.
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Question 3: Explain ‘one-page profile’ in documentation.
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Chapter 3: Implement person-centred, ongoing skills
development strategies
‘Person-centred’ planning and approaches ensures that the people with a disability are placed at the centre
of the decisions of the disability support worker and the organisation which relate to their life. It involves
listening, thinking together, coaching, sharing ideas and seeking feedback. Person with a disability is
supported in the person-centred planning even if the personal goals evolve and change.
Implementation of the ongoing skills development strategies with person-centred planning focus to
motivate and empower people with a disability. Employing ongoing skills development strategies helps and
support people with disabilities to reach their goals and to make decision of their life. They support the
individual to make their own choices by building self-confidence in them.
Figure 3.1: Implementation of person-centred plan
3.1 Work with the person to implement ongoing skills development strategies in a
manner that is respectful, motivating and empowering
To implement ongoing skills learning and maintenance strategies while working with the person with a
disability needs respect, empowerment and motivation. It focuses on teaching and learning strategies.
There should be a respect for their client and their personal goals. If there is any difficulty coming in the
way of the disability support worker in implementing ongoing skills development strategies, then the
worker should consult or discuss the problem with their supervisor. Here are the some of the strategies for
empowering and motivating people with a disability.
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Figure 3.1.1: Ongoing skills development strategies
Establishing rapport
There should be an establishment or building of a good working relationship with the person with disability
within the boundaries of your role. There must be a support and acknowledgement of the interests,
experiences and sensitivities of the people with disabilities from the side of the disability support worker.
Disability support worker can make client feel important by using effective listening skills, showing interest
and providing positive feedback on their achievements for building their rapport in front of the client.
Showing enthusiasm
Disability support worker show his or her enthusiastic behaviour at work when working with people having
disability. Enthusiasm could be shown in the form of body language and choice of words which indicates
your own motivation. It will become reciprocal and self-perpetuating when encountering an individual.
Being positive and showing encouragement
Positive feedback on performance and encouragement on achievements of the people with disability must
be important for disability support worker. Also, provide positive comments or appreciate an effort being
made by client to achieve goals. People with a disability often lack self-esteem. Positive feedback and
encouragement are the key components to build up the self-esteem in the people with disabilities. It should
be given by the disability support worker to the clients.
Teaching and learning methodologies
Various teaching and learning methodologies as discussed above enhance self-esteem and empowerment
based on different learning styles in people with a disability. There may be involvement of facilitator of
learning with several approaches, which may include:
➢ Required skills with individuals and groups with clear instructions.
➢ Skill demonstration and then its application to set tasks.
➢ Use of different communication strategies like video, audio and presentation slides.
➢ Use of words, video and audio for computer-based online learning.
➢ Asking questions and seeking answers.
➢ Instructions to be given in the places where learning needs to be applied, or in simulated
environments.
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➢ Individual based, small and large group tasks learning.
Good planning skills
Good planning requires you to be able to research all the relevant information about the client and available
options and resources open to the client in their circumstances.
The next requirement is to be able to identify all the tasks that need to be completed, who needs to
complete those tasks and the timelines in which they need to be completed. Good planning then requires
the ability to set goals that the client will commit to, agreed steps to reach those goals and clear indicators
for the client to know when the goals have been achieved.
Being flexible and prepared to adjust learning plans
To facilitate empowerment in people with a disability progress of the disability support worker must be
supported. Disability support worker should help or support them to adjust learning goals as per
requirement. Motivation and empowerment is based on success and progress. If the client is too ambitious,
always be supportive and prepared to set new goals with the individual which may require adjustments in
the given time or by making the use of the smaller steps which can be measured at regular intervals to
indicate progress.
Other strategies for motivating, supporting and encouraging the client
One of the major requirements of support workers are employing strategies to motivate, support and
encourage clients. This can be challenging, in the case when clients are feeling depressed and lack selfesteem.
There are several ways to support clients who need to be motivated, to make decisions for themselves, and
to have the confidence to act on those decisions
You can encourage clients by:
➢ Asking them how they think a situation should be handled, rather than telling them how to handle it
➢ Assisting them to think of options based on prior success in their individual situation, rather than
options based on theory
➢ Assisting them to select an option rather than telling them which one to choose.
You can support clients in this process by:
➢ Encouraging them to reach a decision
➢ Emphasising that they have reached a decision and now they need to act on it
➢ Affirming their ability to make decisions and develop steps to reach their goals.
3.2 Inform and support colleagues and relevant others to implement personcentred ongoing skills development in line with the person’s individualised plan
Role of disability support worker, other colleagues, family and friends have great importance in the life of
the individual to learn new things and to develop ongoing skills. Disability support worker should always
keep other people informed about the present status of the client who are attached to the individual in any
way. Continuous flow of information in between the clients, their family and friends and other colleagues
will do not cause a break in the ongoing learning process of the individual which is very important in the
case of the disability.
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Make the use of Strength-based approach
Strength-based is an approach in which one can view options to motivate and empower to know more
about people with a disability. It becomes the duty of the disability support worker to inform other
colleagues, family and friends relate to the people with a disability to implement person-centred ongoing
skills development with strength based approach in line with the person’s individualised plan.
Figure 3.2.1: Strength-based approach
Options included in strength-based approach should:
➢ Support or enhance the individual to make their own choices
➢ Help and support people with a disability to identify and mobilise their strengths and capacities.
➢ Provide resources to the individual according to their need
➢ Support and help the individual to get empowerment
Inform other colleagues, family and friends and relevant others to implement person-centred
plan and ongoing skills development strategies by:
Meetings
Staff meetings:
Meeting with other colleagues and staff team are having an important function to share information on all
aspects of the centre-based disability’s service. Meetings can be used as a forum to discuss ideas or issues
related to the people with a disability.
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Figure 3.2.2: Meeting
Disability support worker discuss the importance of implementing of the ongoing skills development
strategies and the strategies which are already going with the individual to other people such as colleagues,
staff team and supervisor with medical practitioner which relate to the individual. Staff meetings consists
of:
➢ The agenda
➢ The outcome
➢ The strategies, policies
➢ Procedures
➢ Members who will attend the meeting
Meetings with family and friends:
Family and friends relate to the individual also be informed about the importance of the implementation
of the ongoing skills development strategies. They will be informed for the progress being made by the
individual on the person-centred skills development or maintenance plans. It should be told to them so that
they can also enhance the individual to develop and grow their ongoing skills.
Disability support worker should provide guidance to the family and friends to how to implement the
learning strategies in a consistent way and give them detailed information of the strategies implemented
by the staff team for an individual.
Brainstorming:
It is the process of generation of ideas with other people relate to the person with a disability to solve an
issue or any problem. It is a non-judgmental explosion of ideas, concepts, policies, decision and strategies
which is being discussed with the colleagues, family or friends and relevant others in the person-centred
ongoing skills development and maintenance plans.
Identify additional support and resource requirements:
In the meetings, focus is given on the identification of the additional support and resource requirements
which can make the life of the person with a disability easy. These resources and equipment can vary
according to the need of the person. They are helpful in learning new strategies and skills. Person who need
the equipment and who is already making the use of it, all information should be shared with the colleagues
and the other people by the disability support worker.
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3.3 Access and utilise equipment and resources as required to facilitate the learning
process
Assistive technology in the field of education is any device which helps the people with disabilities in the
learning processes and other activities. It can range from ‘high tech’ technology, for example, electronic
devices, hearing aids or power wheelchairs, to ‘low tech’ devices such as pencil grips, some supportive seats
or an alphabet boards. It supports people with disabilities with diverse learning needs by:
Delivering information to them according to their needs
Changing the method of interaction with their environment
Providing more accessible equipment and resources which can make their life easy and they can easily
express themselves
To effectively facilitate the learning of people you may find clients require adaptive equipment or
technology to assist with their skills development. Alternately, they may require extra resources or support
to assist them to access learning opportunities that are already available to the general population.
To identify and access the resources for the client
➢ Understand your client’s abilities and disabilities
➢ Be familiar with all aspects of their skill development or maintenance plan
➢ Understand current resources and technology and how these can assist your client
➢ Know how and where to access these resources and equipment for your client
Equipment and resources to facilitate the learning process
➢ Communication devices:
Electronic communication device, communication board, spelling board
Figure 3.3.1: Spelling Board
➢ Fine motor skill assistance:
Note taker or page turner, nutrition and hydration support, ventilator, voice activated computer,
continence aids.
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Figure 3.3.2: Page turner
➢ Mobility devices:
Wheelchair, walking frames, slide boards, hoist, special taxi
Figure 3.3.3: Wheelchair
Equipment and resources for people with Sensory or an Intellectual Disability
➢ Vision Impairment:
Braille, talking books, large-print books, adaptive devices such as talking clocks
Figure 3.3.4: Braille
➢ Hearing Impairment:
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Hearing aids, Auslan, TTY, interpreter, note-taker or scribe
Figure 3.3.5: Hearing Aid
➢ Intellectual Disability:
Language and literacy support, teacher’s aid in the classroom, problem-solving assistance, assistance
with life skills.
Figure 3.3.6: Teacher’s assistance
For example; equipment and resources for the students with disabilities:
➢ Provision of information or course materials in accessible format, e.g. A text book in in braille for
student with visual disability
➢ Changes in teaching practices, such as Wearing an FM microphone to enable a student to hear lectures
➢ Supply of specialized equipment or services, for example, A notetaker for a student who cannot write
➢ Changes in lecture schedules and arrangements, e.g. Relocating classes to an accessible venue
➢ Changes to course design, e.g. Substituting an assessment task
➢ Modifications to physical environment, e.g. Installing lever taps, building ramps, installing a lift
➢ Modifications to computer equipment in the library
3.4 Document outcomes in the person’s individualised plan
Disability support worker help people with a disability to access work opportunities, by promoting relevant
knowledge, skills and attitudes. Desirable outcomes in the skill development plan focused by the disability
support worker and the organisation in the person’s individualised plan are:
➢ Youth and adults with disabilities have access to a range of training opportunities and acquire
marketable skills, decent work (waged employment or self-employment) and income.
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➢ Girls and women with disabilities have equal opportunities for skills development with boys and men.
➢ Mainstream providers of vocational and skills training have policies and practices that ensure people
with disabilities have access to the training provided.
➢ People with disabilities have access to support services -vocational guidance, placement services,
assistive devices and adapted equipment.
➢ People with disabilities have access to advanced skills development opportunities required to progress
in their work.
Types of outcome
Long Term Outcome:
This is what the person aspires to achieve within a 12-month period or beyond as noted in the One-Page
Profile.
Long Range Outcome:
Where the Person is at now in terms of achieving/reaching the circumstances are, how he/she wants things
changed and how he/she can be assisted with others to do that.
This is about what needs to do, who is going to do it, how they are going to do it and by when. It is about
the tasks needed to be taken to assist and support the person to attain his/her Long-Range Outcome. It can
identify small steps and short term goals to build confidence and provide positive feedback.
For completing documentation and reporting, disability support worker must comply with organisation
policies and procedures:
Compliance with Organisation’s reporting requirements
Figure 3.4.1: Document outcomes
Reporting of every organisation must comply with its policies and procedures and it should be followed by
the disability support worker. Reports can be:
➢ Verbal
➢ Written
➢ Telephonic conversations
➢ Face-to-face meetings
Written reports include progress reports, case notes, hazard and incident reports, and support plans. It
normally includes the following areas:
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Behaviours of concern
➢ Agitation
➢ Aggression
➢ Withdrawal
➢ Confusion
➢ Emotional distress
➢ Disinhibition
➢ Self-mutilation
➢ Substance abuse
➢ Sleeplessness
➢ Depression
➢ Disorientation
➢ Impulsivity
➢ Eating problems
Situations of risk or potential risk, including:
➢ Evidence of self-neglect
➢ Evidence of self-harm
➢ Evidence of abuse
➢ Behaviours of concern
➢ Impaired judgement and problem-solving abilities
➢ Impaired cognitive functioning
➢ Sudden or unexpected change in health status
➢ Environmental hazards
➢ Slippery or uneven floor surfaces
➢ Physical obstructions
➢ Poor home maintenance
➢ Poor or inappropriate lighting
➢ Inadequate heating and cooling devices
➢ Inadequate security
➢ Infringements of social rights
Disability support worker should provide written report to the supervisor according to the given policies
and procedures of the organisation after the risk and harm can be identified.
In written report, disability support worker should take the note of the given suggestions:
➢ Briefly list the nature of the risk factor and the facts of the incident in the order they have given
➢ The facts given in the report should be accurate and highlights what, when, why and how the incident
occurred
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➢ Be objective and concentrate on the facts – particularly on what you see and hear
➢ Make sure that you must use correct terms and terminology to describe the hazard or what happened
Completing documents according to organisational policy and procedures
Documentation and reporting should be completed in the given time frame and according to the standards
expected in the workplace. Reports should be clear, accurate and relevant. They are required for the
following reasons:
➢ Reports are helpful to share knowledge on strategies with other colleagues to meet the needs and
requirements of the clients.
➢ Report avoid communication breakdowns: It stops the duplication of effort and unnecessary delays in
support being provided.
➢ Reports produce records for accountability purposes.
➢ Reports demonstrate to funding authorities that the support is provided in accordance with the funding
conditions.
File Documentation
You should ensure that clients have a copy of their own individualised plan. All documentation should be
recorded and stored in ways that are accessible to the person about whom the records are made.
The maintenance of all required documentation is the responsibility of your organisation in terms of filing,
storage and retrieval. Client records are working documents that must be accessible to all authorised staff
for the support of clients and should adhere to all privacy requirements. This includes:
➢ Policies and procedures in relation to release of information by telephone, faxing of clinical information
or the use of email
➢ Specifying procedures and individuals who are entitled to access client records
Helpful suggestions for filing systems include:
➢ Establishing a set order of filing forms in the client’s record to facilitate the location and retrieval of
information
➢ Using dividers to help file and locate specific forms/charts within the record
➢ Culling bulky active records on a regular basis in accordance with procedures on the disposal of
documents
Such a review should take place annually and not just when somehow it becomes apparent that a review is
needed.
An outcome-focused review is about a person’s ‘personal goals and aspirations’. It looks at what was meant
to be achieved and what exactly was achieved to improve the life, situation and circumstances of the person
with a disability. Errors, omissions and inadequacies can be addressed during the annual outcome-focused
review and rectified.
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Self-check assessment
Question 1: Explain the importance of strength-based approach in the person-centred skills development
planning.
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Question 2: Kylie has lost confidence and self-esteem and is not able to make decisions by their own choice.
Mention three strategies that you will use to motivate and empower Kylie.
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Question 3: Discuss the significance of ongoing skills development/maintenance plans for people with a
disability.
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Chapter 4: Evaluate skills development and review
plan
This chapter will provide the opportunity for the disability support worker to learn the requirements for
implementing skill development and maintenance plans.
It will focus on:
➢ How skill development and maintenance plans are developed and written
➢ Common training methods
➢ Strategies for organising resources to support the learning
➢ Appropriate methods of giving feedback
➢ Suggestions for changing the skill development or maintenance plans
➢ Techniques for monitoring and recording learning outcomes against skill development and
maintenance plans.
Many organisations use formal processes which are planned and documented to assist people with
disabilities to develop and maintain skills. These organisations do not rely on incidental or naturally
occurring teaching.
Individual skill development or maintenance plans may vary from State to State and organisation to
organisation. Some formats may be dictated by legislation and others may be chosen by the organisation.
All plans should:
➢ Focus on enabling the person with the disability to access a range of opportunities
➢ Provide support to fully develop the skills and interests of the person
➢ Be based on the person’s interests and strengths
➢ Encourage participation in day-to-day settings
➢ Specify objectives
➢ Identify strategies to meet the objectives
➢ Identify individuals responsible for implementation.
Plans are best developed in consultation with the person with the disability, their carers, and support
staff.
4.1 Monitor the person’s development and provide feedback to the person and/or
carer and/or relevant other regarding progress towards objectives and goals
Monitoring of the person’s development and progress in terms of their skills development and maintenance
plan and to provide feedback to the person and/or carer and/or their advocate regarding progress towards
achieving learning objectives is very important. Feedback to the person should be consistent in all the
aspects according to the individualised plan. Disability support worker should have the dignity and respect
for the client’s rights and needs. Review of the person’s development and feedback should be given
according to the organisation’s policies and procedures and on the model(s) used. Feedback on the progress
report of the client must be given to the supervisor also about any change in your client’s. It likely effects
on their skills development and maintenance. Monitoring is of two types:
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Formal Monitoring:
It is a prescribed process to follow given by the organisation. Expected performance criteria need to be
followed in formal monitoring. An assessment tool will be developed for planned assessment of an
individual.
Informal Monitoring:
This method occurs more often in which assessment is done through observation and feedback is provided
on daily-routine progress.
Monitoring and feedback must be consultative with the relevant others, as determined your client or their
guardians.
Approach used in the assessment of learning ability may include the people, for example:
➢ Carers
➢ Colleagues
➢ Development officers
➢ Teachers
➢ Disability support workers
➢ Educational psychologists
➢ Employment officers
➢ Family and other relatives
➢ Friends
➢ Occupational therapists
➢ Outreach workers
➢ Programming staff
➢ Supervisor Figure 4.1.1: Informal Monitoring
➢ Technicians
➢ Advocate(s)
➢ Behavioural consultants (for acquired brain injury)
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Figure 4.1.2: Informal monitoring
Program support group (PSG) used in Victorian schools dealing with children with a disability have a
collaboration partnership between the parent/guardian/carer, the student with a disability and the school.
PSG meets on a regular basis to review areas including:
➢ Student strengths, skills, preferences and abilities
➢ Preferred learning styles and those that need strengthening
➢ Layout and location of facilities and equipment requirements
➢ Progress towards achieving short and long-term goals
➢ Priorities that build on and extend the strengths of the student
To ensure that all the goals are being achieved and all parties agree with learning strategies, regular
monitoring should be done. It also deals with any behavioural and communication difficulties. Outcomes
must be recorded based on the progress review. It focuses on identifying opportunities to maintain and
enhance skills in an ongoing way. Quality improvements also include the review from the stakeholders,
clients, team members and significant others such as family and friends.
How can learning outcomes be monitored and recorded?
Workplaces which develop and implement formal skill development or maintenance plans usually have a
requirement that learning outcomes related to these plans are recorded and monitored. This is important,
as it ensures that plans are implemented and monitored for their effectiveness.
The plan will require the outcome of each training session to be recorded. These vary in format. In each
case, the outcome should relate to the specific step or steps of the skill being taught so that it is clear when
the person can move on to the next step as identified in the plan. In most cases, criteria will have been
specified to make this judgement more objective.
Plans are often monitored through regular reviews of the information provided by workers implementing
the plan, and through discussion with those people. Usually the person dealing with the individual and make
an implementation of the plan will also be responsible for its monitoring. Decisions about future
implementation of the current plan and decisions about future skills are based on the monitoring process.
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Why is feedback important during skill development or maintenance programs?
Most people learn better, and maintain their motivation to continue learning, when they receive positive
feedback about their attempts and feel that their effort has been appreciated. If people receive little or no
feedback, or if they are criticised for what they get wrong rather than praised for what they get right, they
may become dispirited and unwilling to continue. People with disabilities are not different in this respect,
and will benefit from positive encouragement.
Figure 4.1.3: Feedback
How is feedback given?
It is important that the feedback given is specific, immediate, enthusiastic and regular. Feedback should
identify to the person with a disability the good things they have done. This can assist the person to learn
by highlighting the consequences or significance of their actions. If the person has been unable to
successfully complete a task independently, the worker should provide whatever assistance they require,
so, they can experience success rather than failure. Many formal skill development or maintenance plans
will specify what type of feedback should be given and how. Often this involves:
1. Specific task feedback
2. General positive comments
3. Any assistance necessary to complete the task.
4.2 Evaluate effectiveness of ongoing skills development using the person’s records
and update plan to meet changing needs of the person
Sometimes, the skill development or maintenance plan is not appropriate to the needs of the person at a
specific time. That could be because:
➢ The plan is too difficult –
The skill is not achievable for the person at the time, or the steps identified are too complex
➢ The plan is too easy –
The person already has the skill, or the steps are too small for the person’s level of progress
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➢ The training methods –
Strategies specified in the plan do not suit the person’s preferred learning style
If any of these occur, it is important that the plan is changed to suit the person’s current abilities, learning
pace and style.
How Individual Person-Centred Plans Could Drive Change
High quality person-centred plans being developed if the guidelines are properly and fully implemented.
The information contained in such plans is highly ‘personal’. The aggregation, analysis and review of the
information can help inform strategic planning and development with Disability Care Australia’s decisionmaking about funding new services or continuing to fund some existing services.
Person-centred plans can provide a wealth of information to Disability Care Australia and an easy and ready
means to:
➢ Listen to what programmes participants are saying that is important for people with a disability
➢ What is working and not working
➢ What needs to change
➢ What their major unmet goals and objectives
➢ What strategies have worked for them and what haven’t
➢ What collectively is ‘best practice’ and what is ‘bad practice’;
➢ What the participants personally want and need now and don’t currently have access to
➢ Where gaps are and new innovative approaches are required.
This could be done by any analysts and reviewers/evaluators engaged by the Agency or Disability Care
Australia including by bringing together the people with a disability and people relate to them in the centre.
It should also focus on:
➢ How well the Guidelines were implemented?
➢ The quality of the person-centred plan created?
➢ An outcome-focused review of each person’s/participant’s person-centred plan?
➢ How individual person-centred plans can drive more strategic/systemic change
Person-Centred Planning is having a planning process that can evaluate effectiveness of ongoing skills
development by:
➢ What the person with a disability captures (i.e. the goals/aspirations/dreams of the Focus person)
➢ How person with a disability can identify what needs to change in their lives and what is important to
them and for them
➢ Agreement about what assistance and support people can receive or hope to receive from their
supporters and the actions to be taken
➢ Taking the feedback from the families and friends, other colleagues about the ongoing progress of
learning of the person with a disability
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How are changes made to the plan?
The workplace selects a specific disability support worker to take overall responsibility for the
implementation of the plan. It is important that any suggestions for changes are noted and brought to the
attention of the responsible worker, either verbally or in writing.
Evaluation and Testing Framework is meant to be about the Guidelines. It could be simply ‘internal’
(focussing mainly on customer satisfaction) and ‘external’ (focussing on what a funding body may need).
The evaluation and testing framework however, focuses primarily on ‘personal goals and their
achievement’ and ‘policy goals’ of the Person-Centred Planning. Recovery is limited if any difference
between their principles and values and hence policy goals.
The approach taken seeks to look at questions such as:
➢ Were the Guidelines appropriately and properly implemented by the Disability Care Australia
➢ The quality of the plans produced
➢ The outcomes for the ‘Focus’ person over a reasonable and measurable time period
➢ The contribution if any of the person-centred plans developed and implemented to the Disability Care
Australia’s strategic, service planning and development goals.
How Well Were the Guidelines Implemented?
This comes down to the quality, skills, training, commitment, knowledge of the facilitators engaged which
is responsible for facilitating Plans. It also comes down to the centred person and his/her supporters. It
also focuses on commitment to develop a high quality person-centred plan, and consistently monitor its
implementation and review it.
Effective Evaluation
Any evaluation needs to start with an assessment and review of the disability support worker. This could
be done by a well experienced and knowledgeable person in the person-centred planning.
A quality person-centred plan and its implementation will give effect to the principles/values/beliefs
encompassed by the person-centred and ongoing skills development and maintenance planning
approaches. In evaluating the quality of the planning process, the questions to be asked are:
The One-Page Profile: Does the One Page Profile clearly document:
➢ How well the Focus person’s skills/abilities, capacities, qualities, achievements are recognised and
documented?
➢ What is important to and for the Focus person is made clear?
➢ How best to support and assist the Focus person is discussed and agreed?
➢ The Focus person’s living arrangements, situation and circumstances is made clear?
➢ What formal and informal support and assistance that the Focus person receives/uses is stated?
The Action Plan: Does the Action Plan make clear
➢ The major goals and aspirations of the Focus person
➢ Where the Focus person is at now in terms of achieving their goals and aspirations?
➢ The actions steps to be taken, by whom, how and by when are set out?
➢ What supports and assistance through Disability Care Australia is required?
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The Personal Situation Support Plan: Does this Plan clearly summarise:
➢ Any past and significant health, wellness, physical, psychosocial experiences
➢ How the Focus person has previously responded/reacted
➢ Strategies/techniques/approaches to be used if a similar or possibly new event appears
➢ What actions would then be taken if that happens and by whom is made clear?
➢ Any specific recommendations and information that may be essential for the individual
The Supporters:
People with a disability and their relatives must be the right persons to do this is essential. Each supporter
wants to provide support and assistance and improve the Focus person’s life, situation and circumstances.
Review, Reflection and Revision
It is an on-going process which results as of the change to the individual’s situation and circumstances. A
major transition period for them, strategies and agreed actions to be taken, changes in support people etc.
or because of the results of an annual outcome-focussed review of the person-centred plan. The lessons
learned, what worked or didn’t work, what could or should have been done and how are essential to
capture and document. The updating/amending/adjusting a person-centred plan can be done at any time
and feeds back into the ‘on-going learning, review and reflection’ in the planning process.
4.3 Identify opportunities for ongoing skill development
Opportunities like life skills, vocational skills, business skills and personal skills are needed to be identified
for ongoing skill development. These opportunities reflect the learning strategies used by people with a
disability to make their own choices for their life and some of the people even use these opportunities to
get empowerment. They are also helpful for the people with a disability to do daily-routine activities by
themselves.
Figure 4.3.1: Organisation needs and individual interests for ongoing skill development
Here are the given opportunities which are identified for ongoing skill development:
Maintenance plans
The plans which have objectives that are set to give people the opportunity to use skills they have already
developed, rather than to teach them new skills.
They usually specify what opportunities should be given to the person, e.g. the opportunity to walk to the
local shop to make a simple purchase when the person has developed the skills to do this.
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Skill development plans
They consist of objectives that relate to specific skills which the person wants to learn. More formal training
methods are often required if the person needs to learn a complex or new skill.
There are four common types of training methods:
➢ Degrees and types of assistance
➢ Chaining
➢ Shaping
➢ Discrimination learning.
Before a training method is implemented, the skill may need to be broken down into a smaller number of
components. This is most often referred to as a task analysis.
For example:
A person would like to learn how to make a cup of coffee, so a task analysis for making a cup of coffee in
their setting would be done. Likely components would include:
➢ Locating the cup, the jar of coffee, milk and sugar
➢ Turning the jug on filled with water
➢ Opening the jar and putting a teaspoon of coffee in the cup
➢ Turning the jug off when it starts boiling
➢ Pouring water into the cup to a specific level you want
Figure 4.3.2: People with a disability as coffee shop owners
Once a task analysis has been done, the next decision is how to teach the components of the skill by asking:
➢ Does the person learn best by being shown how to do something or by being told?
➢ How much practice does the person need to consolidate part of the skill before moving on to the next
step?
Degrees and type of assistance
It is a type of training method is used while teaching a new action to person with a disability.
The type of assistance to be given to the person, i.e. physical, verbal, gestured or modelled, and the degree
of assistance to be given at any point are specified in the plan. The plan will outline:
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➢ Steps for training, starting with the maximum assistance needed for the person to successfully
complete the task
➢ How to reduce assistance until the person is either doing the skill independently or is doing the skill to
the best of their ability.
Chaining
Chaining is used when a skill is made up of several steps which need to be taught and linked together so
that the person can complete the whole task. Many skills involve several parts which might be too difficult
for the person to learn all at once, so they are taught sequentially. Sometimes the person might be taught
the task components in the order they occur. This is called a forward chain. When the last part of the skill
is taught first, it is called a backward chain.
Forward chains: An example of a forward chain is teaching a person how to clean their teeth.
Phase 1
Take the top off the toothpaste dispenser and push the dispenser so that the required amount of paste is
applied to the toothbrush.
Phase 2
Turn the water on to wet the brush.
Phase 3
Brush in an up and down or circular motion over the teeth.
Phase 4
Turn the tap on and pour some water into a cup to rinse their mouth.
Phase 5
Turn the tap off.
Phase 6
Put the toothbrush back in the holder.
At each stage, the steps are completed for the person until they have learnt all the components and can do
the whole task independently.
Backward chains
A backward chain is similar, but it teaches the last step first as this is sometimes the easiest.
The last part of the task is the easiest, so assistance with all steps up to that stage may be required and the
person would then be encouraged to complete the task themselves. Gradually they would be taught to do
more and more of the chain until they can do the whole sequence.
Shaping
When direct assistance is inappropriate or not possible than shaping learning strategy is used. Using this
strategy requires reinforcement and encouragement of behaviours that are closest to the behaviour which
is required.
Discrimination learning
This training method can be specified when a person needs to learn how to match or choose between
several objects.
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Self-check assessment
Question 1: Define shaping and discrimination learning.
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Question 2: What do you understand by skill development plans? Write down the names of the four types
of training methods.
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Question 3: Differentiate between formal and informal monitoring.
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Activity: John is having a disability and he wants to learn to clean his teeth.
This activity is a class based activity. Explain how John will make the use of ‘chaining’ opportunity as in
the ongoing skill development.
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Chapter 5: Identify and implement incidental
learning opportunities to enhance skills development
Incidental learning opportunities takes place in the informal circumstances because of individual
experiences and interaction with others. Incidental learning is also known as ‘informal learning’. To enhance
skills development in the people with a disability the disability support worker should identify informal
opportunities.
Figure 5.1: Informal learning
5.1 Identify situations that can act as potential informal learning opportunities and
encourage learning
Informal learning is different from formal learning in many features, which is normally prescribed by others
in a facilitator or teaching role. Features of potential informal learning opportunities are that it:
➢ Is unplanned
➢ Has no predetermined learning objectives
➢ Provides an opportunity for interaction with others as a part of learning attitudes, knowledge and skills
➢ Mostly occurs naturally and in one’s community, in organisations such as workplaces and interest
groups
➢ Incorporates applied learning in everyday situations and issues.
Incidental learning provides an opportunity for people with a disability to build on the planned learning that
occurs as a part of a learning program. To develop informal learning, people with a disability needs to
provide a range of naturally occurring social experiences. In informal learning, people develop their
knowledge, skills and attitudes by conversing, explaining, negotiating, questioning and interacting in
naturally inclusive settings.
As a part of a teaching methodology, aspects of informal learning involve several individuals who meet as
a learning group. Team work which is based on problem-solving exercises that enhance interactions with
other people, create more effective learning than when individuals work alone. However, it is essential that
the learning should occur in an inclusive setting involving learners both with and without a disability.
Segregated learning is far less likely to be effective which involves learners based on their disability.
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Figure 5.1.1: Formal and informal learning
Examples:
➢ Person having intellectual disability, learns to travel by public transport to work with his friends when
they go to play cricket.
➢ Person who has vision impairment, has learnt to perform complex tasks because of the work experience
in an office.
It embraces activities such as:
➢ Reading
➢ Using computers or the internet
➢ Watching television
➢ Listening to the radio
➢ Visiting libraries
➢ Attending public lectures
➢ Volunteering
➢ Learning from family, friends and co-workers
➢ On-the-job learning
➢ Engaging in workplace mentoring
➢ Learning through trial and error
Encouraging learning
‘Experiential learning’ is used for the identifications of the opportunities for informal or incidental learning.
Experiential learning involves learners with a disability in critical thinking, problem solving and decision
making in contexts that are personally relevant to them. This may include:
➢ Workplaces
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➢ Group projects
➢ Social outings
➢ Community work
➢ Recreation, sporting and cultural involvement
Debriefing sessions are included in the experiential learning to reinforce what has been learnt. Providing
feedback and reflection is also included in this learning. It can also include discussion on how newly acquired
knowledge and skills can be applied to new situations.
Potential informal learning opportunities
➢ With 75% of workplace learning identified as ‘informal’, workforce development policies should include
this form of learning, with foundation skills of workers and the quality of informal skills transfer
considered
➢ Museums, libraries and volunteer organisations provide the learner with a plethora of opportunities
for informal learning. In some cases, this experience can be the stepping stone to formal qualifications
➢ Websites, blogs, social networking sites and other electronic media have a wide reach and facilitate
informal learning which might be the hook for the learner to pursue more formal tuition—but the
information may not always be reliable
Benefits of Incidental learning
➢ Older people make good candidates for informal learning as they prefer less structured training that
draws on their previous work and life experience
➢ The amount of training undertaken by small-to-medium businesses maybe underestimated due to the
informal nature of much learning in these enterprises
➢ Informal learning, which has no testing or accreditation processes, and is therefore less threatening,
can lead the disengaged learner back into education and training
➢ Informal learning can provide new migrants and refugees with important foundation skills to integrate
into their new communities, upon which further learning can be built
Difficulties in incidental learning
➢ The recognition of informal learning can avoid unnecessary training and provide portable qualifications.
However, recognising and assessing skills learnt unofficially is not easy and can be expensive
➢ A quandary: will recognising and measuring informal learning rob its essential ‘informal’ essence?
➢ We should only recognise informal learning if it is of high quality
5.2 Provide appropriate constructive advice to the person and/or family and/or
carer and/or relevant other as soon as possible in appropriate format
Feedback and advice to the person and/or carer and/or relevant other regarding progress towards
objectives and goals should be constructive and be provided on the continuing basis. Written feedback
should be given according to the organisation’s policies and procedures and requirements.
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Figure 5.2.1: Feedback
Following are the suggestions which apply while providing feedback to people with a disability:
➢ Provide feedback immediately as positive reinforcement
➢ Be specific in terms of the feedback provided
➢ If feedback is negative, keep it private
➢ Positive feedback can be given publicly to inspire others
➢ Make sure positive feedback is genuine, as shown by your choice of words and body language
➢ Provide feedback whenever appropriate and as much as possible
Providing feedback to your Client
First you need to be familiar with your client’s skills plan. Your feedback should be accurate,
constructive and non-judgmental.
Use the following principles:
➢ Make sure it is a suitable time and environment
➢ Ask your client how they think things are going, or what help or assistance they think they may need
➢ Clarify performance expectations and discuss evidence of achievement
➢ Keep advice constructive, focus on what they can do not what they can ‘t do
➢ Listen and take in their response
➢ Use the ‘sandwich technique’ with praise, constructive feedback on what should be changed, then
reiterate what they do well
➢ Expectations and suggestions must be realistic and achievable
➢ Use appropriate communication devices for nonverbal clients
➢ Ensure body language is consistent with the message you want to communicate
Providing feedback to relevant other
Seek your client’s permission to give feedback to the advocate and ask the client if they would like to be
present.
➢ Ensure the advocate is familiar with your role and with the client’s skills development plan
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➢ Inform the advocate of the purpose of your feedback
➢ Give the positive feedback first
➢ Provide constructive feedback on what needs to be improved, with concrete examples of the client’s
behaviour, success or failure to achieve performance expectations
➢ Suggest how you may make changes to the client’s development plan
➢ Provide a written report if requested
Providing feedback and encouragement is very important during the time when an individual takes the
initiative in a learning situation. It helps to:
➢ Reinforce positive behaviours and actions
➢ Motivate learning
➢ Build self-esteem
➢ Increase confidence
➢ Unblock obstacles to learning
➢ Maximise independence, with less reliance on others.
5.3 Provide encouragement when the person takes initiative in learning situations
You should encourage people with a disability who is taking initiative in learning situations to promote their
independence. There is a need to focus on strengths-based approaches or practice theory which emphasise
people’s competencies and strengths. It supports an individual’s strengths and capacities to move towards
to identify and achieve their goals.
Figure 5.3.1: Encouragement
Here are the various strategies that should be used by the disability support worker to provide
encouragement to the person with a disability:
Self-determination
Developmental Disabilities Assistance and Bill of Rights Act of 1999, brought several benefits to people with
developmental disabilities such as giving states flexibility and direction in developing systems that will
promote:
➢ Self-determination
➢ Independence
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➢ Integration
➢ Inclusion
It encourages goals to be set in many of the service areas where individuals with developmental disabilities,
with appropriate support, can have access to the same types of choices and opportunities as do others.
Several programs indicate that they provide opportunities and choices to people with a disability to
promote self-determination and independence. However, one of the most entrenched barriers to selfdetermination more broadly is the legal distinction established in law between the “competent” and the
“incompetent”. It presents itself as a major obstacle to people with intellectual disabilities in many fundingrelated issues. It may prevent them obtaining control over their funding for disability-related supports or
more simply controlling their own finances according to their desires. There are many efforts and strategies
that are being discussed and tried to help overcome these legal barriers and to come up with other models
as an alternative to guardianship.
Policy statement
People with mental retardation and related developmental disabilities have the same right to selfdetermination as all people. Provide encouragement by making them aware of opportunities and
experiences that enable them to exert control in their lives and to advocate on their own behalf.
Issue
Many of our constituents have not had the opportunity or the support to control choices and decisions
about important aspects of their lives. Instead, they are often overprotected and involuntarily segregated.
Make the people aware of these types of issues that will enhance their confidence to stand for their rights
and needs which they are getting in the form of ongoing skill development.
Position
Our constituents have the same right to self-determination as all people and must have the freedom,
authority, and support to exercise control over their lives. To this end, they:
➢ Must have the opportunity to advocate for themselves.
➢ Must have opportunities to acquire skills and develop beliefs
➢ Must be active participants in decision-making about their lives.
➢ Must be supported, assisted, and empowered to become active members and leaders on community
boards, committees, and agencies
➢ Must have the option to direct their own care and allocate available resources
➢ Must be able to hire and fire their personal assistants.
Additionally, in working with our constituents:
➢ Families and substitute decision-makers should be supported to understand the implementation of
self-determination
➢ Disability organizations should make self-determination a priority and include this important concept
in their conferences, publications, advocacy, training, services, policies, and research.
➢ Governments should change policies and funding systems to promote self-determination.
Giving a person with a disability an opportunity to participate in an activity may not be enough. The person
may need assistance to be able to make use of the opportunity. There are several ways that a worker can
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provide encouragement by giving assistance to the individual. Two of the critical components which work
in this situation are:
➢ Enhancing natural cues
➢ Providing individualised assistance.
Natural cues
Natural cues are those things or activities in our environment which cause people to behave in certain ways.
People respond to:
➢ Times of the day, e.g. By getting up or eating
➢ Things that they see around them, e.g. They reach for the television remote control to change tv
channels, stop at the kerb before crossing a road or take a dirty cup to the sink to wash it
➢ Sensations and feelings, e.g. They eat when they are hungry or clean their teeth when they feel unclean
➢ Written words or symbols, e.g. They know which public toilet to use when they recognise the symbols
➢ Verbal cues, e.g. A spoken instruction tells them what is expected
➢ Nonverbal cues, e.g. A shake of the head or a frown may tell them their behaviour is unacceptable.
Indirect cues
An indirect cue tells the person that something needs to be done without them being given a direct verbal
instruction.
Direct cues
Sometimes it may be necessary to give a direct instruction so that the person knows what to do. Direct
verbal cues work best when they include:
➢ The name of the person
➢ A clear statement of what needs to be done (rather than a question)
➢ The word “please”.
Individualised assistance
If the direct or indirect cues are clear, this is often enough to prompt the person to do an activity. However,
sometimes it may be necessary for a worker to provide extra assistance.
Individual assistance gives the person with a disability more information about how to do a specific activity.
For example, if a worker wanted to assist in the activity of cutting a sandwich, they could do it by:
Modelling
➢ Performing the activity or task to show the person how it is done and then getting them to copy, e.g.
cutting a sandwich.
Additional verbal prompts
➢ Giving extra spoken prompts for parts of the activity, e.g. saying “Suzie, hold the sandwich while you
cut it.”
Gesturing
➢ Using gestures to emphasise part of the task, e.g. pointing to the knife or making a cutting motion.
Modifying the task
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➢ Paying attention to the types of material which may be easier for the person to use, e.g. using a knife
with a big handle which is easier to grip or having a small amount of filling in the sandwich so that it is
easier to cut.
Physical assistance
➢ Giving physical assistance for only those parts of the task which the person finds difficult, e.g. holding
the knife until the person positions it correctly on the sandwich and starts cutting.
5.4 Withdraw support to an appropriate level in order to encourage experiential
learning and development
The level of assistance which is provided to the person with a disability should only be enough to help them
successfully complete the task. Over-assistance restricts the person’s opportunity to learn. Underassistance can result in the task being too hard or too complex for the person. This may result in frustration
and unwillingness to continue.
Figure 5.4.1: How to encourage learning
When should a worker withdraw support?
When assisting with a task, a worker should take note of the type and level of assistance. This assistance
was needed for the person with a disability to successfully complete the task. Care should then be taken to
consistently offer that type and level of assistance for the task in the future. As the person becomes more
skilled or competent in the task, assistance should be gradually reduced.
For example:
➢ A verbal prompt may eventually be replaced by a gestural prompt, or
➢ A direct verbal cue may become an indirect verbal cue
Role of constructive feedback
Make the people with a disability understand with constructive feedback who have gained the skills without
explaining them everything. People need feedback so that they could learn more effectively from their
experiences. This feedback should be constructive.
For feedback to be constructive, it should:
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• Highlight consequences
• be immediate
• be enthusiastic
• be useful
• be positive.
Highlight consequences
People with disabilities may be less aware of the naturally occurring cues in their environment. They may
also be less aware of the consequences of their actions. A worker may need to highlight these consequences
so that the person recognise them and learns from them. This will give encouragement to them only by
highlighting the consequences. It focuses on how the individual deal by their own in that situations.
Be immediate
Disability support worker needs to give feedback immediately after the behaviour or task is completed.
Be enthusiastic
Feedback should be enthusiastic, but not exaggerated. The worker should use a tone of voice that is natural
for them.
Be useful
Feedback should tell the person what was good about their actions and why it was good.
Be positive
Praising effort is important, even if the person was unsuccessful in completing a task. It is important that
the worker encourages any effort made by the person and in the future attempts to find a way to help them
succeed by giving individual assistance. There must be an optimistic feedback always to support them.
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Self-check assessment
Question 1: What is incidental learning? Write three benefits of incidental learning.
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Question 2: Define
1. Direct cues
2. Indirect cues
3. Natural cues
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Question 3: How ‘withdrawing support’ to an appropriate level by disability support worker encourage
experiential learning and development in person with a disability?
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Reference:
Strategies for motivating, supporting and encouraging the client
Source: http://etraining.communitydoor.org.au/mod/page/view.php?id=99
Provide appropriate constructive feedback:
Source:https://swsi.moodle.tafensw.edu.au/pluginfile.php/653789/mod_resource/content/2/PowerPoin
t%20Overview%20of%20skills%20development%20and%20Incidental%20Learning.pdf
Equipment and Resources to facilitate learning process:
Source:https://swsi.moodle.tafensw.edu.au/pluginfile.php/653789/mod_resource/content/2/PowerPoin
t%20Overview%20of%20skills%20development%20and%20Incidental%20Learning.pdf
Documentation on ongoing skills development:
Source:https://swsi.moodle.tafensw.edu.au/pluginfile.php/653790/mod_resource/content/4/Facilitate%
20skills%20development%20and%20maintenance%20PowerPoint%20DSW%20Book.pdf
Provide encouragement and withdraw support to an appropriate level:
Source:https://www.volunteeringaustralia.org/wpcontent/files_mf/1377053067VAManagerscontributeto
positivelearning.pdf
Person-centred Planning:
Source: file:///C:/Users/ripan/Downloads/Person_Centred_Planning_Toolkit.pdf
Document development needs:
Source: https://www.ncbi.nlm.nih.gov/books/NBK310919/
Figures
Figure 1.1: Skill Development Strategy
Source: https://www.cancercare.on.ca/common/pages/UserFile.aspx?fileId=335541
Figure 1.1.1: Person-centred approach

Figure 1.2.1: Skill development needs
Source:https://ddc.dc.gov/sites/default/files/styles/agency_home_feature_banner/public/dc/sites/ddc/f
eatured_content/images/banner-white_1.jpg?itok=_XzQztFt
Figure 1.3.1: Packaging meals
Source:http://www.yaleschool.com/wpcontent/uploads/2011/05/P1010626e1304971081584.jpg
Figure 1.3.2: Social skill
Source:http://www.stanfield.com/wp-content/uploads/2016/05/bigstock-Happy-Friends-With-Disability-
82953041-300×200.jpg
Figure 1.3.3: Vocational skill
Source:http://www.rootedinrights.org/wp-content/uploads/2015/06/child-with-teacher.jpg
Figure 1.3.4: Personal support skill (swimming)
Learner Resource CHCDIS009
Version 1
Responsibility: Director of Studies
Page 66/67
Last Updated: 11 May 2020
Developed by CAQA Resources
Einstein College of Australia Provider No:22459 CRICOS: 03223E ABN: 46 129 237 092
CHCDIS009 Facilitate ongoing skills development using a
person-centred approach
Source:http://img.aws.livestrongcdn.com/lsarticleimage400/cpi.studiod.com/www_livestrong_com/phot
os.demandstudios.com/getty/article/117/167/78453905_XS.jpg
Figure 1.4.1: Referrals
Source: http://cnatu.org/wp-content/uploads/2017/05/6-Easy-Ways-for-Contractors-to-Get-MoreReferrals.jpg
Figure 2.1: Person-centred approach
Source:http://www.dementiapartnership.com.au/uploads/5/0/4/5/50459523/1238054_orig.jpg
Figure 2.1.1: Facial expressions
Source: https://qph.ec.quoracdn.net/main-qimg-94496549f3124eb76c41db6b0386730a
Figure 2.2.1: Learning styles
Source: http://www.basicknowledge101.com/photos/2016/learningstyles.jpg
Figure 2.2.2: Learning pyramid
Source:http://www.basicknowledge101.com/photos/2014photos/learning%20pyramid2.pg
Figure 2.4.1: Plan documentation
Source: https://acecqatemp.files.wordpress.com/2016/09/unpacking-the-planning-cycle-bloggraphic.jpg?w=840
Figure 2.4.2: Privacy and confidentiality
Source: https://ryyacatjr.files.wordpress.com/2015/11/privacy_lock_300_jpg.jpg
Figure 3.1: Implementation of person-centred plan
Source:https://www.cmbodyofknowledge.com/Portals/0/BOK_Images/CM_Process/Detailed_ProcessView_Larger/Implementing_keyless.png
Figure 3.1.1: Ongoing skills development strategies
Source: https://leaderchat.files.wordpress.com/2015/08/bigstock-peoplemanagementflow-chart-
41070841.jpg?w=640
Figure 3.2.1: Strength-based approach
Source:http://nebula.wsimg.com/63a527e4593445deaf957eb5d95e40cc?AccessKeyId=A8B0749AE49AD6
93DCA4&disposition=0&alloworigin=1
Figure 3.3.1: Spelling Board
Source:http://i3.cpcache.com/product_zoom/1293610177/aeiou_spelling_board_aac_15_laptop_sleeve.j
pg?color=White&height=460&width=460&padToSquare=true
Figure 3.3.2: Page turner
Source: https://i.pinimg.com/originals/6f/6c/3c/6f6c3c7894042ba2de2da2a3599b4006.jpg
Figure 3.3.3: Wheelchair
Source: https://i.pinimg.com/originals/bc/10/dc/bc10dcf65b8fd9535cda1189e7355137.jpg
Figure 3.3.4: Braille
Source: http://www.ai-media.tv/wp-content/uploads/2017/03/braille-1.jpg
Learner Resource CHCDIS009
Version 1
Responsibility: Director of Studies
Page 67/67
Last Updated: 11 May 2020
Developed by CAQA Resources
Einstein College of Australia Provider No:22459 CRICOS: 03223E ABN: 46 129 237 092
CHCDIS009 Facilitate ongoing skills development using a
person-centred approach
Figure 3.3.5: Hearing Aid
Source:http://www.nhs.uk/Livewell/hearingproblems/PublishingImages/hearing%20aids/A_0517_BTE_h
earing-aid_bntbxg_A.jpg
Figure 3.3.6: Teacher’s assistance
Source: http://www.wrightslaw.com/images/istock/tutor.teacher.girl.jpg
Figure 3.2.2: Meeting
Source:https://fthmb.tqn.com/79sYA9zGrct0OLrZqk27w48lLs=/1280×853/filters:no_upscale():fill(transpar
ent,1)/about/seniors_workplace_business_47697140756b08d543df78cf772cfa849.jpg
Figure 3.4.1: Document outcomes
Source: https://image.slidesharecdn.com/57609510-64e5-46e9-940c-2f082bd66432-150516182304-lva1-
app6891/95/tech-talkwith-james-price-9-638.jpg?cb=1431800698
Figure 4.1.1: Informal Monitoring
Source:https://media.licdn.com/mpr/mpr/AAEAAQAAAAAAAAQMAAAAJGMwMzljYmU2LTgzYTAtNGFjYi0
5MzUyLTE1NjU1OGY2ZjljNg.jpg
Figure 4.1.2: Informal monitoring
Source: http://alfresco.ubm-us.net/alfresco_images/pharma/2014/12/05/4fe03929-1d60-4390-98b1-
cd18a965c756/f1.png
Figure 4.1.3: Feedback
Source: https://b-i.forbesimg.com/joefolkman/files/2013/12/feedback-heads1.png
Figure 4.3.1: Organisation needs and individual interests for ongoing skill development
Source: http://www.etihadais.com/wp-content/uploads/2017/02/graph_03.png
Figure 4.3.2: People with a disability as coffee shop owners
Source:https://themighty.com/wpcontent/uploads/2016/02/11048754_990842467617611_6593771237
950159914_n-750×750.jpg
Figure 5.1: Informal learning
Source: http://pectinteractive.com/wp-content/uploads/2015/04/informal-Learning.jpg
Figure 5.1.1: Formal and informal learning
Source: http://www.knowledgejump.com/web_pics/learning1.jpg
Figure 5.2.1: Feedback
Source: http://naumankhan.com/wp-content/uploads/Feedback.jpg
Figure 5.3.1: Encouragement
Source: http://www.cogkochi.com/wp-content/uploads/encourage-synonyms.jpg
Figure 5.4.1: How to encourage learning
Source: http://guiltfreehomeschooling.org/wp-content/uploads/2013/05/How-to-Encourage-Learning.jpg