Facilitate the empowerment of people with disability

STUDENT ASSESSMENT BOOKLET

CHCDIS007 FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY

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Student last name:

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ASSESSMENT OVERVIEW

This Student Assessment Booklet includes all your tasks for assessment of CHCDIS007 Facilitate the empowerment of people with disability.

ABOUT YOUR ASSESSMENTS

This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Case studies	You are to read two case studies and complete the questions for each.
Assessment Task 3: Research project	You are to research and report on three types of disability.
Assessment Task 4: Workplace project	There are two parts to this task: Part A: You are to interview two people with a disability, as well as their family/guardian or direct carer to identify each person’s needs and goals. You will be observed by your assessor during each interview. Part B: Based on the information gathered from the interview, you are to develop a plan for each person to help them achieve their needs and goals.

Supporting resources

You may like to look at the following websites, books and documents for more information about the topics related to this unit:

Arnott, G The Disability Support Worker, Cengage Learning Australia, South Melbourne, Victoria.

Croft, H The Australian Carer, Cengage Learning Australia, South Melbourne, Victoria.

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.

Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.

Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.

Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.

Assessment appeals

You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.

Assessment plan

The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.

Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements	Due date
Written questions
Case studies
Research project
Workplace project

Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	 Yes	 No
Do you understand the requirements of this assessment?	 Yes	 No
Do you agree to the way in which you are being assessed?	 Yes	 No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they?	 Yes	 No
Do you understand your rights to appeal the decisions made in an assessment?	 Yes	 No

Student name:

Student signature: Date:

Assessor name:

Assessor signature: Date:

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS007 Facilitate the empowerment of people with a disability
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Written questions

STUDENT DECLARATION

I declare that these tasks are my own work.

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

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 1: WRITTEN QUESTIONS

Task summary:

This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.

You must answer all questions correctly.

Write your answers in the space provided.

If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.

You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

When do I do this task?

You will do this task in your own time.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally.

Question 1

How did society view and treat people with a disability in our history?

Question 2

Explain the difference between the social and medical model of service.

Social model:
Medical model:

Question 3

Describe the role of the United Nations in the movement of disability rights.

Question 4

In your own words, describe the purpose of Article 19 under the UNCRPD.

Question 5

Provide an explanation for each of the following terms.

Self-directed
Person-centred
Strengths-based
Human rights approach
Active support

Question 6

Describe what an individual with a disability might have experienced historically, having lived in an institutionalised environment.

Question 7

List two Acts of legislation – both on a national level (ie Commonwealth legislation) and within your state or territory that are related to protecting human rights in disability services.

Your state or territory’s legislation
Legislation 1:
Legislation 2:

Commonwealth legislation
Legislation 1:
Legislation 2:

Question 8

Identify the 6 National Standards that apply to disability service providers.

1.
2.
3.
4.
5.
6.

Question 9

Billy is a quadriplegic and lives in residential care. He spent several days with bed sores on his buttocks. Due to his condition he was not able to verbally communicate his levels of pain and symptoms, which included redness, rashes and broken skin.

Billy is meant to be fully examined for bedsores and other lesions every day. After 4 days, a new worker raised concerns to management however they decided it was best to wait until the next day to provide treatment.

Explain what type of abuse occurred here and the signs and indicators of such abuse. Explain how the staff did not exercise their duty of care.

Jaycee is 72 and lives in a residential care facility. She is in care due to a range of physical disabilities and illnesses that have left her husband and family unable to care for her. Her husband, her son (Kellan) and his wife often come to visit her, usually every weekend. They spend lots of time with her and it is clear they care deeply for her wellbeing. Jaycee loves their visits and her spirits are always high when she knows it is the weekend and her family are coming.

Jaycee has another son, Warwick, who visits her sporadically. He never stays long and rarely asks the care team about her health or how she is going. You can tell by Jaycee’s body language and the tension between the two that the relationship is strained. Jaycee does not discuss Warwick much, and you can see that she is relieved when he leaves.

Jaycee’s husband passes away suddenly from a heart attack. Jaycee’s son and daughter-in-law are busy sorting out the family home, packing up items and supporting their own children through the grief of losing a grandparent.

Suddenly Warwick’s visits to his mother increase. He is coming several times a week. Kellan mentions that he is concerned with Warwick’s sudden interest in his mother – there have been arguments over money since their father passed away. He asks you, as one of Jaycee’s carers, to mention his concerns to the team as he has his suspicions on Warwick’s true intentions.

One day, you are passing by Jaycee’s room and hear Warwick talking rapidly to Jaycee. You can tell by his tone of voice that he is being persuasive and pushy. You backtrack and enter the room to ask Jaycee if she would like a cup of tea or if she needs anything. She looks uncomfortable and says no, she is fine.

Later that afternoon Jaycee tells you that Warwick is trying to get her to transfer the family home to him rather then Kellan and his wife, who already have their own home. Jaycee does not want to do this, but he is being very forceful and says he will keep coming to visit her until she gives in. She is scared to tell Kellan because the family is going through so much right now.

Explain what type of abuse is occurring here and the signs and indicators of such abuse. As a carer, what would be your duty of care and would mandatory reporting be required (consider your own state or territory).

Question 10

Janessa advises her supervisor that she needs to undergo surgery to address some issues with a physical disability. Later that day, she is very surprised when some of her colleagues start asking her about her surgery. She hadn’t mentioned it to anyone yet! Apparently her supervisor sent out an email to all staff letting them know Janessa was having specific type of surgery and would be on leave for a week.

Has Janessa’s employer breached her rights to privacy? Explain your answer.

Question 11

Peta’s support worker Trish tells her she should take part in a new clinical trial for her disability. Peta is told it would be a good opportunity for her to see if the new medications will help her. Peta is not too sure, however Trish already signed Peta up to participate in the trial the day before she told her, as a surprise and as she is sure the results will be positive.

Trish does not know too much about the success of the drug or its side effects but she believes Peta will appreciate it when she feels better from it.

What should Trish have provided Peta with prior to signing her up to participate in the trial?

Question 12

Andy is overly protective of his elderly dad Jeff, who resides in a local residential facility. Andy visits Jeff a few times a week and sometimes on the weekends makes an effort to take him out to the shops. Jeff enjoys having playing chess and having an ice cream in the park, however as Jeff is getting older Andy is worried about risking his dad from getting sick or falling over outside, so suggests they play chess inside and not have any more ice cream.

Whilst playing chess Andy always lets his dad win. Jeff is never taken out to the park for an ice cream for months and always wins the indoor game of chess. Andy thinks it is for the best and a good risk management strategy to prevent him from both injury and illness.

What are your thoughts about Andy’s approach with his dad? In your response, refer to dignity of risk.

Question 13

Explain in your own words the purpose of the Disability Discrimination Act 1992.

Nigel is blind. He has an office job – his workplace has provided adaptive technology so he can do his work.

Every day Nigel’s carer takes him to work. He is able to use a cane to manoeuvre around the workplace. Nigel was allocated a guide dog after working in the office for a few months. This is very exciting for Nigel as he can finally be independent and get to work by himself.

Nigel’s dog has been in the workplace for two weeks now. Nigel’s manager has called him into his office. The manager expresses his deep sorrow – Nigel can no longer keep his job. Two members of staff have complained about the dog. One of the staff members stepped in dog faeces on the grass outside the office, and the other one has developed hay fever, which she believes is due to an allergy to animals.

Nigel is distraught – the dog is meant to make things easier for him, not make him lose his job!

Does Nigel have a case for unfair dismissal? Explain your answer, referring to the Disability Discrimination Act as part of your answer.

Question 14

Review the Code of Practice for the Prevention and Management of Occupational Violence in Disability Services. What type of disability services does this code address?

Question 15

Provide three examples of occupations that are most commonly referred to as mandated reporters for suspected cases of child abuse and neglect.

1.
2.
3.

Question 16

Noopur has an intellectual disability and resides in a state government-run group home. She is unable to feed herself and relies on staff to feed her through her feeding tube into her stomach 4–5 times per day.

Upon inspection of the group home, it is found that Noopur’s feeding tube is infested with maggots at the site where the tube entered her stomach. The investigation also found that she was not following her rehabilitation programme, her bed linen was not regularly cleaned and unsafe hoisting was being used to transfer her in and out of bed.

Explain the type of misconduct in this scenario. In your answer, refer to work health and safety

Question 17

Provide an example of when you may be required to seek additional help from more experienced staff.

Question 18

Access the information at the following website:

7 Tech Breakthroughs That Empower People with Disabilities: http://mashable.com/2011/10/05/tech-disabled/#JwRiAVaITsku

Select one of the devices in this article. For the device you have selected, complete the following questions:

What is the device?
Who will benefit from using it?
How does it work?
How is it empowering?

Question 19

Provide a definition of acquired brain injury and explain at least three different ways in which it can occur, and disease that are included under the category of ABI.

Jemma has Asperger syndrome. What are five symptoms that Jemma may display?

1.
2.
3.
4.
5.

Explain at least two types of non-typical skills and focus people on the autism spectrum may show.

1.
2.

Identify at least three secondary conditions that people on the autism spectrum may have.

1.
2.
3.

Identify three symptoms of dyslexia

1.
2.
3.

Jemima is 24 months old. She is able to crawl and make babbling noises. She spends ages amusing herself banging her blocks together. She does not yet stack them on top of each other. She does not appear to understand the meaning of the word ‘No’. When she wants something she will say ‘Ah ah ah ah’, but she does not yet form any recognisable words. She also has temper tantrums.

Do you think there is any indication of developmental delay? Explain your answer using examples from the scenario.

Provide a definition of the term ‘intellectual’ disability. In your response, identify ways in which intellectual disability may be caused.

Provide a definition of each of the neurological disorders below and briefly explain symptoms and causes of each.

Cerebral palsy:
Epilepsy:
Multiple sclerosis:
Tourette’s syndrome:

Provide a definition of sensory impairment.

What is meant by dual sensory impairment?

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

Legally blind

Low vision

Identify two causes of hearing loss/hearing impairment.

1.
2.

Provide a definition of sensory processing order.

Identify three ways in which people may have speech and/or language disabilities.

1.
2.
3.

Provide a definition of the term ‘physical disability’. In your answer, provide at least two types of physical disability.

List one support service for each of the following conditions

Condition	Support group
Genetic factors
Physical trauma
Psychological trauma
Chronic lifestyle conditions
Acquired brain injury

Question 20

Explain the principles and aims of empowerment.

Question 21

Provide a definition of active listening, including ways in which you would demonstrate this communication skill. Explain why it is such an important skill for someone working in disability services.

Question 22

Identify, in your state or territory, at least two disability advocacy services and how to access them.

1.
2.

What do I need to hand in for this task?	Have I completed this?
Your answers to each question	

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS007 Facilitate the empowerment of people with disability
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Case study 1
Case study 2
Reflective questions

STUDENT DECLARATION

I declare that these tasks are my own work.

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

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 2: CASE STUDIES

Task summary:

You are to read the case studies and complete the questions that follow. You are also required to answer the reflective questions at the end of this task.

What do I need in order to complete this assessment?

Access to textbooks and other learning materials

Access to a computer and the Internet (if you prefer to type your responses).

When do I do this task?

You will do this task in your own time.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect in writing.

Answer the questions that were incorrect verbally. .

Case Study 1: Emma

Emma is of strict Catholic background. She resides alone in a group home village where she is looked after for her intellectual disability needs.

The units in the village are located close to each other and have single occupancy or multiple occupancy. All residents in the village have a type of intellectual disability.

Support workers attend to each unit regularly, providing in-home visits across all units. One of the male support workers, Chris (who provides Emma with in-home care and assistance) forced himself upon her to engage in sexual intercourse on a number of occasions. He saw this as an opportunity to challenge Emma’s Catholic beliefs and practices.

After the incident happened, Emma became withdrawn from others in the residential community and stopped interacting with them like she used to.

Emma tentatively raises the occurrence with another support worker, Phil, who is visiting the village one day. Phil assures her that Chris would not have behaved that way intentionally and laughed it off, insisting he was probably just joking around because he is not a religious person, and he was known to the others for his jovial nature and sense of humour. She was also advised to do as she is told by Chris to keep out of his way and off his bad side.

Emma never mentioned this again to any of the other workers and was made to accept the situation. She was led to believe that this type of occurrence was part of Chris’s role. Chris continued to rape her upon his visits and, as a result, she became completely withdrawn from the community.

What are Emma’s rights? How would you, if you were one of her carers, ensure she understood her rights. In your answer, explain how you could use technology to help her in this regard.

What is Phil’s responsibility in this situation? How should he have responded to ensure that services were delivered in a manner that upheld Emma’s rights and needs?

What type of support does Emma need? What might need to happen in this case so she can feel safe and protected?

Are Emma’s cultural needs being respected? Explain your answer.

What legal and ethical breaches have occurred in this scenario?

If you were Emma’s support worker, what signs or symptoms would you be able to observe or identify that show something wrong/bad has occurred? What would you have done when you had realised there was a problem?

What would you do to help empower and advocate disability rights for Emma and other residents in the village?

Imagine you are helping Emma exercise her rights. Who could a complaint be made to? Provide website links or contact details of places that could be contacted.

Refer to the UNCRPD and identify at least two articles that are relevant to Emma’s case.

What do I need to hand in for this task?	Have I completed this?
Your answers to this case study	

Case Study 2: Ryo

Ryo is a 17-year-old boy who has cerebral palsy and severe spastic quadriparesis. Ryo cannot mobilise himself or bear his own weight, and he is required to use a wheelchair.

He is not able to verbally communicate with people much – only make certain sounds now and then. Ryo lives in a residential care facility where his mother, Kumiko, comes to visit daily.

One morning whilst assisting in changing Ryo’s clothes, Kumiko notices bruising on his left femur. Symptoms of the bruising appear suspect of a potential fracture.

Kumiko informs the staff on duty and a medical specialist comes to review the symptoms. The medical specialist confirms that Ryo has sustained a fracture most likely two days prior, and he shows prominent symptoms of physical abuse.

The physical trauma appears to have occurred by being hit with a hard object, or by Ryo being pushed or tipped out of his wheelchair.

Kumiko raises an investigation into the residential staff and services, however no reporting or documentation of Ryo’s injury is ever recorded.

The occurrence of Ryo’s injury never gets resolved.

What is the responsibility of the residential care facility? How should they have responded to ensure a person-centred approach to ensure Ryo was supported?

After confirming the cause of injury, what type of support does Ryo and his family require?

Are the rights of Ryo and his family being exercised? Explain your answer.

What breach has occurred in this situation?

How would you be able to tell through observation that Ryo had been abused? How would you demonstrate your duty of care?

What would you do to help empower and advocate disability rights for Ryo and his family?

What do I need to hand in for this task?	Have I completed this?
Your answers to this case study	

Reflection questions

Explain the ways in which society can disadvantage individuals with a disability, such as Emma and Ryo.

How do individual values and attitudes impact the way people with disabilities are treated within the community?

Explain how your own personal values and attitudes towards individuals with a disability have evolved over time, and especially since beginning this course. How do you think your prior values and attitudes would have impacted on those you might care for now and in future?

Provide three ways of how you could get involved with advocating for disability services to assist in empowering people with a disability.

1.
2.
3.

What do I need to hand in for this task?	Have I completed this?
Your answers to these questions	

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS007 Facilitate the empowerment of people with disability
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Research project

STUDENT DECLARATION

I declare that these tasks are my own work.

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

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 3: RESEARCH PROJECT

Task summary:

You are to conduct research and report on three different disabilities.

What do I need in order to complete this assessment?

Access to research material (such as textbooks, journals, the Internet etc)

Access to a computer (if you prefer type out your answers).

When do I do this assessment?

You will do this task in your own time.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor marks any of your answers as incorrect, or you have not completed all parts of the template, they will talk to you about resubmission. You will need to do one of the following:

Answer the questions that were incorrect or incomplete in writing.

Answer the questions that were incorrect or incomplete verbally. .

Instructions:

For this task you will need to complete a number of research reports, using the templates provided.

You are required to demonstrate your knowledge of a number of types of disability.

Choose one type of disability from each area below. You might like to highlight or circle each one you choose.

List 1 (select one):

Select one of the below to research and report on:

Fragile X syndrome (FXS)

Down syndrome

Developmental delay

Prader-Willi Syndrome (PWS)

Foetal alcohol spectrum disorder (FASD)

List 2 (select one):

Epilepsy

Tourette’s syndrome

Alzheimer’s disease

Parkinson’s disease

Multiple sclerosis

List 3 (select one):

Muscular dystrophy

Spina bifida

Cerebral palsy

Spinal cord injury

Cystic fibrosis

Research all three disabilities you have chosen and fill out the template for each one, providing as much detail as you can. Make sure you use your own words and provide a list of the sources you research (that is, the website address, textbook name and page number, etc).

Disability 1

Disability:

Description

Impairment

Causes

Characteristics

Support services

Source material researched

Disability 2

Disability:

Description

Impairment

Causes

Characteristics

Support services

Source material researched

Disability 2

Disability:

Description

Impairment

Causes

Characteristics

Support services

Source material researched

What do I need to hand in for this task?	Have I completed this?
Answers to disability type 1	
Answers to disability type 2	
Answers to disability type 3	

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 4

Students: Please fill out this cover sheet clearly and accurately for this task.

Make sure you have kept a copy of your work.

Name:
Date of birth:	Student ID:
Unit: CHCDIS007 Facilitate the empowerment of people with disability
Student to complete	Assessor to complete
Assessment Task	Resubmission? Y/N	Student initials	Sufficient/ insufficient	Date
Workplace project

STUDENT DECLARATION

I declare that these tasks are my own work.

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

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature:

Student name:

Date:

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.

A copy must be supplied to the office and kept in the student’s file with the evidence.

Assessor signature:

Assessor name:

Date:

ASSESSMENT TASK 4: WORKPLACE PROJECT

Task Summary:

There are two parts to this task:

Part A: You are to interview two people with a disability, as well as their family/ guardian or direct carer to identify the person’s needs and goals.

Part B: Based on the information gathered from the interview, you are to develop a plan for each person to help them achieve their needs and goals.

You will be observed during Part A (the interviews) by your assessor during one of their workplace visits

What do I need in order to complete this assessment?

Access to your workplace

Access to two clients with a disability and/or their family member, guardian or carer

Approval from your supervisor to work with these clients

Access to individual plans and equipment outlined in the plan

Interview questions (provided)

Access to a computer (if you prefer type out your answers)

Access to the Internet (for conducting online research).

When do I do this task?

You will do this task in your workplace.

Write in the due date as advised by your assessor:

what do I need to do if I get something wrong?

If your assessor identifies that you did not complete all parts of each template correctly, you will be asked to fix the parts that are wrong and resubmit.

Instructions:

You are two choose two clients with a disability from your workplace to work with for this task. You will need to obtain permission from your supervisor to work with each client. Use the permission form at the end of this task.

You will first interview each client (depending on their disability you may need to work also with a carer, family member, guardian or advocate), going through the list of questions provided. Then you will need to need to document a strategy as to how each client can be empowered to achieve their goals.

Your assessor will be observing your conduct during the interview.

You will be supervised at all times during your work with these clients.

Note: You must not use identifying information in this assessment. Please refer to clients as either ‘Client’ or ‘Client X’, ‘carer’, ‘mother’, etc.

Part A: Client interview

One you have obtained permission from your supervisor on your choice of clients, you will need to set up a meeting time with them and your assessor (your supervisor or another colleague may sit in on the interviews).

The purpose of this interview is to work with two clients to identify their personal goals, and facilitate their access to a range of choices to help them to meet their goals (you will develop a strategy in Part B).

Before each interview, make sure you read through each client’s files and notes, and review their individualised plan. Then look over the interview questions provided.

Note that you may need to interview family members and/or carers if the client is not able to answer the questions or they have an advocate or guardianship arrangement in place.

It is important that you explain to each client the purpose of what you are doing and why.

You must interview each client separately to ensure confidentiality and privacy procedures are followed.

You can record each client’s responses in the templates provided, or you may prefer to use your computer or a tablet to take notes.

Make sure that you show your client and/or their family/carer/advocate/guardian the notes you have taken at the end of the interview and that they reflect the discussion held. They should also sign off that the information is accurate.

During each interview, your assessor will be looking to see that you can:

Apply a person-centred approach

Ensure the client understand their rights

Empower the client to make choices, put forth ideas and be considered as their own expert

Talk about the client’s strengths, abilities and capacities

Discuss actions that are possible

Talk about options in the community, where relevant, that can assist the client in meeting their goals

Communicate in a manner that is positive and respectful

Use active listening techniques

Use appropriate communication strategies (verbal and non-verbal) to facilitate discussion and ensure a person-centred approach

Confirmed with the client that the discussion has been documented accurately

Client 1

Tell me about your needs and personal goals.

What current options or services are being used to help you reach these needs and goals?

Are the current options effective? Why or why not?

What are your communication preferences?

What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights at this stage and ensure they understand.)

How are you currently supported to make your own decisions? Would you prefer more or less support?

Now answer the following question about your interview technique:
What communication strategies did you use when interviewing the client? Remember to include verbal and non-verbal communication in your answer. How effective did you find them? Did you need to change anything with your communication to ensure your client was comfortable and able to answer?
SUPERVISOR SIGN OFF
I confirm that this is an accurate and true account of the student’s client interview.
Supervisor name:
Supervisor signature:	Date:
CLIENT SIGN OFF
I confirm that this is an accurate and true account of our interview.
Client name:
Client signature:	Date:

Client 2

Tell me about your needs and personal goals.

What current options or services are being used to help you reach these needs and goals?

Are the current options effective? Why or why not?

What are your communication preferences?

What challenges, if any, have you faced in terms of exercising your rights? (Discuss with the client their rights at this stage and ensure they understand.)

How are you currently supported to make your own decisions? Would you prefer more or less support?

Now answer the following question about your interview technique:
What communication strategies did you use when interviewing the client? Remember to include verbal and non-verbal communication in your answer. How effective did you find them? Did you need to change anything with your communication to ensure your client was comfortable and able to answer?
SUPERVISOR SIGN OFF
I confirm that this is an accurate and true account of the student’s client interview.
Supervisor name:
Supervisor signature:	Date:
CLIENT SIGN OFF
I confirm that this is an accurate and true account of our interview.
Client name:
Client signature:	Date:

What do I need to hand in for this task?	Have I completed this?
Notes from Client 1 interview (signed)	
Notes from Client 2 interview (signed)	
Signed permission form for Client 1	
Signed permission form for Client 2	

Part B: Strategy

After you have completed both interviews, you will need to use the information you gathered to develop a strategy as to how you can assist each client to:

facilitate access to services and/or the community to meet their goals

advocate for their client’s rights

support their independence to help them achieve their goals.

Use the following template to guide you in developing your plan for each client.

Client 1
Suitable options/services

Communication strategy

Decision making (who will be responsible for decision making?)

Relationships and key people

Client 1
How will the client access any required services?

Strategies for maintaining positive relationships

Client 1
Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)

Client 2
Suitable options/services

Communication strategy

Client 2
Decision making (who will be responsible for decision making?)

Relationships and key people

Client 2
How will the client access any required services?

Strategies for maintaining positive relationships

Client 2
Does the client require advocacy services? (If yes, provide detail on recommendations, if no, explain why.)

What do I need to hand in for this task?	Have I completed this?
Developed strategy outline for client 1	
Developed strategy outline for client 2	

Workplace Project (Disability) – Permission Form Client 1

Supervisor’s approval

I, ,

<Supervisor’s name> approve

<student’s name> to undertake this project with

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date:

Workplace Project (Disability) – Permission Form Client 2

Supervisor’s approval

I, ,

<Supervisor’s name> approve

<student’s name> to undertake this project with

<Client’s name>.

Approval is dependent on the following conditions:

The student must be supervised at all times when working with the client.

The client or their family may request that this project be stopped at any point. In this case, other arrangements will be made in consultation with the student, the student’s assessor and myself.

Supervisor’s name:

Signature:

Date: