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CHCDIS003 Support Community Participation & Social Inclusion Simulation Observation Answers

 

 

ASSESSMENT 3: SIMULATION OBSERVATIONS

 

 

Unit:

CHCDIS003 Support community participation and social inclusion

Workplace/simulated workplace:

Practical Assessment Instructions: Role Play

The student is to read the following scenario below. The role play is to be the first meeting between the person with a disability (Student 1 as jack) and the student 2 who is acting in the role of a support person. Student 1(Jack) and the student 2 are meeting for the first time and using appropriate communication methods the student is to find out about Student 1(Jack) background, establish rapport and identify the areas where Student 1(Jack) needs support.

 

Throughout the assessment the student 2 will be asked questions by the trainer in conjunction with the scenario.

 

Scenario:

Jack is 23 years old and lives with his parents. Jack’s parents speak French and English but jack does not speak much French. Jack does a lot of cooking, likes sport and has some good friends. Some of whom live independently and some who live at home.

 

Jack would like to move out of his parent’s home and into a small flat but needs to finish studying his course at TAFE (reading and writing) and also find work. He would consider living in shared accommodation but is not sure how this would suit him.  The only help/support Jack receives now is from his mother.

 

Jack works as a volunteer 3 days a week at a childcare centre and although he really likes this work he would prefer paid employment. Jack feels that when he has approached agencies to help him find work he is basically ignored.

 

Jack contracted encephalitis when he was three years old and since then his mother has been the only support. At that time his mother did not speak English well and found it difficult to get help with Jack. Jack’s mother never received any help from the government. Now Jack receives some support from the Multicultural Disability Advocacy Association.

 

What Jack would like is someone who can help him find a job and then when this happens he would like to look at moving into his own place.

 

 

Points to acknowledge:

  • Difficulties people have from non-English speaking backgrounds
  • How family members have to support people with disabilities with no support from service providers
  • How additional help would have helped to increase his independency
  • How paid employment would help increase his independency and enhance his sense of
  • contribution along with reducing his reliance on a benefit

 

You will be required to check your progress with the trainer/ assessor at the completion of each

part of the assessment before commencing the next.

The trainer/ assessor will inform you of any significant errors or misjudgements throughout the procedure and give valuable feedback to you for the rectification of the problem.

If the result of the assessment is that you are Not Yet Satisfactory, you may be required to retake the assessment.

 

 

Q1: You are Jack’s designated support provider. You are meeting with him and need to assist by understanding the needs of jack to identify appropriate support to ensure he reaches his goals.

 

Complete jack’s initial meeting plan to understand the needs, social history, previous lifestyle and other personal information followed by Jack’s service delivery plan?

Use the template provided below to complete the task while role playing in a simulated environment.

 

Template for getting ready plan:

 

My goals

What are the things that are most important to you? What are the things you would most like to change? What would you like to do with less help from others? Are there new things you would like to try?

This list will help you to think about goals you may have in different areas of your life:

  • daily life
  • where I live – what sort of accommodation do you live in?
  • relationships
  • health and wellbeing e.g. taking up an active recreation or sport
  • learning e.g. starting or finishing training or study
  • work e.g. finding a job or changing the hours of your work
  • social and community activities – getting involved in social and community activities
  • choice and control over my life
  • independence e.g. getting around your house or community by yourself

 

Your goal/s will be listed in your case management Schedule of Supports and will help us know what’s important to you. Please list your goal/s in the boxes below.

 

Your goals

Family members, friends, services or others who are helping me with this goal. When do you want to achieve this? What is stopping you from achieving your goals?

 

Where I live and the people I live with

Tell us about your living arrangements (past, current and how I might like things to be in the future).

 

Additional notes pages are attached to this form

 

Attach any relevant professional reports completed on this person within the last 2 years

i.e. communication assessment, occupational therapy. Specify reports attached:

 

 

Prepared by (name, position):                                                                       Date:

Reviewed by (name, position):                                                                      Date:

Signed by the client or authorised representative:                                    Date:

 

 

This Form will help you prepare a participant statement of your IS plan. The answers you give us will assist you in your transition process with STAR. STAR is committed to supporting you to ensure you get the benefits required to meet your needs

 

Name
NDIS Number
STAR ID No.
Age

 

Name and relationship to the participant
Name and relationship to the participant

 

People and services in my life who support me

Tell us about the important people or organisations’ in your life and how they support you. This might include family and

friends, your doctor, your teacher, your carer or others.

 

What support is provided Who provides this support Details of support

 

Skills and health assessment

Information sources utilised to complete assessment i.e. observation, discussions with carers:

Primary disability:

Secondary disability (if identified):

Sensory impairments/ communication supports:

Medication and equipment requirements:

Medical / health conditions:

Specific nutrition and dietary considerations:

 

 

Social and emotional supports (including mental health needs).
Education and workplace supports.

 

Describe current self-care skills including details of support in each area:

Personal care supports:

Detail any assistance needed or specific requirements.

Participation and inclusion supports

E.g: what do I need to have increased participation in

My activities
Time of day

Morning

1am – 12 pm (NOON)

Afternoon 12pm (NOON) – 6pm

Night

6pm – 12am (MIDNIGHT)

Monday

Tuesday

Other support comments …

Thursday

Friday

Saturday

Sunday

Comments about my daily activities:

 

 

  1. What supports do you need because of your disability?
  2. Things that are working for you?
  3. Things that you like?
  4. Things you are good at?
  5. What would you like to change?

 

The students after identifying the needs, goals and preferences need to develop an individualised plan report for Jack.

 

INDIVIDUAL PLAN REPORT

 

Name:                                                                        Date:                                                                               Completed By:

 

CURRENT LONG TERM PLAN

 

 

SECTION A

REVIEW OF CURRENT IP GOALS

 

Goals Progress & Recommended Action

 

REVIEW OF ACTIVITIES

Activities Progress & Recommended Action

 

SECTION B: SUMMARY OF SKILLS, SUGGESTED LONG TERM PLAN AND IP GOALS

SUGGESTED CHANGES TO LONG TERM PLAN

Insert changes to long term plan if relevant. Changes should occur if the client’s ambitions have changed or if the long

term plan has been achieved.

COMMUNICATION
SUMMARY:

1.

2.

SUGGESTED GOAL/S: SUGGESTED BY:

 

 

Include suggested goals from client, family, staff and other service providers.

Document who suggested each goal.

SOCIAL / INTERPERSONAL
SUMMARY:
SUGGESTED GOAL/S: SUGGESTED BY:
COMMUNITY
SUMMARY:
SUGGESTED GOAL/S: SUGGESTED BY:

 

 

VOCATIONAL / EDUCATIONAL
SUMMARY:
SUGGESTED GOAL/S: SUGGESTED BY:
LIVING SKILLS
SUMMARY: Please illustrate person :Domestic Skills (takes dirty dishes to sink;washes dishes using detergent and warm water; wipes table; sweeps floor); Cooking Skills(able to make a hot drink, snack including toast, sandwich, etc, or main meal such as pasta, fried rice, etc) and Appliance Usage(operates a toaster, a kettle, microwave, oven or cook top)

1.

2.

3.

SUGGESTED GOAL/S: SUGGESTED BY:

 

 

RECREATIONAL / LEISURE
SUMMARY: Identify person interests and skills in:

  • community recreation activities(movies, parks, cafes, museums, clubs);
  • active sport,
  • leisure activities(reading, painting, games)
  • Planning an outing.

 1.

2.

SUGGESTED GOAL/S: SUGGESTED BY:
IDENTIFIED AIDS (List any identified adaptive devises, communication aids or similar that may assist this person to achieve participation or independence in an area or skill)

 

Authorised By:

Service Coordinator:                                                                    Signature:

 

 

The student after submitting the Individual support report will participate in developing an Individual plan for Jack SECTION C: Individual Plan

 

LONG TERM PLAN

IDENTIFIED IP GOALS

1.
2.

IDENTIFIED ACTIVITIES

1.
2.


Individual procedures or other actions required
IDENTIFIED ACTIVITIES

1.
2.


IP MEETING ATTENDANCE
(Date of IP Meeting:                                      )

Name Relationship to Client Signature

 

 

Related Answers:-

CHCDIS003 Support Community Participation & Social Inclusion Assessment-1 Answer

CHCDIS003 Support Community Participation & Social Inclusion Assessment-2 Answer

 

 

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