CHC33015 Certificate III in Individual Support Specialising in Disability Assessment

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Assignment Detail:-

  • Number of Words – 5500




Part 1: Skills development using a strengths-based approach

1. List four (4) resources which you can use or access to communicate better with people with disabilities.

2. The following are terms that may be considered inappropriate when talking or referring to people with disabilities.

In the spaces provided write appropriate terms that you can use instead.

Avoid saying What to say instead
        i.            Victim, sufferer
     ii.            Deaf
   iii.            Confined to a wheelchair
    iv.            Mentally retarded

3. The following are conditions of persons with disabilities that you may encounter while working as a disability support worker.

Provide two (2) communication strategies that you may use for each condition.

Condition Communication Strategies

Provide two (2) for each

        i.            Hearing Impairment  


     ii.            Vision Impairment  


   iii.            Physical Disability  


    iv.            Intellectual Disability  


4. List five (5) tools or aids, equipment, and resources used in learning processes within skills development.
5. List three (3) services and resources made available to people with disability for knowledge and skills development.

6. Briefly discuss when and how to use the following reinforcing techniques for skills development:

  • Commending and praising the person
  • Showing positive emotions such as smile or a high five

7. Consider motivators, de-motivators, barriers in learning for people with disability.

  1. List three (3) examples of motivators; and
  2. List three (3) examples of de-motivators.
  3. List three (3) examples of barriers

8. Briefly discuss why it is important to recognise opportunities for learning.


Part 2: Person-centred behavior supports

1. List three (3) practices of positive behaviour support that focuses on the individual.

2. List three (3) ways of effective communication to minimise behaviours of concern of people with disability.

3. List three (3) specialist services and referral options made available  for people with disability.

4. Listed below are the six (6) National Standards that apply to disability service providers.


Part 3: Community participation and social inclusion

1. List five (5) elements of best practice in community inclusion for people with disability.

2. Provide two (2) examples of best practice in community inclusion for people with disability.

3. Briefly discuss what active citizenship means for people with disability.

4. Briefly discuss the role of carers, families, and relevant others in supporting community participation and social inclusion of the person with disability.


Part4: Empowering people with disability

1. Provide one (1) disability support practice that you may use for each of the following conditions.

2. The following are legal and ethical considerations for working with people with disability.

a)     Codes of conduct

b)     Discrimination

c)      Dignity of Risk

d)     Duty of Care

e)     Human rights including rights of persons with disabilities (UNCRPD)

f)       Informed consent

g)     Mandatory reporting

h)    Privacy, confidentiality, and disclosure

i)       Work health and safety.


3. Below are practices used in providing disability support. Match each to its correct principle.

a)     Empowerment

b)     Rights-based approach

c)      Person-centred practices

d)     Self-advocacy

e)     Active support

f)       Active listening

g)     Social justice, and the importance of knowing and respecting each person as an individual

h)    Strengths-based approaches


4. Briefly explain how the following technology can help in facilitating choice for people with disability.

5. Consider the advocacy services and complaints mechanisms made available for people with disability.

Briefly explain how to access and use the following:

  1. Advocacy services for people
  2. Complaints mechanisms

6. Identify three (3) indicators of abuse in people with disability.

7. Identify three (3) indicators of neglect in people with disability.

8. Identify changes in the legal framework within disability support services.

9. Identify changes in the political framework within disability support services.

10. Identify changes in the social framework within disability support services.

11. Describe two (2) ways society can affect the level of impairment experienced by a person with disability.

12. Describe your personal values and attitudes regarding disability, and explain their potential impact on how you work with people with disability.

13. Describe how you can adjust your own approaches to facilitate empowerment.




Introduction to Case Study

For this part of the assessment, you will be taking the role of a disability support worker who is just starting at Lotus Compassionate Care. Lotus Compassionate Care is an organisation that provides services in disability support, home and community support, and residential care.


Case Study 1: Mason Gellatly

Mason Gellatly is a client at Lotus Compassionate Care. He cannot talk and hear. He communicates through Auslan and sometimes through a communication book.Mason lives in a group home together with Aaron and Elmer.

You have been assigned as Mason’s support worker, together with Isabelle. You and Isabelle will be working together to support Mason in his day-to-day activities at the home.


You arrived at the group home with Isabelle and had hand over.

The agency staff member from the night shift said Mason woke early so he was assisted to shower and have breakfast. You noticed Mason appeared a little anxious and you asked the staff member about this. The staff member said “I’m not sure, but his behaviour was a little funny when I tried to help him preparing for the day.”


While respecting Mason’s personal space you spoke with him using his preferred communication method and asked if he was okay. He expressed no complaints of any problem or issue, and then walked to the living room. Mason isn’t taking any medication.

You proceeded with your daily routines – preparing and serving meals, assisting the clients in their activities for daily living (ADLs) including showering and morning walks, cleaning and tidying rooms, among others.


Mason and Aaron were at the living room watching a movie when suddenly the power broke out. There was no electricity for the next thirty minutes. Isabelle is on the phone with the local council while you were on the phone with your supervisor to notify him.


Mason and Aaron are still in the living room. Aaron tried to entertain himself by gazing out the window to watch the kids playing ball. Mason was getting anxious. It’s almost 11:00 AM and his favorite show is coming up but there is still no power. He pokes and ask Aaron irritably, in Auslan:


“Do you know when the power is coming back?”

Aaron turns to Mason and he shakes his head, as he also doesn’t know when the electricity is coming back. Aaron turned to the window again to watch the kids. Aaron chuckled – perhaps something the kids were doing.

Seeing Aaron amusing himself while he was bored annoyed Mason very much. All of a sudden he pushes Aaron, causing Aaron to fall off his seat. In response, Aaron tries to hit Mason back, but misses.


Aaron is too close to Mason now and Mason panics. He doesn’t like it when people invade his personal space. He pushes Aaron away again and he hurtles toward the floor. Mason starts throwing things at Aaron, hitting and missing Aaron while doing so. Aaron sustains a bruise on his arm from the paper weight Mason threw at him.


You and Isabelle rush toward the living room when you heard the commotion.  As a response, Isabelle rushes to Mason and attempts to restrain him to stop him from throwing anymore things at Aaron. Isabelle fails and Mason panicked all the more and became more aggressive.


You run towards Aaron to see his bruise. You assist him in getting up and you hurriedly escort him out of the room. You call on Isabelle, signalling her to maintain a safe distance from Mason.


When everyone was at a safe distance, you reassured Mason, in Auslan, that everything will be okay. You also checked if he is okay. He starts to calm down.


1. Refer to Mason’s Behaviour Support Plan. What are the client’s behaviours of concern?


2. As part of Lotus protocols, you are required to report to and seek the support of your supervisor at once. Outline the procedures that you must follow to report the incident to your supervisor.


3. Describe the behaviours of concern exhibited in the scenario. Answer the following questions.

i. What are the behaviours of concern in the scenario?

Identify two (2) behaviours of concern in the scenario

ii. What type of behaviour is this?

a. Appropriate behaviour
b. Passive aggressive behaviour
c. Inappropriate behaviour

iii. How many times did these behaviours occur in the scenario?

iv. What triggered this behaviour of concern?


4. Describe the context of the behaviour of concern by answering the following questions.

i. Identify environmental factor(s) that contributed to the behaviour of concern.

ii. Describe the person’s emotional well-being when the behaviour of concern occurred.

iii. Describe the person’s health status when the behaviour of concern occurred.

iv. Was Mason taking any medication?

v. If Mason was in on any medication, did this have an effect on the behaviour of concern?


5. Consider the interventions used in the scenario to address Mason’s behaviour of concern.

a. Identify one(1) appropriate intervention used in the scenario.
b. Identify one (1) inappropriate intervention used in the scenario.

Briefly explain why these interventions were appropriate or not to Mason’s support.


Case Study 2: Lily

Lily is a 20-year old lady, from Greece, with vision impairment. Lily has just moved into the local area and is sharing a unit with another a lady called Wilma. Lily is a client at Lotus Compassionate Care.


Lily will be having a person-centred planning meeting and her family will be coming down from up north to attend. One of the items on the agenda is community participation and inclusion.


Lily and her family express an interest in Lily attending the women’s arts and crafts group at the community centre each Tuesday and Thursday mornings where mostly retired people attend the group.


Despite her vision impairment, Lily demonstrates intermediate skills in painting, especially with finger painting. She also demonstrates skills in creating accessories such as bracelets and necklaces from coloured beads.


Lily is an outgoing person and she prefers to enjoy her hobbies with others. She also enjoys interacting with people her own age.


To engage in a social network, she needs a walking stick and the help of a support worker to guide her in navigating through an unfamiliar place.


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