CHCDIS009 Assessment Task on Facilitate Ongoing Skills Development






Part A

For this task you are required to identify skill development needs for the client based on the information collected in your workplace and develop an individualised skill development plan for three clients with disability. You also need to implement and monitor the individualised skill development plans for all three clients. You are to perform the following tasks:

  1. develop an individualised skill development plan for three clients with disability using the given template.
  2. implement and monitor the individualised skill development plans for all three clients and record how you have implemented and monitored the individualised skill development plans for all the three clients using the given template.


Important Instructions to complete the Individualised Skills Development Plan:

  • Prioritise
  • Implement Something Every Day
  • Seek Feedback and Support: Learn from others. Ensure that feedback is relevant to your development priorities.
  • Face your Barriers
  • Involve Others
  • When setting development activities, keep in mind the SMART model:

S – Specific

M – Measurable

A –  Action Oriented

R –  Realistic

T –  Timebound


Part B

For this task you must demonstrate your ability to:

  1. Identify the person with disability’s skill development needs using a person-centred approach
  2. Document development needs in line with organisation program guideline
  3. Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or another relevant person for inclusion in the individualized plan
  4. Always be respectful, motivating and empowering the client with a disability during implementing skills development plan.
  5. Coordinate and support the other team members while implementing person-centred ongoing skills development in line with the person’s individualised plan
  6. Develop formal ongoing skills development opportunities
  7. Document ongoing skills development opportunities in individual care plans
  8. Work with the person to implement ongoing skill development activities
  9. Utilise equipment and resources as required to facilitate the learning process
  10. Access and use resources and equipment as required
  11. Document outcomes in individualised care plans
  12. Monitor development and provide feedback
  13. Evaluate the effectiveness of activities and make changes as needed
  14. Identify opportunities for ongoing development and encourage learning
  15. Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in the appropriate format
  16. Encourage when the person takes the initiative in learning situations






Case Study 1: Marlo Desai

Ms Marlo Desai was depressed, isolated and feeling helpless when she came to know that her vision will be continuing to be deteriorated as per her disease condition and one day she will be completely blind. This was a very sad news for Marlo and her mother. Marlo’s case manager Lavin appointed you as her support worker.

You acknowledged and researched Marlo’s condition and found that Marlo love playing cricket, but started ignoring it from last four weeks, since the news of her health condition. You as her support worker, suggested her to engage in the sport/game again so that she does not feel isolated, helpless and not useful to the society, anymore.

After few support sessions and assistance from community and her mother, Marlo started playing the game again and currently she is the Vice-captain of Surrey Hills cricket team and Captain of the International Ladies cricket team.

Marlo is now a very bubbly and positive person, always offering support to others and setting an amazing example with her ‘can do’ attitude. Her vision has fortunately not deteriorated, and cricket has played a significantly positive role in her life.

Marlo says that a lot of the confidence she has now is due to her involvement in cricket. It’s helped her to find a job, given her the support skills she needed to enable her to live by herself and removed her from isolation.


1. Select from the following answers, how does social devaluation impact Marlo’s life:

1.a. Marlo was very isolated and depressed

1.b. Marlo always felt joyful

1.c. Marlo was feeling helpless

1.d. Marlo started ignoring the sport/game she liked the most


2. As a “Disability support worker” for Marlo, list any three (3) effective competency and image enhancement strategies that you can implement to address social devaluation?


3. When providing active support care for people with high support needs, what you should consider. Select the correct answer:


  1. Maintain privacy, confidentiality and dignity of the client.
  2. Always seek advice from all the stakeholders involved in the planning, implementing and evaluating person centred care.
  3. Encourage participation of client.
  4. Follow organisational policies and procedures.
  5. Always follow the applicable standards and regulations.
  6. All of the above


4. What points you should consider while using person-centred approach to identify the needs of a client with disability? Mention any five (5) points?


5. Provide any two (2) examples of community services and resources available for Marlo?


6. What are the core-strengths Marlo developed that helped her getting a job as Vice-captain of Surrey Hills cricket team and Captain of the International Ladies cricket team? Mention any two (2) core-strengths.


7. What are the main strategies you may use to interact with people with a vision impairment?


8. Depending upon the case study, identify individual skill development needs for Marlo and develop an Individual skill development plan in the given template for monitoring ongoing skill development.


Case Study 2 Anthony Casmentto

Mr. Anthony is a 44-year-old man, he had a high-speed motor vehicle accident in 2000. He experiences disability due to an acquired brain injury after an accident. Anthony lives in supported accommodation facility post-accident.

Mr. Anthony has limited movement because of his injuries. All bed transfers are made using a sling and hoist, all the nutrition is given via a gastrostomy feeding tube. The only movement that Mr. Anthony can control is on his left side, in particular he can move his thumb and first finger although this movement is very difficult to control.

Mr. Anthony still love to drive his scooter around the facility. He likes to visit family on his scooter as. family live nears by. Anthony find hard to unlock and lock his vehicle independently. He always has to seek assistance from the carer and family when he has to lock and unlock his vehicle.

Anthony expressed his concern to the case manager(David) in the client meeting that he wants to learn independently unlock and lock his vehicle.


1. What are the two (2) key skill development needs of Anthony?

2. Is it necessary to follow the organisation policies and procedures while planning, assessing and implementing skill development plan for Anthony? True/False

3. List any two (2) person centred approaches can be used to help Anthony?

4. Name any three (3) people who you can refer Anthony for training during his skill development plan?

5. Depending upon the needs identified, develop skill development plan for Anthony in the given template?

6. What are the three (3) strategies to encourage positive behaviour of Anthony during his skill development program?

7. List any two (2) strategies that can be implemented to promote independent learning for Mr. Anthony?





1. Define each of the following current practices, philosophies and theories in terms of supporting people with disability in 50-100 words.

a. Social model of disability

b. Person-centred practice

c. Social devaluation

d. Strengths-based practice

e. Community education

f. Active support

g. Capacity building

h. Self-determination

2. List any two (2) main aims of the social model of disability?

3. Explain briefly all the six (6) National Standards for disability services providers in 100-200 words.

4. List any five (5) sources of information about training opportunities available to persons with disability?

5. Match the following learning opportunities to their correct types:

·         Method ·         Definition
·         1. Formal


a. This type of learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience.
·         2. Informal


b. It is some form of accidental / indirect / additional / unplanned learning within an informal or formal learning situation.
·         3. Incidental


c. It is delivered by trained teachers in a systematic intentional way within a school, academy/college/institute or university


6. Explain any eight (8) general communication strategies or techniques you may use to communicate with people with disability?

7. Mention any three (3) learning strategies and opportunities that you may use to help the client work towards their personal goals.

8. Define the concept of “active support” in terms of dealing with people with disabilities in 100 words.

9. What you must consider, while communicating client information with your colleagues? Mention any two (2) considerations.

10. Write any four (4) strategies to motivate and empower the clients with disabilities.

11. What is “constructive feedback” and mention two (2) benefits of constructive feedback and encouragement?

12. Mention any ten (10) person centred practice tools and resources.

13. What are the key components or elements to identify skills development in collaboration with the person and/or family? Mention any five (5) key components or elements.

14. Mention any two (2) specialist services who you can refer people with disabilities.

15. List the five (5) main principles of the community education?


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