Assessment information
Purpose of this resource
The purpose of this assessment is to provide evidence of your understanding, skills and knowledge according to the defined requirements within each unit of competency in this cluster.
The Warner Institute is required to keep a copy of your assessment for a period of 6 months from the date of being deemed satisfactory/not yet satisfactory. Your assessment may be used as evidence during audits regarding funding and regulatory requirements.
Submitting your assessment
Your assessment must be submitted as per your Course Manager’s instruction.
There are three opportunities for you to re-submit your assessment to achieve a satisfactory result. If you do not receive a satisfactory result after 3 attempts, further learning may need to be arranged
All sections of the assessment must be completed, or the assessment cannot be accepted.
Keep a copy of your assessment as this will not be returned to you.
Assessment extension requests
If you require an extension to the assessment due date, you must complete W-Inst Form 015 Application for Extension of Time to Submit Assessment Form and submit via email to your course manager. Extension requests are reviewed, and decisions to grant an extension are made at the discretion of your course manager.
Types of assessment
Assessments may include:
- Written Questions
- Case studies
- Projects
- Workplace observations
- Reflective Journal
- Simulation observations
- Portfolio of evidence
Assessment Outcomes
Competency-based assessment is the process of collecting evidence and making judgements about whether a student has achieved competency of skills and knowledge against a set criterion. This approach provides personalised feedback and ensures students are well-prepared for their job role.
Assessment Task 1: Written questions
Question 1.1
The human rights framework is outlined in the Universal Declaration of Human Rights.
What is the ‘Universal Declaration of Human Rights’ and what relevance does it have for people with disability in Australia?
Question 1.2
What is your understanding of ‘access and equity’?
Question 1.3
Provide a brief explanation of the principles of access and equity including one (1) example of how this may be achieved for a person with disability
Question 1.4
Provide a definition of active citizenship
Question 1.5
Explain the concept of ‘active citizenship’ with respect to the support of a person with disability?
Question 1.6
What is the principal of ‘community inclusion’? Provide two examples of how it can be realized.
Question 1.7
Explain the term ‘dignity of risk’
Question 1.8
In your own words explain the impact of social devaluation on quality of life for people with disability
Question 1.9
Match the following ‘disability concepts’ with the descriptions in the table
- Vulnerability
- Power
- Independence
- Interdependence
Question 1.10
What is person centred approach/practice?
Question 1.11
What are the three (3) aims of a strengths-based approach/practice?
Question 1.12
Explain ‘active support’ in disability:
Question 1.13
Briefly explain ‘positive behaviour support’ and provide one example of how you can support positive behaviour.
Question 1.14
Briefly explain the importance of advocacy and empowerment in the context of a person with disability
Question 1.15
Describe one strategy and technique for advocating for a client with a disability.
Question 1.16
Your client has a plan in place to maximise their community participation and social inclusion. Explain your duty of care to your client in this situation.
Question 1.17
What is a ‘skills assessment’, why should they be completed and what purpose do they serve for people with disability?
Question 1.18
What does ‘capacity building’ mean?
Question 1.19
How does ‘capacity building’ support education in the community to benefit the client
Question 1.20
List four (4) types of formal assessments that can be completed to support ongoing skills development for a person with disability
Question 1.21
In the table below, provide the names and purpose of two (2) assessments used by service providers that assess current and future ability of skills development in people with disabilities
- Provider
- Occupational Therapist
- Behaviour Support Practitioner
Question 1.22
The Australian Government Disability Gateway (AGDG) provides services and information to people with disability, their family, friends and carers to find support when they need it.
In the table below, place a ‘Yes’ alongside the areas of life that the AGDG supports and a “No” alongside those it doesn’t
Area of life
- Transport
- Rights and legal
- Everyday living
- Personal relationships
- Income and finance
- Health and wellbeing
- Pets
Question 1.23
Provide four (4) strategies for identifying and maximising informal learning opportunities when supporting clients
Question 1.24
- List two (2) motivators that can be used to encourage and support learning for people with disability
- List two (2) de-motivators that can discourage learning
- List two (2) examples of situations that may block opportunities for learning
Question 1.25
List three (3) examples of services/resources in the community that support people with disability
Question 1.26
Provide a summary of the following principles and how they support access and inclusion:
Person-centred principles:
Rights-based principles:
Inclusion principles:
Evidence-based principles
Empowerment principles
Question 1.27
Provide a summary of the four (4) essentials of person-centred active support:
Every moment has potential:
Little and often:
Graded assistance to ensure success:
Maximising choice and control:
Question 1.28
Briefly describe the main role and responsibility of the following heath professional in assisting people with disabilities
Heath professional
- Occupational therapist
- Behaviour Support Practitioner
- Physiotherapist
- Speech Pathologist
Question 1.29
What is the role of carers, families, guardians, and friends in supporting community participation and social inclusion for people with disability?
Question 1.30
What is the role of a supervisor and what is their responsibility in the provision of disability support?
- Role
- Responsibility
Question 1.31
What are the principles of ‘prompting’ and ‘fading’ in the context of teaching a person with disability?
Principles of prompting:
Principles of fading:
Question 1.32
- Explain how prompting techniques can be used to assist a person with a disability.
- What are three (3) key considerations a support worker should be aware of when utilising the ‘prompting/fading’ technique?
Question 1.33
What are ‘reinforcing techniques’? Provide three (3) examples of how they could be applied to a person with a disability.
Reinforcing techniques:
Examples:
Question 1.34
What would be the value of ‘incidental learning’ experiences for a person with disability?
Question 1.35
Why is it important to maintain competency and image enhancement for a person with disability?
Question 1.36
For each ‘support resource’ listed in the table below, provide three (3) examples of tools/equipment and their purpose to assist your client with support for learning.
Support resources
- Assistive technology
- Adaptive equipment
- Personal support
- Modified learning and equipment
Question 1.37
Strengthening the options, networks, and services of a person with disability once their assessments and support plans have been created is important to ensure that meaningful outcomes are achieved.
Briefly explain two things you could do as a support worker to aid in this process.
Question 1.38
Provide three (3) situations where client information can be disclosed without their consent?
Question 1.39
Identify the four (4) strategies for a person with a disability to enhance their independence:
Question 1.40
Privacy refers to an individual's right to control access to their personal information, thoughts, and activities.
Provide two (2) examples of how you can support a client to maintain their privacy.
Question 1.41
Provide two (2) examples of the legal and ethical duty you hold to maintain a client’s confidentiality
Question 1.42
- In your own words explain what is meant by social and emotional wellbeing?
- Why is a person with disability more likely to need support with their social and emotional wellbeing than someone who does not have a disability?
Question 1.43
Jake is a 21-year-old person with a physical disability that affects his mobility. Jake approaches you as his support worker and states that he gets really upset when he is made to eat dinner at 5pm. He tells you he doesn’t want to speak up as he ‘may get in trouble’ with the supervisors.
- What is your role as a support worker in advocating and assisting Jake to speak up for himself?
- Name and explain three (3) techniques you could do to help support Jake to speak up for their rights?
Question 1.44
Jake has recently completed a Certificate II in Workplace Skills, and he is very excited at the prospect of gaining employment. He is hoping to apply for work at the local chocolate factory where his best friend works. The chocolate factory is a social enterprise where both people with and without disabilities can work.
- What funding may be available to support Jake in gaining employment at the Chocolate factory?
- Explain the type of employment that Jake may be able to get while working at the factory?
- Name three guiding principles that the employer should enforce when working with Jake.
Question 1.45
Due to Jake’s physical disability, he finds it hard to stand for long periods of time, uses a mobility aid to walk and becomes tired in the afternoons.
Name three (3) reasonable adjustments that the workplace could make to accommodate Jake’s needs.
Question 1.46
Jake’s parents are concerned about him starting work. They are worried that he may not be supported well enough and physically hurry himself. Jake feels his parents are being negative and over-protective.
Name three (3) strategies you could use to address these negative attitudes?
Question 1.47
Assistive technologies can support a person in their life activities.
- Explain how assistive technologies can maintain and promote independence.
- Explain how assistive technologies can enable inclusion and participation
Question 1.48
Find a company that sells assistive technology devices (you can find a physical store, or research one online). Identify 4 devices that could assist in a specific life domain that are not listed in the PowerPoint slides and describe how it assists.
Provide the URL for each item if you have done your research online:
- Life Domain
- From you answers above select one Assistive technology and explain how it can maintain and promote independence
- Explain how it can also enable inclusion and participation
Question 1.49
Often a person with disability will find there are barriers to community participation and social inclusion. Often there are multiple barriers that can make it difficult or even impossible for the person to function.
Complete the table below with an example of each type of barrier that a person with disability may meet.
- Barrier
- Physica
- Skill
- Personal
- Systemic
- Structural
Question 1.50
Explain the importance of the following organisational policies and procedures when it comes to documenting.
Complete the table to show your answers.
Documentation Policy and Procedure
- Timely
- Accurate
- Objective
- Detailed
- Storage of information
Assessment Tasks 2, and 3 – Portfolio of Evidence, Reflection and Simulation Observation assessment
Teone McKenzie (Assessment Task 2 Portfolio of Evidence and Simulation Observation)
Task 2.1 – Scenario:
Teone is currently living at home with his mother and brother who will shortly be moving out. Teone will then be transitioning to new living arrangements with full-time (live-in) support workers.
You have just been employed by Garden Village Disability Support Services (GVDSS) as support workers and your task is to get to know Teone. You have already met with Teone’s mother and have been given his Support (SP) Plan and Positive Behaviour Support (PBSP) Plan.
Given Teone’s extreme behavioural requirements, the plan is for you all to work together and be a part of his ongoing support team.
Task 2.1 Portfolio of evidence:
Review the Support Plan and Positive Behaviour Support Plan and complete Teone’s Client Profile form below:
Client Profile Form
- Client Name:
- Documents reviewed to create this profile:
- Identify and list five (5) key details from the plans used to create this profile
- Identify and list five (5) attributes unique to the client
- Identify and list the client’s health status and diagnoses
- List their current medications
- Describe their personal care and hygiene-related needs
Task 2.2 – Scenario:
Teone’s mother is concerned that when she is not living with him, he will resort to eating ‘junk food’ and this will affect his overall health.
Your Support Coordinator at GVDSS sees this as a perfect opportunity to assess Teone’s functional capacity with preparing himself a meal!
You have noticed on Teone’s Support Plan that he loves seafood marinara pizza and decided that you will conduct the skills assessment on Teone as he prepares this at home.
You have also decided to invite Teone’s mother to the home for preparation and cooking, given that you don’t know Teone that well and her support might come in handy.
The table below describes the outcomes as you assisted Teone to do the following things:
Task 2.3 Scenario:
Teone’s Support Coordinator has reviewed your observations from the ‘pizza making’ activity you undertook with Teone at his home. Overall, she is impressed by your efforts so far but a little concerned at how much pizza Teone was allowed to eat!
In consultation with Teone’s care team, the Support Coordinator has devised (and provided you) a ‘skills development strategy’ for Teone, that includes expanding on the cooking activities to further develop his skills and exploring options for Teone to mix with others in the community with similar interests in food and cooking.
You will break into small groups to discuss options to present to Teone, and then you will devise an Activity Program Plan for Teone, incorporating the skills the team is looking to have Teone develop. The template should include enough relevant information to support him to make a choice, for example:
- Describe the activity
- Day, time and location
- What support will be required at the activity?
- How does the activity align with his goals and interests?
- Are there potential barriers to participation that he needs to consider?
Task 2.3 Portfolio of evidence:
Complete the Activity Plan template below:
- Activity Plan
- Client Name
- Activity option 1
- Activity option 2
- Activity option 3
Activity 2.4 Scenario
Soon after you present Teone with his activity options, you receive a call from his mother, Barbara. Teone doesn’t know how to tell you that he doesn’t like any of the options you’ve put forward. He is worried that he will hurt your feelings, so he has asked his mother to convey the message.
What you learn from Barbara is Teone’s friend/girlfriend, Saige, who lives in nearby Hastings, knows of a place called BUSY Ability which specialises in skills development activities for people with intellectual disabilities and autism. Best of all, they run ‘healthy cooking’ classes which focus on local produce, including Indigenous plants, herbs and spices! Saige believes this would be something that Teone would enjoy.
You have pitched the idea to Teone’s Support Coordinator and got the all-clear to proceed. She thinks this would a perfect activity to develop his functional and social skills; so much so, that she has approved Teone’s entire team of support workers (that’s YOU!) to accompany him (courtesy of some last-minute NDIS funding!).
The day has come and Teone, with girlfriend Saige, are whipping up a storm at the cooking class!
Teone is doing very well, following the instructions of the facilitator. He is doing his best to follow along and understand what is being said. He is even helping Saige with Indigenous terms that the facilitator is using.
At one point though, Teone becomes argumentative with the facilitator, accusing him of spending too much time with the ‘pretty girls’ in the front row. You also notice that Teone is becoming a little boisterous overall around some other participants which is beginning to unsettle the class.
When you approach Teone and ask him how he’s going, he replies “these people are racist!”
Task 2.4 Simulation
You will break into groups and role play this scenario, where you will implement your de-escalation strategies with Teone.
Your trainer and assessor will complete an observation checklist on this role play.
After the role play, you will evaluate the effectiveness of the strategies you implemented and then complete the progress notes below.
Your progress notes should include:
- an accurate account of the day’s events so far, including details of his participation, engagement levels and behaviour
- two (2) suggestions for improving Teone’s engagement levels to assist him to derive more from the activity