CHCDIS008 : Facilitate Community Participations and Social Inclusion - Management Assignment Help

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Case Study assessment outline (Online – student)
CHCDIS008 Facilitate community participation and social inclusion
This unit describes the skills and knowledge required to develop and facilitate person-centred strategies for participation in various community settings, functions and activities to enhance the psychosocial well-being and lifestyle of a person with disability.
Please ensure you have completed any pre-requisite units before undertaking this assessment task.

In order to be deemed competent in this unit you must satisfactorily complete the following assessment tasks:
The student will need to complete the following 3 assessment tasks. Method
1. Assessment Task 1 Short Answer Questions
Written
2. Assessment Task 2 Case study
Written
3. Assessment Task 3 Placement
Observation/Demonstration
Assessment instructions

Reasonable Adjustment
You can negotiate reasonable adjustments to the condition/s of the assessment by prior arrangement with the teacher. Arrangements must be negotiated before the due date of the assessment. Possible reasons for adjustments may include carer responsibilities, cultural or religious obligations, English as a second language or a recognised disability.

Conditions of assessment
Students must complete and sign the coversheet and submit it with all written or project work unless uploading it to SWTAFE Online.
If during a task the assessor thinks you are working unsafely he/she will stop the assessment. In this case, you will be required to review your skills and knowledge before you can re-attempt the task.
All tasks will be assessed as Satisfactory (S) or Not Satisfactory (NS). Grades or percentage marks may only be applied after competence is achieved if relevant to the course outcomes.
In some instances you may be completing the assessment as part of a team; if you are completing an assessment task as part of a team you will be required to demonstrate individual competence to the assessor.

Plagiarism
Plagiarism is the presentation of work from another person, as though it is your own and failing to properly acknowledge the original source. South West TAFE treats plagiarism as a serious academic offence.

Re-assessment
You are entitled to one (1) additional attempt following the initial attempt for each assessment task within the unit enrolment period. I you are deemed “Not satisfactory against this assessment task, you will need to either resubmit this assessment (or part thereof) or a further assessment will be negotiated. Any re-submission requires a new Assessment cover sheet unless submitting online.

Appeals process
If you are dissatisfied with any aspect of your assessment you should first contact your teacher to discuss the matter informally. If unable to resolve the issue, you may request an assessment is reviewed by an alternative assessor. For information on how to appeal formally against an assessment refer to the Academic Grievance Policy. This can be accessed via the South West TAFE Website.

Retention of work
South West TAFE will retain completed student assessment items for each unit for up to seven years from the unit completion date. A copy of my marked work will be retained by South West TAFE for review and comparison, including review by external auditors.


Assessment Task 2 – Case Study
This is the second (2nd) of three (3) assessment tasks you need to successfully complete to be deemed competent for the unit(s).
Task instructions
You will carefully read the case study and follow the instruction for guidance. You will be required to develop an community participation plan for each client. The approved template has been provided with the assessment. All areas of the community participation plans must be addressed with appropriate information.
Satisfactory completion of this assessment task
Please ensure you read through all parts of the case study instructions and information prior to undertaking the assessment task. For this assessment task, you are required to answer all questions to the standard required or address all the criteria in the scenario below to achieve a result of satisfactory.
All assessment tasks must be assessed as satisfactory for you to be deemed competent in this unit.
Assessment conditions
This is an individual assessment task.
You are to read the case study instructions and response to the key points within the case study.
Assessment tasks to be complete in the students own time unless otherwise instructed by the assessor.
Resources:
Valid web based sources https://www.ndis.gov.au/ / https://www.nds.org.au/ / https://www.valid.org.au/PowerPoint presentations from each delivery session.
Class handouts from each delivery session.
SWTAFE Online
Textbook – The Disability Support Worker
Community participation plan template
Task due date
Assessment due by dates are as per timetable, usually assessments are due two (2) weeks after the last delivery date for the unit.
If an extension of submission time is required you must complete a request in writing at least five (5) days prior to the assessment task taking place.
Submission Details
The following items must be submitted:
You are to submit all assessment requirements (answered all questions) for assessment task 2 via SWTAFE Online by the due date as documented in the course timetable. You are to record answers to the questions in the platform provided on SWTAFE Online.
All students are required to record their responses to the questions directly into a Word Document and with your name, student number and Unit code in the title.
You must complete an Assessment cover sheet (TL-022) when submitting this assessment task, unless submitting online.
Case Study 1 – Mandy
Mandy is an 18 year old woman with a moderate intellectual disability because of Down’s syndrome. She lives in Bendigo with her mum, Irene. Mandy has two older brothers who are both living in Melbourne.
You have recently started supporting Mandy, 2 hours a week for social support, where you take her shopping each week to the local shopping centre. During lunch one day, Mandy tells you she is “sick of going shopping” and wishes she could do something else. You ask her to explain what she would rather be doing. Mandy says she doesn’t know but would like to have a boyfriend. After asking many more questions you discover that she plays the guitar, sings and has been learning how to use the sewing machine to make cushion covers.
Some more back ground information about Mandy.
Mandy quickly becomes infatuated with any male person that shows her attention. Mandy’s behaviour can sometimes become socially awkward as she will then follow that male person around and ask very personal questions that lead to embarrassment to the male and everyone within hearing distance. This behaviour has sometimes excluded her from mainstream social settings.
Mandy is a talented guitar player who enjoys writing her own songs.
Mandy and her mum both live on pensions, so their budgets are very limited.
Mandy is able to verbally communicate, however, her speech can be quite difficult to understand and would benefit from some form of augmentative communication to support her in a community setting.
Think about one community participation idea you and Mandy could develop and plan for that would give her more meaningful participation within her community.
Record your ideas in the community participation plan below.

Case Study 2 – Jane
Jane is an older person with Multiple Sorosis who has recently been referred to your organisation for social support. Jane lives independently at home with her dog, Daisy. As Jane’s disease has progressed she has found it more difficult to leave the home and is becoming increasingly more anxious about being in the community as her mobility deceases and loss of bladder control makes her fearful of embarrassing “accidents” in public.
In the past, Jane has been an enthusiastic member of the local theatre group but stopped attending 12months ago. She still enjoys dressing up and designs costumes from her favourite TV show “Game of Thrones”. Janes other interests include fundraising for MS Society, Victoria, engaging in social media, playing with Daisy in the backyard and playing scrabble via the internet. Jane has maintained very strong skills in information technology but is finding it increasingly difficult to type on her standard key board.
Jane lives in town but is no longer able to drive. There is one bus service in town that runs one in the morning and once in the afternoon in line with school hours.
Think about one community participation idea you and Jane could develop and plan for, which would give her more meaningful participation within her community.

Case Study 3 – Kali
Kali has arrived as a refugee from Sudan. He lost both of his parents at an early age due to a civil war which has raged in the country for a number of years. He has poor literacy and numeracy skills due to his lack of formal education and mild intellectual disability. Kali works at a local supermarket at night stacking shelves. He mostly socialises with other refugees from his local community but lately he has been anti-social, preferring to be involved with a small gang of teenagers who frequent the nearby shopping mall.
You meet Kali on two separate occasions where you discuss some ideas that Kali can explore in his free time. Kali tells you that he loves watching NBA basketball on TV but he has never had the chance to play. Kali also tells you shyly that he has been trying to write stories about his life in Sudan but is too embarrassed to show anyone because his writing is “not good”. He then goes on to say that he knows that his friends sometimes do bad things but they are the only “family” he has and the only ones that he can talk to about what happened in his mother country.
Think about one community participation idea you and Kali could develop and plan for, which would give him more meaningful participation within his new community.

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