CHCDIS012: Support Community Participation and Social Inclusion

Assignment Overview

Assessment Process for the Student

If you feel you can demonstrate or have prior skills for this unit, it is recommended that you inform your assessor and apply for Recognition of Prior Learning (RPL) for this.

Overall Assessment

As a student, you are required to demonstrate competency for each unit within your chosen qualification.
To achieve competency, follow the steps below:

1. Knowledge Assessment – Written questions.

2. Application Assessment – Case studies, research and/or activities.

3. Complete the minimum 120 hours of workplace requirements – applicable to specific units.

Additional Assessment

1. WHS and workplace practices will continue to be assessed throughout the course.

Conditions of Assessment

All work submitted must be your own work. Should you add content from other sources, please make sure this is referenced in your assessment.

Assessor Assessment Instructions

Overall Assessment

Your students are required to demonstrate competency for each unit within their chosen qualification.
Competency will need to be demonstrated through the following methods:

1. Knowledge Assessment – Written questions.

2. Application Assessment – Case studies, research and/or activities.

3. Complete the minimum 120 hours of workplace requirements – applicable to specific units.

Note: should the student be required to re-submit or repeat the assessment, a new assessment (full or partial) is to be provided to the student with a new assessment cover sheet.

Part B – Activity

Personal Reflection

One of the best ways to understand someone’s needs is to consider your own.

Activity:
What roles are meaningful for you? Tick if you performed these roles in the past, present, or intend to in the future.

Roles and Participation

• Student at school part or fulltime

  • Past:

  • Present:

  • Future:

• Worker part or fulltime employment

  • Past:

  • Present:

  • Future:

• Volunteer regularly for a community group, school, political campaign

  • Past:

  • Present:

  • Future:

• Care giver regularly for a family member or friend

  • Past:

  • Present:

  • Future:

• Home maintainer regular doing housework or yard work in your home

  • Past:

  • Present:

  • Future:

• Friend regularly spending time or doing something together

  • Past:

  • Present:

  • Future:

• Family member regularly spending time or doing something with a relative

  • Past:

  • Present:

  • Future:

• Religious participant in activities associated with your religion

  • Past:

  • Present:

  • Future:

• Hobbyist involved regularly in a hobby (e.g., sewing), activity (e.g., playing a musical instrument), participate in a club (e.g., stamp collecting)

  • Past:

  • Present:

  • Future:

• Participant in organisations regularly as a member of a group or club (e.g., committee member), civic or political organisations

  • Past:

  • Present:

  • Future:

Questions

1. Do you have a choice about what roles you do and when?

2. How different are your meaningful roles to those of people you support?

3. Do you have the choice to decide what you do in your life and what you spend your time engaging in?

4. The activities and roles you find meaningful, are they different to the things that the people you support find meaningful?

Part C – Case Studies

Case Study 1

Scenario:
Laura is a consumer with a mild intellectual disability. Laura loves gardening and has always been involved in gardening with her mother since the age of five. She started in the garden by picking out weeds, watering, and learning how to plant and maintain the garden.

Laura and her mum would visit the local garden centre to buy seedlings to plant and other items such as soil and food supplements for vegetables and flowers. Everyone knows Laura, and she would spend time talking to the staff and asking questions so she would know what to do with her new plants.

Laura’s mum would buy the pesticides, but Laura is not very good at reading, and her mum was concerned about her risk using chemical pesticides. Laura and her mum spent a lot of time working in the garden. Laura likes her flowers but enjoys growing herbs and vegetables. Her mum and she would cook the vegetables and use the herbs in cooking.

All the neighbours and friends have told Laura that hers and her mum’s garden was the best in the local area. Laura and her mum have both won awards at the local garden show for their flowers and vegetables.

Laura’s mum passed away a few years ago. An aunt has moved in with Laura, but the aunt has no interest in gardening. Laura has decided that she is now ready to take up gardening again. She lost interest when her mum passed away, as she did not have anyone to do this with, and gardening made her feel sad. Laura has also decided she would be happy to do some work related to gardening. She has no formal qualifications and lacks self-confidence in a group.

Questions:

1. What skills and capabilities does Laura have?

2. List three (3) things you could do to support Laura with her interest in gardening.

3. Outline two (2) options available to assist with formal and informal employment opportunities for Laura.

4. What are three (3) barriers for Laura’s participation and inclusion?

5. List three (3) potential risks for Laura if she was to volunteer at the local garden centre.

6. Why is it important to talk to Laura about the risks associated with her role at the garden centre?

7. List (2) things the garden centre could introduce to remove or reduce the risk for Laura with the use of garden pesticides.

Case Study 2

Scenario:
Ben, a 40-year-old man, recently had a stroke and lost his ability to communicate verbally and in writing. Ben was a bus driver before developing multiple sclerosis (MS) and was a keen fisherman on weekends. Ben believes he is independent and capable with a positive attitude to life. He needs some assistance with personal care and cooking but can still dress and feed himself.

Questions:

1. Name three (3) supports and services to assist Ben with MS.

2. List five (5) aides, equipment, and environmental adaptations for Ben.

3. List five (5) questions to explore options for Ben to continue fishing.

Case Study 3

Scenario:
Mathew, a person with cerebral palsy and a mild intellectual disability, uses a wheelchair at home and an electric scooter for longer distances. He is interested in vocational training (Cert II Business) at the local TAFE. He enjoys computers, art, and drawing. His mother, Sylvia, is concerned about him attending TAFE alone. Accessibility and environmental adaptations are required.

Questions:

1. Who could be involved in assessing the TAFE environment for Mathew?

2. List four (4) physical barriers for Mathew to attend the course.

3. List three (3) ways to establish Mathew’s preferences with travel and transport.

4. List four (4) risks with travel and transport for Mathew.

5. List four (4) things to minimize travel and transport risk for Mathew.

Brief Summary of Assessment Requirements

The assessment is designed to evaluate the student’s competency in supporting community participation and social inclusion. Key requirements include:

1. Knowledge Assessment:

   • Completion of written questions demonstrating understanding of concepts related to meaningful roles, participation, and inclusion.

2. Application Assessment:

   • Engagement with case studies and activities to apply theoretical knowledge to real-life scenarios.

3. Workplace Requirements:

   • Completion of a minimum of 120 hours of workplace practice where applicable, ensuring hands-on application of learning.

4. Personal Reflection Activity:

   • Reflecting on meaningful roles, past, present, and future participation, and comparing personal roles with those of individuals supported.

5. Case Study Analysis:

   • Three detailed scenarios requiring identification of skills, barriers, risks, support strategies, and practical solutions to promote inclusion and participation.

6. Conditions:

   • All submissions must be the student’s own work, with proper referencing if external sources are used.

   • Workplace health and safety practices will be continually assessed throughout the course.

Assessment Approach by the Academic Mentor

The academic mentor guided the student through the assessment in a structured, step-by-step process:

Step 1: Orientation and Understanding Assessment Requirements

• Process:

  • The mentor first reviewed the assessment instructions with the student, explaining each section: knowledge assessment, application assessment, and workplace requirements.

  • Emphasis was placed on understanding the importance of reflective practice and practical application in real-world scenarios.

• Outcome:

  • The student gained clarity on what was expected, the marking criteria, and the relevance of each component.

Step 2: Personal Reflection Activity (Part B)

• Process:

  • The mentor encouraged the student to list all meaningful roles they had experienced (past, present, future).

  • Guided the student to analyze whether these roles were comparable to those of the individuals they would support.

  • Discussed how choice, autonomy, and personal satisfaction influence engagement.

• Outcome:

  • The student successfully reflected on personal roles and understood the importance of empathy and perspective-taking when supporting others.

Step 3: Case Study Analysis (Part C)

• Process:

  • Case Study 1 (Laura – Gardening):

    • Mentor helped the student identify Laura’s skills, interests, and challenges.

    • Guided brainstorming on supportive strategies, risk management, and opportunities for employment or volunteering.

  • Case Study 2 (Ben – Stroke and MS):

    • Mentor assisted in exploring Ben’s supports, environmental adaptations, and maintaining engagement in hobbies.

  • Case Study 3 (Mathew – TAFE Attendance):

    • Mentor helped the student identify accessibility barriers, transport issues, and strategies to minimize risks while promoting independence.

• Outcome:

  • Student learned to link theoretical knowledge with practical solutions, considering risk assessment, person-centred planning, and inclusion strategies.

Step 4: Knowledge Assessment Completion

• Process:

  • Mentor reviewed written questions with the student to ensure understanding of community participation, meaningful roles, and inclusive practices.

  • Provided tips on structuring responses with clear examples from case studies and workplace experience.

• Outcome:

  • Student demonstrated competency in knowledge assessment, integrating theory with practical application.

Step 5: Workplace Practice Reflection

• Process:

  • Mentor guided the student to document hours completed, activities undertaken, and reflection on skills applied in the workplace.

  • Focused on evidence of engagement, problem-solving, and supporting social inclusion in real contexts.

• Outcome:

  • Student was able to validate practical experience, showing competency in applying knowledge to workplace situations.

Final Outcome and Learning Objectives Achieved

Final Outcome:

• Student successfully completed all parts of the assessment, demonstrating competency in knowledge, practical application, and reflection.

• Developed a holistic understanding of supporting community participation and social inclusion, including identifying skills, barriers, risks, and strategies for inclusion.

Learning Objectives Covered:

1. Understanding the principles of community participation and social inclusion.

2. Identifying meaningful roles and reflecting on personal experiences to enhance empathy.

3. Applying person-centred approaches to support individuals with diverse needs.

4. Recognising barriers to participation and strategies to overcome them.

5. Conducting risk assessments and implementing practical solutions for inclusion.

6. Linking theory to practice through case studies and workplace experience.

7. Documenting workplace practice and reflecting on learning outcomes.

Conclusion

Through guided mentoring, the student achieved the assessment requirements effectively, demonstrating competency in both theoretical understanding and practical application. The structured approach ensured that all learning objectives were met, enabling the student to confidently support community participation and social inclusion in real-world settings.

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