E1145 - Certificate III In Individual Support (Disability) Assignment

Assignment Task

1. Read the case study below and answer the questions related to it.

Emma, female, 47 years, and originally from Denmark.

Emma has progressive multiple sclerosis and uses an electric wheelchair for mobility. She is unmarried and doesn’t have children. Most of her family is based in Denmark, but she has a brother who lives in NZ who visits often. Emma’s multiple sclerosis has progressed over time and this has limited Emma’s life. Some effects are:

• Emma would like to go to NZ to visit her brother but is unsure how this might work given her level of support requirements.
• Emma used to have a wide social circle and had an active social life in cafes and restaurants. It is more difficult for Emma to access the community on her own now, so she has less opportunities to catch up with her friends.
• Emma had a friend who spoke Danish, but her friend moved away. Emma misses the opportunity to speak Danish. She also misses Danish food her friend would bring her.
• Emma used to attend a Roman Catholic church with her Danish friend, who supported her. She attends infrequently now that her friend has moved away.
• Emma is reliant on community supports provided by CareShore to enable her to continue living in her own home, including personal care, transport, domestic support and meal preparation.

a) Suggest ways that you could collaborate and communicate with Emma on how to overcome any barriers and empower her to make her own decisions. How would you involve your supervisor in this process?

b) Identify three (3) of Emma’s barriers to community participation and social inclusion.

c) As Emma’s support worker, you need to assist Emma to find ways to overcome these barriers.

For the example barrier identified above, that Emma s reliant on transport from CareShore to get around and access the community, write down two (2) questions you could ask Emma to help her find solutions to this barrier.

d) For Emma’s goal of visiting her brother in New Zealand, Emma has stated that she’d like to do some research about how to get there and places she could visit while there. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. Two examples have been done for you.

e) For Emma’s goal of attending church more frequently, Emma has stated that she’d like to find some local Roman Catholic churches and visit them. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices.

2. Read the case study below which follows on from Emma, and answer the questions related to it.

Emma wanted to plan a holiday to NZ to visit her brother, however things are not going well. The travel agent is not supportive of Emma going on the plane, and starts asking questions and making statements to discourage Emma. The support worker attempts to advocate for Emma however the travel agent is not changing their attitude.

Another goal Emma had was to attend the women’s group at church. A woman from church comes to Emma’s home, picks her up and takes her to the group, takes care of her while she is there, and takes her home afterwards. Emma actively participates in the activities the women do to raise money for charity. She feels purposeful and a part of society.

a. Emma has been devalued by the travel agent. Explain how being devalued in society might make Emma feel. 

b. Imagine you are the support worker assisting Emma at the travel agent. Emma is angry at how she has been treated. How can you assist her to voice her anger at her treatment?

c. What would you do if you were the support worker and Emma has become extremely distressed by her treatment at the travel agent?

d. Emma has been treated as an active citizen who has a right to participate in society while at church group, but not at the travel agency. What would active citizenship look like for Emma at the travel agent?  

3. Read the case study below which follows on from Emma, and answer the questions related to it.

Preparation: Emma has made friends with her neighbour and the two have agreed to go to a local café once a week together. A skills-building plan has been developed by Emma (with the assistance of her support worker). Emma has begun to get tired more these days, and finds it harder to think and to problem solve. The outing therefore is well panned to make it as easy as possible. The support worker assists Emma by organising her purse so that the money is easy to access, and to put the purse in her electric wheelchair where Emma can reach it, but where it is still safe. Julie goes with Emma to show her the way from her home to get to the café. She helps Emma to locate the most accessible seat in the café, which is conveniently located, is out of the way of people walking, and is easily accessible with a ramp that blends in well with the rest of the café.

The Outing: When the neighbor arrives, Julie assists with the conversation so that the neighbor can understand Emma’s impaired speech. Once the neighbour begins to understand Emma’s speech independently, Julie stops providing social support, and only contributes to the conversation if asked a question. While observing the conversation, Julie makes mental notes on Emma’s skills and competencies. During the outing, Julie maintains a quiet distance and observes in a non-obtrusive manner.

Completing the Outing: When it was time to leave, Julie did not assist with the payment but allowed Emma to be independent with paying. Emma went to pay the bill and the wait staff asked if the bill was separate or together. Emma looked at the support worker for support. Julie told Emma that the wait staff were asking if Emma was paying for just herself or for her neighbour also. Emma then turned to the wait staff and said “Just me.” And then paid her bill.

Going home: On the way home, Julie asked Emma to see if she remembered the way home. Julie mostly observes and gave support only when Emma went to go the wrong way. Julie pointed out landmarks along the street to support Emma to know the right way.

Reviewing: When they got home, Julie asked Emma how she thought it went. They had a discussion and Julie took on board Emma’s comments, and they agreed how they might improve the outing for next time. Julie thanked Emma for a nice day, and left. In the car, Julie completed her case notes by logging onto CareShore’s intranet from her telephone and making electronic notes. She also called her supervisor to let her know how the outing went and to get permission to make changes for next time, as requested by Emma.

4. Answer the questions below which follow on from the case study of Emma.

a. What assessment processes might the organisation have gone through to assess Emma’s support needs to go to the café? 

b. Describe how the café supported Emma’s rights to access and equity. 

c. While at the café, what might have been some opportunities for incidental learning?

5. Read the case study below which follows on from Emma, and answer the questions related to it.

a. Describe the conflict between a support worker’s duty of care, and the client’s right to dignity of risk, as seen in this case study.

b. Go to the United Nations and search for the Conventions on Rights of Persons With Disabilities. In your own words, provide a summary of what the document is about. 

c. Again accessing the United Nations Conventions on Rights of Persons With Disabilities, in your own words, provide a short summary on what it says about children with disabilities – Article 7

Ji-Yoon, 7 years old.

Ji-yoon was born with Cerebral Palsy. She has severe impairment of her motor movements and uses a wheelchair for mobility. She has some learning difficulties (but these are mild) with good language development. Her English skills are good. Recurrent seizures are a part of Ji-yoon’s life as she also has Epilepsy.

d. Do some research on special services that could support Ji-Yoon, a child with a disability, in the community. Complete the information below on what you have found.

This Arts and Humanities has been solved by our PhD Experts at My Uni Paper. Our Assignment Writing Experts are efficient in providing a fresh solution to this question. We are serving more than 10000+ Students in Australia, the UK, and the US by helping them to score HD in their academics. Our Experts are well-trained to follow all marking rubrics and referencing styles.

Be it a used or new solution, the quality of the work submitted by our assignment experts remains unhampered. You may continue to expect the same or even better quality with the used and new assignment solution files respectively. There’s one thing to be noticed you could choose one between the two and acquire an HD either way. You could choose a new assignment solution file to get yourself an exclusive, plagiarism (with free Turnitin file), expert quality assignment or order an old solution file that was considered worthy of the highest distinction.