SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSION ASSESSMENT
SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSION ASSESSMENT
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
How you will be assessed
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
Ensure that their own qualifications are current.
When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
When required, ensure supervisors and students sign off on third party assessment forms or third party report.
Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
|Type of Answer||Answer Guidelines
|Short Answer||4 typed lines = 50 words, or
5 lines of handwritten text
|Long Answer||8 typed lines = 100 words, or
10 lines of handwritten text = of a foolscap page
|Brief Report||500 words = 1 page typed report, or
50 lines of handwritten text = 1foolscap handwritten pages
|Mid Report||1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages
|Long Report||2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book:
Author surname, author initial Year of publication, Title of book, Publisher, City, State
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.
|Assessment Method||Satisfactory Result||Non-Satisfactory Result|
|You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.|
|Questions||All questions answered correctly||Incorrect answers for one or more questions|
|Answers address the question in full; referring to appropriate sources from your workbook and/or workplace||Answers do not address the question in full. Does not refer to appropriate or correct sources.|
|Third Party Report||Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator||Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard|
|Written Activity||The assessor will mark the activity against the detailed guidelines/instructions||Does not follow guidelines/instructions|
|Attachments if requested are attached||Requested supplementary items are not attached|
|All requirements of the written activity are addressed/covered.||Response does not address the requirements in full; is missing a response for one or more areas.|
|Responses must refer to appropriate sources from your workbook and/or workplace||One or more of the requirements are answered incorrectly.
Does not refer to or utilise appropriate or correct sources of information
|Observation||All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level||Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level|
|Case Study||All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.||Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.|
|Answers address the question in full; referring to appropriate sources from your workbook and/or workplace||Answers do not address the question in full; do not refer to appropriate sources.|
|Assessment Cover Sheet|
|Is the Student ready for assessment?||Yes||No|
|Has the assessment process been explained?||Yes||No|
|Does the Student understand which evidence is to be collected and how?||Yes||No|
|Have the Student’s rights and the appeal system been fully explained?||Yes||No|
|Have you discussed any special needs to be considered during assessment?||Yes||No|
|The following documents must be completed and attached|
|Written Activity Checklist
The student will complete the written activity provided to them by the assessor.
The Written Activity Checklist will be completed by the assessor.
|Observation / Demonstration
The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.
The Observation Checklist will be completed by the assessor.
The student will answer a range of questions either verbally or written.
The Questioning Checklist will be completed by the assessor.
|I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:|
|Overall Outcome Competent Not yet Competent|
For this assessment you will need to perform the following and submit in a professional, word processed, format. For the questions you are required to provide long answers of approximately 8 typed lines which equals 100 words
You will use your workplace client assessment documents to complete part of this activity.
1. For this task you are required to produce a poster or flyer appropriate for display in a community service facility which identifies at least four different opportunities for community participation and social inclusion for people with disabilities, in your local area.
For each of the opportunities you have identified for community participation, describe the interests, abilities and requirements that are associated with the activities, as well as any other information that interested clients would like to know.
Also note if there are any cultural and religious needs that may impact on participating in the opportunity.
a. Identify four barriers you may come across for each opportunity identified. Detail a strategy to address and monitor the identified barriers.
2. Identify a client you currently support who has complex needs. If you do not currently support clients, create a fictional character for this activity. Give a brief description of your client including:
Behaviour of concern (if any)
a. Give 3 examples of services, activities or groups in your local community that your client may benefit from. Provide the details of each including a description of each service, its contact information as well as how you came to decide each activity/group was suitable to your client.
b. Identify for each service you have chosen, the additional requirements you may need to organise in order for your client’s to access these specific services.
c. Identify any barriers your client may have with each of the services identified.
i. In what ways could you address these barriers in order for your client to be able to participate?
ii. How will you determine if these strategies have worked, and if they haven’t, what would you do?
d. Detail any considerations to the activities you may need to be aware of in order to support the client’s cultural needs or religion.
e. Explain the importance of collaboration with the client in situations such as these.
f. Explain how the client’s individualised plan should be used when identifying and implementing activities and services for your client.
g. Document the strategies you used to encourage and assist the inclusion of your client in external activities and programs.
h. Describe why feedback would be an important part of the process. Include the key people involved in the feedback process, and why.
i. Detail using your organisation’s policies and procedures, how you would review the entire process from start to finish.
j. Specific to this client, in what circumstances might you need to seek assistance or expert advice?
k. Why do you think it is important for your client to be socially involved and included?
The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.
Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.
1. How does the World Health Organisation define disability?
2. List the name and address of ten different government information websites you can use to find information on resources and services for people with disabilities.
3. Identify three cultural barriers you may encounter when supporting community participation and social inclusion.
4. What strategies can you implement to encourage community participation and inclusion according to your client’s individualised plan?
5. What is a community access plan?
6. How can you assist your client in forming one-to-one connections and relationships?
7. Discuss the different types of feedback you can collect. Who should you collect feedback from any why?
8. What principles are important to observe and practice when implementing an Individualised Support Plan?
9. Why is it important to monitor an Individualised Support Plan?
10. In what ways can you find out about barriers that may be affecting your clients during programs and activities? What is the best course of action to attempt to overcome them?
11. List four strategies you could help to implement to assist a high functioning person you support to manage a transport system.
12. Give your understanding of the rights and responsibilities of a person with disability. Where can you find out more information on human rights of clients?
13. What is active citizenship? How does this have an impact on your job role?
14. In what ways can the family or carers of the people you support, be some of the most important working relationships for your work role?
15. For what reasons might you need to get someone else involved when encouraging community participation and inclusion with your clients?
16. What is the process for review of your client’s goals, as dictated in their individualised plan?
17. How would you find out about the types of social activities your clients might want to link in to? What personal information might assist you with the selection of activities?
18. What services might you need to access to assist with community participation or activities for the clients you support?
Developed by Enhance Your Future Pty Ltd 1 CHCDIS003 – Support community participation and social inclusion Version 2 Course code and name
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