Course Title: Develop and provide person-centred service responses

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: HWSS6114C

Course Title: Develop and provide person-centred service responses

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4365 - Certificate IV in Disability

Course Contact: Renee Costa

Course Contact Phone: 9925 0886

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 135

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit describes the skills and knowledge required to develop, implement and monitor service responses with a person with disability. Work is undertaken within a legislative and ethical framework to ensure the provision of high quality, person-centred service delivery which supports the person’s aspirations, needs, rights and interests.

This unit applies to workers in varied disability service contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

This unit is delivered and assessed in a cluster with:

CHCDIS008 - Facilitate community inclusion and participation

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS005 Develop and provide person-centred service responses


1. Work with the person to develop and implement person-centred responses

Performance Criteria:

1.1 Collaborate with the person with disability and/or their family and/or carer and/or relevant others in actively developing responses that meets the individual’s aspirations, needs, rights and preferences

1.2 Put in place mechanisms to ensure the person’s support information is accurately recorded, maintained and applied to future support activities and responses

1.3 Develop the required responses that cater to individual differences, rights, needs and preferences

1.4 Communicate the needs of the person to family and/or carer and/or relevant others as appropriate

1.5 Make available appropriate resources

1.6 Seek provision of services from other workers or agencies as required

1.7 Maintain all relevant documentation relating to the person and the service delivery and communicate in accordance with organisation procedures


2. Review and monitor person-centred responses

Performance Criteria:

2.1 Review and measure effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family and/or carer and/or relevant other

2.2 Identify and take action to improve areas of the responses that have not met the person’s needs and preferences

2.3 Ensure changes to service delivery are within policy and budgetary frameworks

2.4 Modify specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability

2.5 Identify potential training opportunities for the person to meet their changing needs

2.6 Ensure changes to service are within procedural and legislative requirements and maintain high standards of delivery


3. Provide service delivery within a quality framework

Performance Criteria:

3.1 Follow procedures for service delivery for the individual in line with organisation’s quality system

3.2 Identify any barriers that may impact on delivery of high quality service and refer to supervisor

3.3 Regularly review procedures for service delivery to reflect industry best practice and relevant legislative changes

3.4 Regularly review procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with disability

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements

Details of Learning Activities

class exercises to review discussions and workshops
practical demonstration and use of workplace equipment and tasks
guest presentations
group discussions
research in and out of class time
independent workplace case study
group activities/projects

Teaching Schedule

Session 1:

Empowerment, individual support and person centred services
• Overview of course content and assessment requirements.
• Definitions and implications of disability types
• Life areas and the needs people may have
• Identifying and meeting those needs
• Empowerment through knowledge and understanding
• Person centred services – how we develop and maintain individualised services.
• CHCCCS015 & CHCDIS007: Assessment Task 2 response to a scenario.

Session 2:

Empowerment and person-centredness in a context of community participation and inclusion
• Overview of course content and assessment requirements.
• Contemporary services provision – from the past to the present
• Enabling people to participate in their communities with support and acceptance
• Strengths based practice and active support
• CHCDIS005 &CHCDIS008: Assessment task 1 –response to scenarios – Overcoming discrimination in the community.
• CHCDIS005 &CHCDIS008: Discussion of Assessment task 2 – Case Study, Part 1.

Session 3:

Disability work in a diverse community – maintaining and developing individual networks
• Overview of course content and assessment requirements.
• Identifying individual and community networks
• Diversity – cultural, religious, economic, social, gender, sexual orientation
• Identifying how community diversity links with the needs of the people you support
• Reviewing individual and complex support needs and effective planning
• Communication and language needs
• CHCDIV001, CHCDIS010 & CHCCCS015 – Assessment task 1 – Individual responses, in- class time allocated questions 1-6.


Learning Resources

Prescribed Texts


Other Resources

Other Resources
RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources. Students will need to purchase an RMIT polo top as uniform for placement

Overview of Assessment

 Task                    AssessmentWord limit or equivalent
 1  Workshop: Scenarios and written responses looking at inclusion - barriers and strategies 200 words per question
 2 Case study part 1: Written responses based on a person whom you support  200 words per question
3Performance evidence: workplace professional discussion and sighting of evidence of work roles, responsibilities and training, Third Party report  from workplace supervisorDocuments to be sighted by Assessor within the agency guidelines for privacy and confidentiality.  

Assessment Tasks

Assessment Task 1: In-class group task, Scenario and response

Person centred inclusion – barriers and strategies. Working in small groups and using your knowledge and experience, the materials provided and discussions from the workshops, respond to the scenarios and questions about proposed community based inclusion.

Assessment Task 2: Case Study Part 1 – based on a person whom you support

The Case Study Part 1 – CHCDIS005/CHCDIS008. Through careful selection of a client whose profile and needs match the 2 units, you will build on evidence of your knowledge, skills and work practices facilitating community participation and inclusion and developing and providing person-centred services. We will spend some time in early workshops talking about the requirements for the units, linking those to your job roles and responsibilities. Clients, families/carers and the organisation should be consulted to inform them of the purpose and outline of the Case study so that they are able to make an informed decision around consent. All identifying details will be altered by each student as they prepare their responses to each part of the Case Study.


Assessment Task 3: Professional Discussion and performance evidence

This describes skills and knowledge you can demonstrate via your job role facilitating community participation and inclusion and developing and providing person-centred services.. This will be provided via a professional discussion and presentation of workplace evidence during planned workplace visits.


When you have completed all unit tasks to “Satisfactorily completed” standard, you will be signed off as “Competency Achieved” in this unit.

Assessment Matrix

An assessment matrix for this unit will be available from the Program Coordinator

Other Information

This is a Work Integrated Learning course and you will be assessed either in a simulated environment or the workplace.

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:
The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93

Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.
Student Complaints Policy:
Student complaints Procedure:;ID=i1lexipvjt22
Student Complaints Form:

Police Checks
Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.
The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.
Where required by the workplace, students shall provide a copy of their police check on request.
If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
RMIT will not store Police Checks on student files.

Early Termination of Placement
Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.
Possible reasons for such decisions may include, but are not limited to
• failure to follow processes required for safety
breach of client or patient confidentiality
• failure to comply with the instructions of supervisors
• or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.

Course Overview: Access Course Overview