Course Title: Facilitate skills development and maintenance

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: EMPL5763C

Course Title: Facilitate skills development and maintenance

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C4329 - Certificate IV in Disability

Course Contact : Renee Costa

Course Contact Phone: +61 3 9925 0886

Course Contact Email:renee.costa@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Mary Collins - Teacher, Disability Work, Oncampus programs (03) 99254598,  mary.collins@rmit.edu.au

Maura Lynch - Teacher, Disability Work -Industry programs (03) 99254577, maura.lynch@rmit.edu.au

Nominal Hours: 50

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

Not applicable

Course Description

This course describes the knowledge and skills required by the worker to develop, implement and review formal skills development/maintenance plans with a person with a disability.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS405A Facilitate skills development and maintenance

Element:

1. Assess learning ability and needs of person with disability

Performance Criteria:

1.1Work with the person with a disability and relevant others and within job role boundaries, to assess person's skill development/maintenance needs using recognised assessment/planning tools
1.2Identify skills development and/or maintenance opportunities for inclusion in individualised plans
1.3Document assessment outcomes in line with organisation guidelines
1.4Make referrals to other staff or specialist services as appropriate

Element:

2. Develop person-centred skill development/maintenance plan

Performance Criteria:

2.1Using appropriate communication techniques, engage the person with a disability in identifying their learning goals
2.2Identify and describe a range of learning strategies and opportunities to address person's goals
2.3Develop formal person-centred skills development/ maintenance plans using appropriate methodology and, where appropriate, in conjunction with other relevant personnel
2.4Document person-centred skills development/ maintenance plans in the person's support plan

Element:

3. Implement skills development/ maintenance plan

Performance Criteria:

3.1Work with the person with a disability to implement skills learning and maintenance strategies in a manner that is motivating and empowering and demonstrates respect for the person
3.2Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way
3.3Access and utilise equipment and resources as required to facilitate the learning process
3.4Maintain records to demonstrate achievements against person-centred skills development or maintenance plan and assist with monitoring and review

Element:

4. Evaluate skills development and review plan

Performance Criteria:

4.1Monitor progress and provide feedback to person with disability and/or their advocate/s regarding progress towards learning objectives
4.2.Review records as a basis for evaluating effectiveness of person-centred skills development/ maintenance plan and make changes as required
4.3Identify opportunities to maintain and enhance skills in an ongoing way

Element:

5. Use incidental learning opportunities to enhance skills development

Performance Criteria:

5.1Identify situations as potential informal learning opportunities and encourage learning
5.2Withdraw support to an appropriate level as directed in order to encourage experiential learning
5.3Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format
5.4Provide encouragement when person with disability takes initiative in learning situation
5.5Identify and describe a range of informal learning opportunities in context of organisation policies and procedures


Learning Outcomes


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


Details of Learning Activities

In this course you will acquire the knowledge and skills to support clients to develop and maintain skills they’ve identified as important to them.  The cycle of assessment, planning, implementation and evaluation along with instructional methods and strategies will be included in classes.  The Certificate IV in Disability  includes a Field Placement in a community disability service of 200 hours across the whole program and the knowledge and skills you gain in this course will be further developed during the placement.  


Teaching Schedule

 

WeekTopics
1Course introduction - assessing client support needs and skills
2Assessment and Support - theory and practice, strengths based approaches
3Assessing client skills and support needs
4Identifying and developing learning objectives
5Implementing plans - how skills are developed,  instructional methods and strategies
6How skills are developed (cont) - learning styles, practical session
7How skills are developed(cont) consistent approaches, generalising and transferring skills, recording progress
8Evaluating skill development - methods and tools, data collection
9 Analysing progress and results - consulting with clients, families/carers, colleagues and relevant professionals 
10 The next objective/s - moving onto the next level or goal 
11 Field Placement preparation - your role in skills programs
12 Field Placement
13 Field Placement
14 Field Placement Review - formal and informal learning, daily life
15 Course review - considering challenges in skill development and maintenance.


Learning Resources

Prescribed Texts


References


Other Resources

During sessions you will be directed to government, non-government and industry sources of information such as the Department of Human Services (DHS), the National Disability Insurance Agency (NDIA),  Travellers’ Aid, the Independent Living Centre and other relevant services or agencies.


Overview of Assessment

Assessment is ongoing throughout the course. Assessment will incorporate a range of methods to assess performance and the application of knowledge and skills and will include reflective responses, research reports and field placement reports.
 


Assessment Tasks

 

There are three assessment tasks for this course:

1. Short answer questions: you will respond to a set of questions about the theory and practice of skill development and maintenance in disability support work.

2. Practical in-class session: you will devleop a task analysis (TA) for an activity of daily life e.g. catching a tram from RMIT to the National Gallery of Victoria and return, and then trial the TA with a fellow student following your TA (steps).  You will write a brief report on the TA on the success or not of it, suggesting changes or issues to be considered in the design or implementation of TA for a practical skill such as public transport travel.

3.  Field Placement - this is a two part task to be undertaken during the field placement in consultation with your field placement supervisor and a client.

3a.  Client needs analysis - with the consent of the client and under supervision of a staff person, you will identify and analyse a client’s needs

3b. Skill development program design - with the negotiated agreement of the client and under the supervision of a staff person you will design a skill development program to address one of the skills identified in 3a.  If possible this should be implemented and trialled during the field placement with feedback from the client and your field placement supervisor.


Assessment Matrix

A detailed assessment matrix will be available from the course teacher.

Other Information

Assessment Tasks Submission Cover Sheet
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 the plagiarism implications.
Attendance
It is strongly advised that you attend all workshops in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Feedback
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can be found at:http://www.rmit.edu.au/browse;ID=9pp3ic9obks7
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student progress policy can be found at:
http://www.rmit.edu.au/browse;ID=vj2g89cve4uj1
Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://www.rmit.edu.au/browse;ID=g43abm17hc9w
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity Web site: http://www.rmit.edu.au/browse;ID=kw02ylsd8z3n
 

Course Overview: Access Course Overview