Course Title: Facilitate skills development and maintenance

Part B: Course Detail

Teaching Period: Term1 2015

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 and Community Services Work Programs, (03) 99254598, mary.collins@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:

1.1 Work 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
1.2 Identify skills development and/or maintenance opportunities for inclusion in individualised plans
1.3 Document assessment outcomes in line with organisation guidelines
1.4 Make referrals to other staff or specialist services as appropriate
 

Element:

2. Develop person-centred skill development/maintenance plan

Performance Criteria:

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

Element:

3. Implement skills development/ maintenance plan

Performance Criteria:

3.1 Work 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
3.2 Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way
3.3 Access and utilise equipment and resources as required to facilitate the learning process
3.4 Maintain 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:

4.1 Monitor 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
4.3 Identify opportunities to maintain and enhance skills in an ongoing way
 

Element:

5. Use incidental learning opportunities to enhance skills development

Performance Criteria:

5.1 Identify situations as potential informal learning opportunities and encourage learning
5.2 Withdraw support to an appropriate level as directed in order to encourage experiential learning
5.3 Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format
5.4 Provide encouragement when person with disability takes initiative in learning situation
5.5 Identify 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.   There will be individual and group activities to practice identifying practical living skills, strategies to support learning and daily opportunities to use those skills.  The Certificate IV in Disability includes a Field Placement in a community disability agency service of 200 hours across the whole program and the knowledge and skills you gain the course will be further developed during the placement.


Teaching Schedule

 

ClassTopics 
1Introduction to the course - overview of the unit and links to individualised planning and person centred services, assessment tasks 
2Assessment and support - theory and practice, strengths based support
3Assessment and support - (cont.)
4Identifying and developing learning objectives - drawing on assessment results and client preferences and needs 
5Implementing the learning plans - skill development strategies and methods
6Implementing the learning plans - practical examples and practice
7Implementing learning plans - In-class assessment: Task 2
8Evaluating skill development - reviewing plans, generalising, working with families and carers, documentation
9Class 9 - mid semester break, no class
10Analysing progress and results, time to master skills, next objectives and skills
11The next objective/s - review of individual person centred plans, client decisions
12Field Placement preparation - student activities, placement assessment task
13Field Placement
14Field Placement
15Field Placement
16Field Placement review - formal and informal learning in disability services
17Course review and conclusion - your practice, the challenges and opportunities for disability support workers.


Learning Resources

Prescribed Texts


References


Other Resources

During sessions you will be directed to relevant government, non-government and industry sources of information such as the Department of Human Services (DHS) website, the National Disability Insurance Scheme (NDIS) website, Travellers’ Aid, Independent Living Centre, and individual planning and service delivery websites.


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. In-class Task - develop, trial and report on a task analysis on an activity of daily living.
  2. Understanding theory - short answer questions about the theory and practice of skill development and maintenance in disability support work
  3. Field Placement - Client needs analysis and skill development: in consultation with the field placement supervisor and with the consent of a client, identify and analyse support needs using agency tools.


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 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 and classes 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 from your 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 found at: http://www.rmit.edu.au/browse;ID=9pp3ic9obks7  
Student progress
Monitoring student 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://rmit.edu.au/browse;IDvj2g89cve4uj1  
Special Consideration Policy
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment buy the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://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 website: http://rmit.edu.au/browse;ID=kw02ylsd8z3n  
 

Course Overview: Access Course Overview