Course Title: Support people with disabilities who are ageing
Part B: Course Detail
Teaching Period: Term2 2015
Course Code: HWSS5608C
Course Title: Support people with disabilities who are ageing
School: 365T Global, Urban & Social Studies
Campus: Bundoora Campus
Program: C4329 - Certificate IV in Disability
Course Contact : Anthony Graham
Course Contact Phone: +61 3 9925 4411
Course Contact Email:anthony.graham@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Renee Costa, Program Coordinator, +61 99250886
Mary Collins, Program Teacher, +61 3 99254598
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 to support a person with a disability who is ageing. The unit covers identifying current and future needs, supporting the rights and interests of the person, independent thinking and action and understanding and supporting a person with a disability who has dementia.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCDIS313A Support people with disabilities who are ageing |
Element: |
1. Assist people with disabilities who are ageing to identify their current and future needs |
Performance Criteria: |
1.1 Identify, discuss and implement appropriate strategies to meet the current and future needs of people with disabilities who are ageing |
Element: |
2. Support the interests and needs of people with disabilities who are ageing |
Performance Criteria: |
2.1 Identify information and skills required by people with disabilities to meet their future requirements |
Element: |
3. Encourage and support people with disabilities who are ageing to exercise independent action and thinking |
Performance Criteria: |
3.1 Describe opportunities for people with disabilities who are ageing to enhance their independence, discuss with them and/or their significant others and justify choices |
Element: |
4. Support the interests, rights and needs of people with disabilities with pervasive age related changes, including people with dementia |
Performance Criteria: |
4.1 Respond appropriately to physical, psychological and social changes in people with disabilities who are ageing and report uncharacteristic behaviours that may be the affect of progressive/pervasive conditions |
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 unit you will develop your knowledge and understanding of the range of support needs, family patterns and structures and the impacts of disability as the individual is ageing. Class sessions will include human development, emotional and psycological development and life cycles. Challenges across the life cycle of the family will be explored with consideration of issues for people from diverse backgrounds, people from regional, rural and remote areas and links with the Aged Care sector. There will be individual and group activities during classes, field visits and guest speakers.
Teaching Schedule
| week | Topic |
| 1 | Introduction to the unit |
| 2 | Legislative and policy frameworks, funding streams |
| 3 | Human Development - physical, emotional, communication, psychological |
| 4 | Human development (continued) |
| 5 | Legislative and policy frameworks |
| 6 | Guest Speaker - (date tbc), the school years |
| 7 | Field visit - Council for the Ageing (tbc) |
| 8 | Respite services and needs in the sector, sibling programs |
| 9 | Guest Speaker (tbc) - from agency supporting people with disabilities who are ageing |
| 10 | Regional, rural and remote communities - particular issues |
| 11 | Ageing in Australia - the aged care system, assessment and service delivery modes |
| 12 | Overview of Dementia - the condition, support services and strategies |
| 13 | Staff roles in supporting families and carers |
| 14 | In-class Task 3 - Group response to a scenario |
Learning Resources
Prescribed Texts
References
Other Resources
During sessions you will be directed to government and non-government and industry sources of information such as the Department of Human Services (DHS) website which includes current legislative and policy documents relevant to particular topics. Advocacy and support organisations in the community who also provide support including Dementia Victoria, the Association for Children with a Disability and Office of the Public Advocate will be highlighted.
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 a number of assessment tasks.
Assessment Tasks
There are four assessment tasks for this unit:
- Short answer questions: based on theories and underlying philosophies, values and principles in family support work, aged care and direct service
- WIL placement reflection - issues and supports for families and carers
- In-class: Group response to a scenario based on the needs of a person with a lifelong disability who is ageing and who lives in a rural community.
Assessment Matrix
A detailed matrix will be available from the teacher
Other Information
Assessment Tasks Submission Processes - hard copy or electronic submission
Students must follow directions for hard copy or electronic submission given to them at the commencement of the program. 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