Course Title: Facilitate community participation and social inclusion

Part B: Course Detail

Teaching Period: VE 2018

Class Number: 2648

Class Section: FSSI

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: HWSS6116C

Course Title: Facilitate community participation and social inclusion

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4365 - Certificate IV in Disability

Course Contact: Renee Costa

Course Contact Phone: 9925 4598

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


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 60

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

None

Course Description

Provision of community based services and supports are central to the disability and community services sectors.  In this unit you will focus on the knowledge and skills required to organise, support and monitor inclusive activities and opportunities developed with the individual. Your role in will be critical in ensuring their access to their local and broader communities to support client aspirations, needs and rights and interests.

This unit is taught with:

CHCDIS007 Facilitate empowerment of people with disability

CHCDIS005  Develop and provide person-centred services  

CHCDIS010  Provide services to people with disability with complex needs

CHCDIV001  Work with diverse people 

This unit is assessed with:

CHCDIS005  Develop and provide person-centred services 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS008 Facilitate community participation and social inclusion

Element:

1. Support person to identify and engage in social networks within the broad community

Performance Criteria:

1.1 Work in collaboration with the person, family and/or carer and/or relevant other, to identify communication needs 1.2 Use appropriate supports to aid the person's current communication capacity 1.3 Document the outcomes of this process in line with organisation procedures 1.4 Consult with additional people including family and/or carers and/or relevant others as required 1.5 Make appropriate referrals to professionals and other service providers as required in consultation with supervisor

Element:

2. Assist person and relevant others to develop and implement a community support plan as part of the individualised plan

Performance Criteria:

2.1 Provide information to relevant professional/s about the person with disability in relation to their likes/dislikes, daily activities and current communication needs 2.2 Develop communication strategies to meet individual needs and level of communication, considering the person's history and preferences and in consultation with relevant senior staff/professionals 2.3 Adjust available tools and programs to address individual needs and preferences 2.4 Seek advice from other staff and relevant others as required and work within scope of practice

Element:

3. Develop strategies to minimise isolation for person with disability

Performance Criteria:

3.1 Use different strategies and devices in AAC 3.2 Document communication support strategies in the person's individualised plan 3.3 Organise the environment to optimise communication opportunities 3.4 Reinforce communication by timely and appropriate response 3.5 Identify difficulties experienced by the person when communicating and respond to difficulties within own work role and responsibilities 3.6 Refer difficulties outside own role and responsibilities to appropriate person 3.7 Provide practice opportunities and information to the person to maintain consistency in their use of communication strategies and encourage contact with other users or support persons

Element:

4. Determine risks associated with supporting community participation and inclusion

Performance Criteria:

4.1 Set up and maintain reporting and recording system to assist with monitoring and review 4.2 Review reporting and recordings to monitor success of communication strategies and make changes as required in consultation with senior staff/professionals 4.3 Identify barriers to the effective use of AAC strategies and devices 4.4 Work with other relevant people to overcome the barriers 4.5 Implement any modifications to communication strategies and devices 4.6 Identify opportunities to increase communication vocabulary 4.7 Maintain accurate written records according to established directions and within organisation protocols

Learning Outcomes


 

  • class exercises to review discussions and workshops
  • seminars/workshops/presentations
  • 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


Details of Learning Activities

Some of the examples of learning activities are:

·         class exercises and discussions

·         practical demonstrations in a simulated environment

·         peer learning

·         guest speakers

·         group discussions

·         independent assessment tasks which require research

·         practical placement

·         group activities and group discussions


Teaching Schedule

Workshop One: Augmentative and alternative communication needs, strategies, aids and methods

  • In recognising the roles of families and carers in the lives of the people they support, we know that they will understand the day to day living skills and needs of their family member. Communication and skills development will happen at home, in the community and at our services. We look at communication needs and the augmentative and alternative methods and tools that our clients and we use to communicate effectively

Workshop Two: Building and maintaining a full, interesting and empowered life

  • Skills, our strengths, interests and goals enable us to live a full, interesting and empowered life. People we support will often need extra time, structures or opportunities to master those skills.  Active person centred support strategies are a valuable and dynamic way to support independence and self- autonomy. 

Workshop Three: Following established plans and strategies to support people to manage their own responses, environments, interactions and relationships

  • This workshop continues the focus on communication, skill maintenance and development and positive behaviour support. This links with themes from across your Certificate IV studies looking at how we best support a person to live a life filled with experiences, challenges, opportunities, changes and joy.


Learning Resources

Prescribed Texts


References


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

 

Assessment

Assessment Type

Word limit or equivalent

Assessment one

In-class: 3 scenarios and response.  Person centred inclusion – barriers and strategies. 

300 words per response

Assessment two

Case Study Part 1– based on a person whom you support

Use of RMIT or  organisational formats

Assessment three

Performance evidence: workplace professional discussion and sighting of evidence of work roles, responsibilities and training, Third Party report from workplace supervisor

Documents to be sighted by Assessor within the agency guidelines for privacy and confidentiality.  

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca


Assessment Tasks

Task 1: Theory to practice - linking values, principles & theory to practices

Using the information, discussions and materials from the workshops and your own reading and experience you are to respond to 16 questions.  Each response is to be between 100 - 250 words each.

The questions are as follows:

  1. Define and explain the term “communication” in your own words.
  1. Discuss how various types of disability may affect communication.
  1. Which professionals and disability support staff might be involved in the assessment of communication levels and needs for people with a disability and what roles might they have.
  1. Define and explain the terms complex communication needs (CCN) and augmentative and alternative communication (AAC) in your own words.
  1. What are some of the aided and unaided communication modes of communication used by people with communication impairment?
  1. List and describe 5 strategies and/or devices that would assist a person with communication impairment to get their message across.
  1. How does your organisation assess clients’ daily living skills and needs? (tools or methods used).
  1. Many people with disabilities experience difficulty in learning new skills and tasks and maintaining existing skills.  How do strengths based practices, Active Support and person centred practices support your clients to maintain their skills and independence?
  1. How does incidental learning contribute to the development and maintenance of skills?
  1. How do you as disability staff identify the incidental and informal learning opportunities that occur in the day to day routines and interactions of the people you support?
  1. What strategies and methods can be used to support learning goals of people with disabilities?
  1. Discuss the importance of supporting people with disabilities to maintain their daily routines, providing a safe and predictable environment.
  1. What are some of the common behavioural influences in the lives of the people you support?

 

  1. Why is it important to use an evidence-based approach to behaviour support work?
  1. Discuss the role of effective communication in behaviour support practices.
  1. Summarise your organisation’s policy and process for the management of:
  • Values and philosophy in behaviour support
  • Practices in behaviour support
  • Critical incidents
  • Accidents and incidents
  • Restrictive interventions

Task 2: Case Study Part 3 – communication, skills development and maintenance and person-centred behaviour support

In Part 1 of the Case Study you submitted information about the person you are supporting.  In Part 2 you discussed the complex needs including those related to diverse social and or cultural background.   In Part 3 you will discuss how your organisation’s services support clients to develop and maintain communication, skills for daily life and person centred behaviour support.

 

  1. In-class: complete the client profiles provided from your knowledge of the case study client on:
  • Skills – the client’s independent living skills
  • Communication - mode, tools, needs and influences
  • Behaviour – patterns, triggers, needs,
  1. Through workplace role:  undertake behavioural observations using agency formats or those provided by RMIT teacher e.g.
  • STAR chart, or
  • Records of frequency, duration, intensity of the target behaviour/s

              Complete an analysis and brief report on the observations

  1. Drawing on the information submitted for the Case Study Parts 1 & 2, and the skills, communication and behaviour profiles, select one independent or social skill development or maintenance program which matches the client’s needs and preferences.
  1. Brief statement describing  the processes for discussions with the client, family/carer if appropriate and colleagues for negotiating agreement to run a program
  1. Fill in the program information:
  • the link to the client’s person centred plan and your reasons for selecting this
  • a checklist of steps you will take
  • Reinforcement – the reward or reason the client will participate in this,
  • cues and supports e.g. will you give verbal cues, prepare the area etc.
  • Formal learning opportunities and incidental opportunities to practice and use in daily life
  • Monitoring and recording, review and evaluation details.
  1. Undertake the program in the course of your workplace roles across a number of days/weeks and write a brief report on progress or results.
  1. Collate the information and submit for assessment. 

Task 3:  Third Party Report

Assessment for the Certificate IV in Disability includes work skills outlined in the units which must be verified by evidence of workplace practice.   RMIT uses two methods to assess students’ workplace practice through evidence of the day to day duties involved in providing individualised supports to clients with a disability.

A Third Party Report from a workplace supervisor and/or other staff person who works closely with the candidate is obtained to verify that the student has met the required workplace practice outlined in the units of competency, in the context of the job role, meeting your organisation’s performance standards, managing job tasks and managing contingencies.  Questions are asked in the context of the staff person’s

  • position description,
  • work role and
  • level of responsibility.

 

The work place skills being assessed are:

  1. Demonstrated effective team work to support people with complex needs (e.g.  a  client has a disability, chronic health needs, family support needs):
  2. Work practices support the client through effective communication, skills development and positive management of behaviours of concern
  3. Works effectively with people from diverse backgrounds which may include clients, families/carers and/or colleagues  and/or external agencies


Assessment Matrix

Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed.

Other Information

This is a Work Integrated Learning course in which you will complete a 120 placement in an organisation, undertaking the kinds of professional tasks you could expect in your work after graduation.

Police Check

You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and you will need to pay the associated costs.

or

You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.

Commonwealth Statutory Declaration

It is a requirement that all students who undertake Aged Care placement must supply a current commonwealth statutory declaration

 

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.

Immunisations

 It is a requirement that all students who undertake Aged Care placement must comply with the Department of Health immunisation guidelines.

You must provide proof of your vaccination history and or serological evidence of your immunity to the following infectious diseases, also blood-borne viruses before you commence placement:

  • Hepatitis B
  • Hepatitis A
  • Diphtheria, Tetanus, Pertussis (dTpa)
  • Measles, Mumps, Rubella (MMR)
  • Varicella (chickenpox)
  • Poliomyelitis
  • Tuberculosis status
  • Annual Influenza

 

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

 

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.

Attendance
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:
http://www1.rmit.edu.au/students/specialconsideration

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:http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/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 – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

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: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

Course Overview: Access Course Overview