Course Title: Work effectively with people with a disability

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: HWSS5696C

Course Title: Work effectively with people with a disability

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C5330 - Diploma of Community Services Work

Course Contact : Zaina Nehme

Course Contact Phone: +61 3 9925 4552

Course Contact Email:zainaindira.nehme@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Julian Silverman: +61 3 9925 4578
Anne Fitzpatrick: +61 3 9925 0329

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 as an introduction to working and communicating with people with a disability. This course may apply to work with people with a disability in a range of community service contexts.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS301C Work effectively with people with a disability

Element:

1. Demonstrate an understanding of the delivery of quality services for people with disabilities

Performance Criteria:

1.1 Demonstrate understanding of key issues facing people with disabilities and their carers
1.2 Work with understanding of the context of policy, regulatory, legislative and legal requirements as they apply to the area of disability work
1.3 Demonstrate commitment to access and equity principles
1.4 Take into account personal values and attitudes regarding disability when planning and undertaking work with people with disabilities
1.5 Demonstrate understanding of different impacts on clients of specific disabilities, including acquired and developmental disabilities

Element:

2. Communicate effectively with people with a disability

Performance Criteria:

2.1 Identify specific communication needs of people with a disability including, where appropriate:
- identifying and using techniques, devices and aids specific to each person with a disability
- translation and language interpreters
- cultural interpreters
- referral to specialists
2.2 Identify areas of mistrust or conflict that may require conflict resolution
2.3 Identify need to include additional people including trusted friends, case workers, family members or adults
2.4 Select from a range of appropriate communication strategies and employ to:
- establish rapport
- exchange information
- facilitate resolution of issues
- defuse potentially difficult situations
2.5 Apply effective communication where appropriate to provide a brief intervention
2.6 Give feedback and advice in a way which reflects current identified good practice
2.7 Show due regard to individual differences, needs and rights in communicating with clients and colleagues
2.8 Communicate referrals to other staff, manager or specialist services as appropriate to ensure duty of care responsibilities are met in situations where break downs in communication occur

Element:

3. Demonstrate the capacity to support rights, interests and needs of people with disabilities

Performance Criteria:

3.1 Demonstrate understanding of strategies that assist people with disabilities to exercise their rights and independence
3.2 Acknowledge different client requirements and adapt approach to address specific requirements of each person, using positive practices in all interactions with people with disabilities
3.3 Comply with legal responsibilities and duty of care
3.4 Report situations that may pose health or safety issues according to organisation procedures
3.5 Apply different models for working in the sector as required to meet client needs

Element:

4. Demonstrate the capacity to provide support across a range of disability types

Performance Criteria:

4.1 Apply fundamental knowledge of physical and psychological stages of human development
4.2 Apply fundamental knowledge of factors that may enhance or inhibit human development
4.3 Demonstrate understanding of a range of support practices for people with an intellectual disability, sensory disability, neurological impairment, acquired brain injury, physical disability or developmental delay
4.4 Demonstrate understanding and application of support practices for a range of types of disability

Element:

5. Respond to situations of risk or potential risk to people with disabilities

Performance Criteria:

5.1 Identify and respond to situations of risk and report to appropriate people
5.2 Report uncharacteristic behaviours and behaviours of concern
5.3 Report situations of risk which may adversely effect the health of people with disabilities
5.4 Identify indications of possible abuse and/or neglect and report according to organisation policy and protocol

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

All courses and learning activities will be supported and complemented by RMIT’s learning management tool "Blackboard". Other essential learning activities will take place during the workshops, and you will also be required to undertake independent studies. Some of the learning activities that you will undertake are:

  • Class discussions
  • Group work
  • Questions and anwer
  • Role Plays
  • Case Study analysis


Teaching Schedule

This unit will be delivered over 9 half day sessions. The delivery schedule is below:

Class Topic Content Elements of Competency
1 Introduction to the unit - Disability – what is it?
  • Overview of the unit and links with the work and the field.
  • Examples of agency types –government, non-government sectors, accommodation, social and further education, case management, brokerage, recreation and leisure, employment
  • Disability – definitions and language used in Australia and worldwide, issues around definitions, labelling and stigma
  E1. Demonstrate an understanding of the delivery of quality services for people with disabilities
E2. Communicate effectively with people with a disability
E3. Demonstrate the capacity to support rights, interests and needs of people with disabilities
E4. Demonstrate the capacity to provide support across a range of disability types
E5. Respond to situations of risk or potential risk to people with disabilities
2 Types of conditions
  • Implications and effects for the individual – categories of conditions, how having a disability may affect the life of the individual
  E1. Demonstrate an understanding of the delivery of quality services for people with disabilities
E4. Demonstrate the capacity to provide support across a range of disability types
 
3 Types of conditions and needs, supports, choices
  • Implications and effects for the individual (Cont.)– categories of conditions, how having a disability may affect the life of the individual
  • Support needs and agency and worker roles – the role of agencies and workers in meeting the support needs and choices of people with disabilities.
 E1. Demonstrate an understanding of the delivery of quality services for people with disabilities

E4. Demonstrate the capacity to provide support across a range of disability types

 
4 The disability services sector
  • History and context, models of services delivery over the past 200 hundred years, legislative and policy frameworks.
  • The National Disability Insurance Scheme (NDIS), the National Disability Insurance Agency (NDIA), the disability system now and in the future.
  E1. Demonstrate an understanding of the delivery of quality services for people with disabilities
E3. Demonstrate the capacity to support rights, interests and needs of people with disabilities
5 The disability services sector
  • Values, principles and practices – from theory to practice
  • Person centred services – what does that mean for the person with a disability? Family centred practice – where does this fit in working with adults?
  • Holistic view of people and their lives – keeping the client central to the processes
  E1. Demonstrate an understanding of the delivery of quality services for people with disabilities
E3. Demonstrate the capacity to support rights, interests and needs of people with disabilities
6 Communication and disability
  • The links between disability and communication – overview of issues and strategies, preventing breakdown of communication: a proactive approach
  E2. Communicate effectively with people with a disability
E5. Respond to situations of risk or potential risk to people with disabilities
7 Working with families and carers
  • How the incidence of a disability affects the family unit, grief and unresolved grief, coping, managing and living a life together
  • The roles of agencies, the government, staff and the community
  E1. Demonstrate an understanding of the delivery of quality services for people with disabilities

E2. Communicate effectively with people with a disability

E5. Respond to situations of risk or potential risk to people with disabilities
8 Community access and participation
  • Students identify features of environments to be assessed for accessibility designing an access assessment tool.
  • Students go to specified locations around the CBD assessing positive and negative in the light of our discussions, they then report back about the effects of disability on access and participation in day to day life of the Melbourne CBD.
  E2. Communicate effectively with people with a disability
E3. Demonstrate the capacity to support rights, interests and needs of people with disabilities
E5. Respond to situations of risk or potential risk to people with disabilities
9 Which other services might we work with?
  • The intersection of disability services with the community services, education, health and allied health and justice sectors.
  • What services are needed by the client for which needs? Who can provide services your organisation can’t?
  E1. Demonstrate an understanding of the delivery of quality services for people with disabilities

E2. Communicate effectively with people with a disability

E5. Respond to situations of risk or potential risk to people with disabilities


Learning Resources

Prescribed Texts

No prescribed textbook required.


References


Other Resources

You will be provided with the resources and tools for learning in this course. These resources will also be available through Blackboard. You will also have access to the resources in the library.


Overview of Assessment

There are three assessment tasks for this course. They assess students’ knowledge and skills in the theory and practice of disability services work, how disability may impact on the life of a person with a disability, the importance of effective communication and interactions, and the roles that support workers may have.


Assessment Tasks

For this unit you will be required to complete three assessment tasks:

Assessment 1 – Understanding types of disabilities: in this task you will research a type of disability or specific condition, providing information regarding symptoms, effects and issues. You will cover strategies to support personal independence and self-management.

Assessment 2 - Case Study: using the knowledge gained about types of disability, the values and principles of service system and work practices, you will develop a person centred support plan based on the interests, needs and circumstances of the person.

Assessment 3 – Development of an assessment tool: While in class you will develop and trial a tool to assess the accessibility of CBD venues or locations. You will then provide a report on your findings.


Assessment Matrix

This program in delivered in accordance with competency-based assessment, grades include:

CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did Not Submit for assessment

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