Course Title: Provide person-centred services to people with disability with complex needs

Part B: Course Detail

Teaching Period: Term1 2024

Course Code: HWSS8157C

Course Title: Provide person-centred services to people with disability with complex needs

Important Information:

This unit describes the skills and knowledge required to provide person-centred services to people with disability with complex or special support needs under the supervision of a relevant professional.

School: 535T Social Care and Health

Campus: City Campus

Program: C4430 - Certificate IV in Disability Support

Course Contact: Manpreet Atwal

Course Contact Phone: +61 3 9925 7932

Course Contact Email: manpreet.atwal@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 95

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

Completion of: CHC33021 Certificate III in Individual Support (Disability)

OR 

Completion of: CHC33015 Certificate III in Individual Support (Disability)

OR 

Completion of: CHC30408 Certificate III in Disability PLUS  the CHCSS00125 Entry to Certificate IV in Disability Support Skill Set.

Course Description

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIS019 Provide person-centred services to people with disability with complex needs

Element:

1. Evaluate and prioritise the needs of a person with complex support issues.

Performance Criteria:

1.1. Identify and prioritise the needs of the person, taking into account any co-existing issues. 1.2. Work with the person within the scope of own job role and according to organisational policies and procedures to identify specific problems, issues and challenges they experience. 1.3. Analyse and interpret data with assistance from health professionals and colleagues. 1.4. Recognise the impact of complex support issues on the person's family. 1.5. Establish priorities for support with the person, their family, carer or others identified by the person.

Element:

2. Develop an individualised plan to achieve maximum quality of life.

Performance Criteria:

2.1. Utilise best practice guidelines when working with people with disability to develop strategies to address complex and special needs. 2.2. Liaise with relevant experts and health professionals when developing individualised plans. 2.3. Discuss and establish goals with the person, their family, carer or others identified by the person. 2.4. Work with the person to identify services and supports to meet their identified goals. 2.5. Access and negotiate resources in order to deliver identified services and supports. 2.6. Work with the person to facilitate access to community support agencies to achieve established goals.

Element:

3. Coordinate the delivery of the individualised plan.

Performance Criteria:

3.1. Collaborate with supervisor to ensure services and support activities are undertaken by appropriately skilled workers. 3.2. Recognise when a service or support worker is no longer able to provide the level of service required, incorporating feedback from the person with disability. 3.3. Support the person with disability and all stakeholders involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan.

Element:

4. Coordinate the monitoring, evaluation and review of the individualised plan.

Performance Criteria:

4.1. Seek feedback from the person with disability and all stakeholders when evaluating effectiveness of the individualised plan and re-prioritising support needs. 4.2. Seek advice and assistance from supervisor when the person's goals and needs are not being achieved. 4.3. Contribute to necessary revisions of the individualised plan within the scope of own job role, organisational policies and procedures and in consultation with the person with disability, their family, carer or others identified by the person.

Learning Outcomes


This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to effectively in the following elements- 

  • Evaluate and prioritise the needs of a person with complex support issues
  • Develop an individualised plan to achieve maximum quality of life
  • Coordinate the delivery of the individualised plan
  • Coordinate the monitoring, evaluation and review of the individualised plan


Details of Learning Activities

The program schedule includes 

  • seminars/workshops
  • in class exercises to review discussions/lectures
  • practical demonstrations
  • analysis/critique of relevant reading material
  • design activities or projects
  • group discussion
  • research
  • independent project-based work
  • simulated workplace activities


Teaching Schedule

Note: While all course content in this schedule will be covered, the weekly order may change depending on class needs.

Attendance:  Your learning experience will involve class-based teaching, demonstration and practical exercises.  It is strongly advised that you attend all timetabled sessions.  This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.

Week

Topic

Assessment/Learning activities

Week 1

 

Evaluate and prioritise the needs of a person with complex support issues

Establish respectful relationships with people with mental health issues
  • Identify and prioritise the needs of participants
  • Identifying needs, strengths, and capabilities

Week 2

 

Develop ISP to achieve maximum quality of life

Apply a person-centred approach to providing behaviour support

Determine the needs of people with mental health issues

 
  • Utilise best practice guidelines
  • Discuss goals with the person, their family and/or carers

Week 3

 

Coordinate the delivery of the ISP

Review context of behaviours of concern
  • Individualised support plans
  • Recognise behaviours of concern
  • Recognise environmental factors that trigger behaviours
  • Self-directed recovery
  • Needs of people with mental health issues

Week 4

Coordinate the monitoring, evaluation, and review of the ISP

Provide positive behaviour support according to BSP

Work with people with mental health issues to meet aspirations and needs
  • Individualised support plans
  • Self-directed recovery
  • Needs of people with mental health issues
  • Services and supports

 

AT1

Week 5

Review

Practical observations

Assessment support

 

AT2

AT3


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops


Overview of Assessment

Students are given two (2) attempts for each assessment to demonstrate the required skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.


Assessment Tasks

This course is assessed with CHCCCS044 Follow established person-centered behaviour supports and CHCMHS1 Work with people with mental health issues

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.

To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.

Every task must be completed satisfactorily for competence to be achieved.

Resubmissions are at the discretion of the teacher and/or coordinator

Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are: 

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

The assessment tasks are as follows:

Assessment Task 1 Knowledge Questions

Assessment Task 2 Case Study

Assessment Task 3 Case Study


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.  Students have access to the marking rubric for each assessment task via the Canvas shell 

Other Information

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

Information about your studies:

You canaccess My Studies through the RMIT websitefor information about timetables, important dates, assessment dates, results and progress, Canvas etc.

https://www.rmit.edu.au/students

 

Extensions of time for submission of assessable work:

If you are prevented from submitting an assessment on time by circumstances outside your control you may apply for an extension of up to seven (7) calendar days in writing (email) to your Program Coordinator one working day BEFORE the due date. Eligibility criteria for application and the form is available from the link: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work

Where an extension of greater than seven days is needed, you must apply for special consideration.

Special consideration:

If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.), you may submit an application for special consideration within 5 working days of the due date. If special consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.

Academic Integrity and Plagiarism:

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.

https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity

 

Credit Transfer and Recognition of Prior Learning:

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.

Please speak to your Program Coordinator if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.

https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit

 

 

Course Overview: Access Course Overview