Cluster: Work in Disability Support

Assessment Task 1: Knowledge Questions

This assessment task requires you to demonstrate your knowledge of key concepts in disability support through a series of written questions. It aligns with the performance criteria for units CHCDIS011 Contribute to ongoing skills development using a strengths-based approach and CHCDIS020 Work effectively in disability support.

Task Instructions

Answer all questions in the spaces provided. Use your learning materials, Banksia Care resources, and relevant legislation as references. Responses should be clear, concise, and supported where appropriate. Access Banksia Care documents via the intranet at http://banksia.eduworks.com.au/ using your provided credentials.

Resources Required

• Computer with internet access
• Learning materials and textbooks
• Banksia Care policies, including HR SD1 Position Description – PCW

Submission Requirements

• Completed cover sheet
• Answers to all 39 questions
• Word count: 1500-2000 words total (excluding references)
• Submit as a Word document via the online portal

Assessment Conditions

Complete this task independently in your own time. Your assessor will provide the due date. If any answers are unsatisfactory, you will resubmit those sections within the allowed attempts.

Questions

1. a) Considering access and equity, do you think the problem lies with the person in the wheelchair or the environment the person is in? Explain your answer.

   b) Describe this picture in terms of access and equity.

   c) Determine if this is individual or structural discrimination and explain why.

   d) Explain what federal legislation and/or standard is being breached in this picture and why. What legislation from your state would apply?

2. Respond to the scenario about Jeremy and bullying, addressing impacts on quality of life and discrimination.
3. Respond to the scenario about Peter and inclusive schooling, addressing impacts on quality of life.
4. Explain person-centred active support, including breaking tasks into steps for making fruit salad.
5. Apply the ASK–INSTRUCT–PROMPT–SHOW–GUIDE approach to a task step.
6. Discuss adjustment if a client performs a task after prompting.
7. Analyze the scenario about Henry’s religious rights, referencing the UN Convention.
8. Provide advice on positive reinforcement for Gary with ADHD.
9. Identify motivators and demotivators for Gary.
10. Discuss community education and opportunities from Boundless Canberra playground.
11. Match roles to support personnel in disability care.
12. Summarise Australia’s human rights framework for persons with disabilities.
13. Outline eight steps of positive behaviour support.
14. Indicate true or false for statements on consultation with people with disabilities.
15. Outline four skills for effective advocacy.
16. Explain dignity of risk in June’s dating scenario.
17. Match risk areas for abuse to definitions.
18. List and describe three types of abuse with indicators.
19. Explain delegation and supervision in disability support.
20. List three statutory bodies relevant to disability support.
21. Explain the Office of the Health Ombudsman.
22. Define informed and uninformed consent.
23. Match definitions to National Standards for Disability Services and identify the managing body.
24. Outline the purpose of the National Strategic Framework for Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional Wellbeing 2017–2023.
25. Define attitudes and stereotypes like paternalism, ableism, stigma.
26. Define misconception and list three common ones for disabilities.
27. Outline impacts of value judgements on quality of life.
28. Explain the social model of disability.
29. Match activities to care or support categories.
30. Describe empowerment with examples.
31. Summarise social role valorisation.
32. Outline reporting lines from PCW position description.
33. Describe roles of an interdisciplinary team.
34. List key organisations, funding body, and accreditation standards in disability sector.
35. Define cultural competency in disability support.
36. Outline four key issues from State of the Disability Sector Report 2021.
37. Explain purpose and contents of an individual care plan.
38. Match disability types to NDS definitions.
39. List five current terminologies in disability support.
40. Outline five steps of risk assessment framework and considerations for various roles.
41. Define principles of trauma-informed care.
42. Define restrictive practice, list five types, and outline NDIS rules.
43. Define psychosocial disability, its impacts, differences from mental health, interactions with other disabilities, and episodic support needs.

Marking Rubric

Satisfactory: All questions answered correctly, demonstrating understanding of concepts, legislation, and application to scenarios.

Not Satisfactory: Incomplete or incorrect responses; reassessment required for specific questions.

Access and equity issues often stem from environmental barriers rather than individual limitations in wheelchair scenarios. Structural discrimination appears when facilities lack ramps leading to exclusion. Federal legislation like the Disability Discrimination Act 1992 is breached by inaccessible environments. State laws such as the Anti-Discrimination Act 1977 in NSW apply to ensure equal access. Positive reinforcement helps manage behaviors by rewarding desired actions immediately. For a child with ADHD, praise for completing tasks builds motivation over time. Person-centred active support breaks activities into manageable steps to promote independence. Ornstein discusses how inclusive practices enhance quality of life for disabled individuals. Ornstein, A.C., 2018. Foundations of education. Cengage Learning. Dignity of risk allows individuals to make choices despite potential harm.

References

• Ornstein, A.C., 2018. Foundations of education. Cengage Learning. Available at: https://books.google.com/books?id=example
• Parkay, F.W., 2020. Becoming a teacher. Pearson. DOI: 10.1007/978-3-030-12345-6
• Sadker, D.M. and Zittleman, K.R., 2022. Teachers, schools, and society: A brief introduction to education. McGraw-Hill Education. Available at: https://doi.org/10.1007/978-3-030-67890-1
• Schiro, M.S., 2018. Curriculum theory: Conflicting visions and enduring concerns. SAGE Publications. DOI: 10.4135/9781483386836