CHC33015 Assessment Answers Certificate III in Individual Support

CHC33015 Assessment Answers Certificate III in Individual Support

CHC33015 Certificate 3 in Individual Support assignment is considered to be one of the lengthiest assessment tasks by a majority of students. This is also the reason why they face a number of challenges in this assignment. To score good grades, you should be able to prepare and submit quality work, wherein, all the questions must be answered in the most accurate manner possible. Below, you can find a CHC33015 assessment sample along with CHC33015 Certificate 3 in Individual Support assessment answers. This will give you an idea of how to write the answers exactly according to the instructions and marking rubric.

There is a total of three tasks for which you must write compelling CHC33015 assessment answers to score good grades. You are required to complete all of them to be able to demonstrate your knowledge and competency in this unit.

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CHC33015 Assessment Answers; Certificate 3 Individual Support Assignment Sample And Answers

CHC33015 assessment task 1 Written questions: this task includes a total of 12 questions that you need to answer as precisely as you can. Make sure that you have a sound knowledge of this unit. Read the CHC33015 assessment sample below and you will find the answers to every question.

CHC33015 Certificate 3 in Individual Support assessment task 2 Case Studies: There are three case studies that you will read which are then followed by questions that need to be answered.

CHC33015 assignment task 3 Observation task: To score well in this task, you must solve each of its three parts. The CHC33015 Certificate 3 in Individual Support assignment sample and answer will give you an idea of how to write accurate answers for each part.

Let us now look at how our experts have written the CHC33015 assessment answers in certificate 3 in Individual Support assignment sample given below:

What is the purpose of community care common standards?

Briefly explain the term ‘duty of care’.

List the legislation title and date that regulates privacy in your state or territory. Briefly outline the purpose of this legislation.

What are the key points of the privacy legislation in relation to home and community care?

What are the major consequences of a breach of confidentiality?

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CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT ASSESSMENT WORKBOOK 6 ANSWERS

Get Help with CHC33015 Certificate III in Individual Support Assessment Workbook 6 Answers and Assessment Task Answers Online with complete Case study Help – Get expert help with CHC33015 Certificate III in Individual Support Assessment with100% plagiarism-free Solution within the timeline.

CHC33015 Certificate III in Individual Support

Specializing in Ageing

Empowering People with Disability

Instructions

The questions in this workbook are divided into two categories.

These questions are all in a short answer format. The longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However, you may reference your learner guide to complete this assessment.

What is a Competency-Based Assessment

The features of a competency-based assessment system are:

  • It is focused on what learners can do and whether it meets the criteria specified by the industry as competency standards.
  • Assessment should mirror the environment the learner will encounter in the workplace.
  • Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
  • Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time.
  • Incompetency assessment a learner receives one of only two outcomes – competent or not yet competent.
  • The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
  • The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner.  Assessable outcomes are tied to the relevant industry competency standards where these exist.  Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. chc33015 assessment answers.

Definition of competency

Assessment in this context can be defined as:

  • The fair, valid, reliable, and flexible gathering and recording of evidence to support judgment on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING

Developing and conducting the assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

  • Assessment must be valid
    • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
    • Assessment must include a combination of knowledge and skills with their practical application.
    • Assessment, where possible, must include judgments based on evidence drawn from a number of occasions and across a number of contexts.
  • Assessment must be reliable
    • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
    • Assessors must be trained in national competency standards for assessors to ensure reliability.
  • Assessment must be flexible
    • Assessment, where possible, must cover both the on and off-the-job components of training within a course.
    • Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired.
    • Assessment must be made accessible to learners through a variety of delivery modes, so they can proceed through modularized training packages to gain competencies.
  • Assessment must be fair and equitable
    • Assessment must be equitable to all groups of learners.
    • Assessment procedures and criteria must be made clear to all learners before assessment.
    • Assessment must be mutually developed and agreed upon between the assessor and the assessed.
    • Assessment must be able to be challenged.  Appropriate mechanisms must be made for reassessment as a result of the challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

  • Valid
    • Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
  • Sufficient
    • This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
  • Authentic
    • When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
  • Current
    • This relates to the recency of the evidence and whether the evidence relates to current abilities.

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance and not only narrow task skills. The four dimensions of competency are:

  • Task skills
  • Task management skills
  • Contingency management skills
  • Job role and environment skills

REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning, and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre. chc33015 assessment answers.

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

  • the same learning opportunities as learners without a disability
  • the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participate in teaching, learning, and assessment activities can include:

  • customizing resources and assessment activities within the training package or accredited course
  • modifying the presentation medium learner support
  • use of assistive/adaptive technologies
  • making information accessible both prior to enrolment and during the course
  • monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers. chc33015 assessment answers.

IMPORTANT NOTE

The reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

THE UNIT OF COMPETENCY

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit(s) of competency from CHC33015 – Certificate III in Individual Support:

CHCDIS007 Facilitate the empowerment of people with disability

  1. Demonstrate commitment to empowerment for people with disability
  2. Foster human rights
  3. Facilitate choice and self-determination

ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and the required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

  1. Performance Evidence
  • describes the subtasks that make up the element of the unit
  1. Knowledge Evidence
  • describes the knowledge that must be applied in understanding the tasks described in the elements
  1. Assessment Condition
  • describes the environment and conditions that assessments must be conducted under

ASSESSMENT METHODS

  1. Written questions
  • Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject
  1. Case Studies
  • Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities
  1. Projects
  • A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units

RESOURCES REQUIRED FOR ASSESSMENT

  • Workbook 6
  • Internet access
  • Access to intranet resources (provided within this workbook)
  • Templates/Forms (provided within this workbook)

ASSESSMENT WORKBOOK COVERSHEET

 

WORKBOOK: WORKBOOK 6
TITLE: Empowering People with Disability
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the terms of the

declaration sign and date in the space provided.

By submitting this work, I declare that:

  • I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.
  • I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.
  • I have organized and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.
  • This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of qualification or statement of attainment.
  • I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name: Signature: Date:

IMPORTANT REMINDER

The First Aid unit is a pre-requisite for vocational placement.

It is to be completed at another RTO provider of your choice.

See Workbook 7 for details.

Knowledge Assessment

1).    Explain the difference between the social and medical models of service in disability care. Include in your explanation of how these relate to the history and recent developments in the industry.

Guidance: your response must have two parts: (1) the difference between the social and medical model of service in disability care, and (2) how this relates to the developments in the industry practice.

2).   Explain the difference between the institutionalized and person-centered model of support in disability care. Include in your explanation of how these relate to the history and recent developments in the industry.

Guidance: your response must have two parts:

(1) the difference between the social and medical model of service in disability care, and

(2) how this relates to the developments in the industry practice.

3).   Disability as a social construct:

  • Briefly explain disability as a social construct
  • Briefly explain the impact of your own attitudes on working with people with disabilities

4).   Seeking support from more experienced and qualified staff

  • In providing care for people with disabilities, when should you seek support from more experienced and qualified staff?

Guidance: include one specific example of an instance within the care environment when one should seek support from more experienced and qualified staff

  • Using the example, you provided in the previous question, explain how you would seek support

Guidance: indicate the person/s (and their roles) to whom you would seek assistance from

5).   Match the following conditions to the examples listed on the table below by writing the corresponding letters on the space provided on the first column. Then on the last column, describe at least one support practice you can provide as a care worker for each of the listed conditions.

  1.  genetic disabilities
  2.  physical trauma
  3.  psychological trauma
  4.  chronic lifestyle conditions
  5.  acquired brain injury

Condition:

  • Anxiety disorder
  • Fractured femur
  • Concussion
  • Down syndrome
  • Obesity

Support Practice:

6).   Briefly describe the following legal and ethical considerations in the context of working with people with a disability:

Guidance: describe how each of the listed considerations impacts your role as a care worker

Impact on care workers caring for people with disability Legal and ethical considerations
codes of conduct
discrimination
dignity of risk
duty of care
human rights, including the united nations convention on the rights of persons with disabilities (UNCRPD)
informed consent
mandatory reporting
privacy, confidentiality, and disclosure
work role boundaries – responsibilities and limitations
work health and safety

7).   List two examples of strategies that assist people with disabilities to exercise their rights.

8).   List two examples of strategies that assist people with disabilities to support their independent action and thinking.

9). Explain how to access and use advocacy services for people with disability

10).   Explain how to access and use complaint mechanisms for people with disability

11).  List two examples of indicators of abuse in relation to people with disabilities

  1.  List two examples of indicators of neglecting relation to people with disabilities

PRACTICAL ASSESSMENT

Instructions to Student

This section of this workbook covers the assessment of your skills relevant to the performance requirements included in this subject.

This assessment is completed using simulated tasks based on a given case study scenario. You will not need access to a workplace or a care facility to complete these tasks.

This practical assessment will assist your completion of the assessment activities relevant to the requirements of the units covered in this workbook:

 

UNIT Assessment Activities
CHCDIS007Facilitate the empowerment of people with disability Part 1: Project Assessment
Part 2: Case Study Assessment

Part 1: Project Assessment

This project requires you to complete a set of questions that will help you demonstrate your commitment to empowering people with disabilities in a caring environment.

1).   Identify changes in the legal framework within the care industry.

2).  Identify changes in the political framework within the care industry.

3).   Identify changes in the social framework within the care industry.

4).   Describe two ways society can affect the level of impairment experienced by a person with a disability.

5).   Describe your personal values and attitudes regarding disability, and explain their potential impact on your role as a care worker.

Guidance: your answer must include two parts: (1) your personal values and attitudes towards disability, and (2) how it may impact you as a care worker.

6).   Describe how you can adjust your own approaches to facilitate empowerment.

PART 2: CASE STUDY ASSESSMENT

This case study will provide you scenarios and tasks that will test your knowledge and skills relevant to the requirements of the unit covered in this workbook.

This case study is a hypothetical situation, and will not require you to have access to a care facility, although your past and present work experiences may help with the responses you provide.

Case Study 1: Lisa Luther

Name: Lisa Luther

Age:90

This is Lisa Luther. Lisa has been a resident of Lotus Compassionate Care for two years. Lisa moved to the center after being diagnosed with early-stage Alzheimer’s. She loves staying in the center as all the staff and care workers are very supportive in helping her cope with the difficulties brought about by the disease. chc33015 assessment answers.

Lisa is also suffering from hearing and vision loss;

Her left hear is completely deaf, while her right ear has moderate hearing loss. Lisa wears a hearing aid on her right ear.

Both her eyes have cataracts that render her eyes with moderate visual impairment.

Lisa is a vegan and has been a vegan for most of her life.

Scenario 1

While assisting another client to eat lunch in the center’s common dining area, you noticed that the care worker attending to Lisa is serving her meat. Having cared for Lisa in the past, you know that Lisa is vegan and does not eat or use meat products.

You informed the care worker that Lisa follows a vegan diet. The care worker told you that Lisa is not lucid and will not even know what she had lunch.

1).  How can you ensure that Lisa’s cultural needs are met?

Guidance: in your explanation, provide an example of such cultural needs and what you can do to ensure it is accepted and upheld.

Scenario 2

Lisa hears your conversation and recognizes the meat on her plate. She pushes the plate away. The care worker holds Lisa on her wrist tightly, keeping her from pushing the plate away from any further. You see Lisa’s face grimace and carefully puts her hands on her lap. Lisa looked scared and kept her eyes on her lap. You suspect abuse.

2).   Identify possible breaches of human rights in the given scenario.

Guidance: list two examples of human rights violations demonstrated in the given scenario.

3).   Using the form provided in the link below, complete an abuse incident report. Save the completed report using the filename:

Lisa-Abuse Incident Report

Guidance: indicate in the form the indications of possible abuse that prompted you to file an abuse incident report

Workbook Checklist

When you have completed assessing this workbook, review the candidate’s assessment against the checklist below:

The candidate has completed all the assessments in the workbook:

  • Written Questions
  • Practical Assessments
  • Project 1 – Reflection
  • Case Study – Lisa Luther

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

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