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

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

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

What evidence can you provide to prove your understanding of each of the following citeria?

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

  1. Identify and prioritise the needs of the person, taking into account any co-existing issues.
  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.
  3. Analyse and interpret data with assistance from health professionals and colleagues.
  4. Recognise the impact of complex support issues on the person’s family.
  5. Establish priorities for support with the person, their family, carer or others identified by the person.
Identify and prioritise the needs of the person, taking into account any co-existing issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and interpret data with assistance from health professionals and colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the impact of complex support issues on the person’s family.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish priorities for support with the person, their family, carer or others identified by the person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an individualised plan to achieve maximum quality of life.

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with relevant experts and health professionals when developing individualised plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and establish goals with the person, their family, carer or others identified by the person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the person to identify services and supports to meet their identified goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and negotiate resources in order to deliver identified services and supports.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the person to facilitate access to community support agencies to achieve established goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the delivery of the individualised plan.

  1. Collaborate with supervisor to ensure services and support activities are undertaken by appropriately skilled workers.
  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. 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.
Collaborate with supervisor to ensure services and support activities are undertaken by appropriately skilled workers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Seek feedback from the person with disability and all stakeholders when evaluating effectiveness of the individualised plan and re-prioritising support needs.
  2. Seek advice and assistance from supervisor when the person’s goals and needs are not being achieved.
  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.
Seek feedback from the person with disability and all stakeholders when evaluating effectiveness of the individualised plan and re-prioritising support needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice and assistance from supervisor when the person’s goals and needs are not being achieved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge