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Evidence Guide: CHCDIS313A - Support people with disabilities who are ageing

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

 

CHCDIS313A - Support people with disabilities who are ageing

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

Assist people with disabilities who are ageing to identify their current and future needs

  1. Identify, discuss and implement appropriate strategies to meet the current and futureneeds of people with disabilities who are ageing
  2. Uphold the dignity, privacy and personal choice of people with disabilities who are ageing in relation to needs, within organisation constraints
  3. Assist people with disabilities to evaluate and select strategies to meet their current and future requirements and achieve their goals
  4. Encourage significant others to participate in the identification and evaluation of strategies where appropriate
Identify, discuss and implement appropriate strategies to meet the current and futureneeds of people with disabilities who are ageing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Uphold the dignity, privacy and personal choice of people with disabilities who are ageing in relation to needs, within organisation constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist people with disabilities to evaluate and select strategies to meet their current and future requirements and achieve their goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage significant others to participate in the identification and evaluation of strategies where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the interests and needs of people with disabilities who are ageing

  1. Identify information and skills required by people with disabilities to meet their future requirements
  2. Provide or develop opportunities to obtain information and develop skills
  3. Provide individual and group support to promote physical, psychological and social independence in accordance with resources and organisation policies and procedures
Identify information and skills required by people with disabilities to meet their future requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide or develop opportunities to obtain information and develop skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide individual and group support to promote physical, psychological and social independence in accordance with resources and organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support people with disabilities who are ageing to exercise independent action and thinking

  1. Describe opportunities for people with disabilities who are ageing to enhance their independence, discuss with them and/or their significant others and justify choices
  2. Encourage, listen to and act upon decisions and opinions of people with disabilities who are ageing, within the constraints of organisation policies and procedures
  3. Support participation of people with disabilities in appropriate community settings and forums, with information and training if required
  4. Develop strategies to promote independence, taking into account individual differences
  5. Document information within organisation procedures/guidelines and report to appropriate co-workers
Describe opportunities for people with disabilities who are ageing to enhance their independence, discuss with them and/or their significant others and justify choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage, listen to and act upon decisions and opinions of people with disabilities who are ageing, within the constraints of organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support participation of people with disabilities in appropriate community settings and forums, with information and training if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to promote independence, taking into account individual differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document information within organisation procedures/guidelines and report to appropriate co-workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the interests, rights and needs of people with disabilities with pervasive age related changes, including people with dementia

  1. Respond appropriately to physical, psychological and social changes in people with disabilities who are ageing and report uncharacteristic behaviours that may be the affect of progressive/pervasive conditions
  2. Monitor and record signs of dementia and other progressive conditions that may have an adverse effect on the health of people with disabilities who are ageing
Respond appropriately to physical, psychological and social changes in people with disabilities who are ageing and report uncharacteristic behaviours that may be the affect of progressive/pervasive conditions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and record signs of dementia and other progressive conditions that may have an adverse effect on the health of people with disabilities who are ageing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or a simulated environment under the normal range of conditions

Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

A diversity of assessment tasks is essential for holistic assessment

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to all relevant resources commonly provided in the disability service setting, including:

appropriate documentation and resources normally used in the workplace

relevant organisation policy and procedure manuals, legislation and standards

organisation mission statement, strategic and business plan

other documentation relevant to the work context such as:
. individual routines and support plans
. changing needs assessment tools
. referrals forms

Method of assessment may include:

Observation of work performance

Written tasks

Interview and questioning

Authenticated portfolio/log book

Supporting statement of supervisor/s

Authenticated evidence of relevant work experience and/or formal/informal learning

Related units:

There are no pre-requisites for this unit but it is recommended that participants demonstrate basic knowledge and skills in supporting a person with a disability

It is suggested that this unit is assessed after completion of the following units of competence:

CHCDIS301A Work effectively with people with a disability

CHCDIS302A Maintain an environment designed to empower people with disabilities

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Principles and practices which focus on the individual person

The social model of disability

The impact of social devaluation on an individual's quality of life

Competency and image enhancement as a means of addressing devaluation

Organisation policy and procedures, including occupational safety and health, lifestyle and futures planning, duty of care and dignity of risk

Disability Service Standards

Organisation policy and procedures, including occupational safety and health (particularly manual health), lifestyle and futures planning, duty of care and dignity of risk

Individual needs assessment, specifically changing needs

Promoting successful ageing

Stress and coping with change

Grief and loss, bereavement

Bereavement

Life span development

Contemporary views on ageing

Impact of physical, psychological and social change on the person who is ageing

Empowerment for people with disabilities

Issues and services available for people who are ageing

Understanding of dementia

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide a range of supports that identify, document and respond to individual current and future needs

Communicate and interact with the individual, family, other relevant stakeholders and staff

Identify necessary skills and attributes to maintain or improve independence

Implement strategies to assist the individual to maintain or increase degree of independence

Demonstrate understanding of the aspects and affects of dementia as it relates to a person with a disability

Address other specific issues confronting older people including dysphagia and incontinence

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Sensitively and respectfully communicate and respond to the individual needs of people with disabilities who are ageing

Demonstrate application of skills in:

a range of oral and written communication skills

observation and needs assessment

skills development techniques

developing and maintaining positive relationships

carrying out changing needs assessments

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

The needs of people with disabilities include:

Psychological

Physical

Social

Cognitive

Strategies to meet current and future needs of people with disabilities include:

Conducting changing needs assessments

Conducting futures planning with the person

Developing individual action plans with the person with a disability that address their changing needs

Referrals to appropriate specialist services such as, occupational therapy, physiotherapy

Significant others may include:

Family

Advocates / carer

Support person

Key worker

Team members

Health and other professionals

Organisation policies and procedures may include:

Legislation

Disability Service standards

Policies and procedures, such as duty of care, dignity of risk

Budget allocations

Individual funding plans

Appropriate community settings and forums may include:

Generic services

Advocacy groups

Consumer groups