FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY

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T A B L E O F C O N T E N T S

TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 2

COURSE INTRODUCTION …………………………………………………………………………………………………………………. 6

ABOUT THIS GUIDE ……………………………………………………………………………………….. ERROR! BOOKMARK NOT DEFINED. ABOUT ASSESSMENT ……………………………………………………………………………………… ERROR! BOOKMARK NOT DEFINED.

ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 9

REQUIRED SKILLS AND KNOWLEDGE……………………………………………………………………………………………….. 11

ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 13

PRE-REQUISITES …………………………………………………………………………………………………………………………… 13

TOPIC 1 – DEMONSTRATE COMMITMENT TO EMPOWERMENT FOR PEOPLE WITH DISABILITY …………………. 14

IDENTIFY CHANGES IN THE LEGAL, POLITICAL AND SOCIAL FRAMEWORKS WITHIN WHICH THE WORK IS

UNDERTAKEN ……………………………………………………………………………………………………………………………… 14

TRADITIONAL MODEL …………………………………………………………………………………………………………………………… 14 MEDICAL MODEL ……………………………………………………………………………………………………………………………….. 14 SOCIAL MODEL ………………………………………………………………………………………………………………………………….. 14 SELF-DIRECTED MODEL …………………………………………………………………………………………………………………………. 15

Person centered planning vs institutionalization ……………………………………………………………………………. 15 WHAT IS DISABLITY ……………………………………………………………………………………………………………………………… 15 DISABILITY VARIATIONS …………………………………………………………………………………………………………………………. 15

Catergories of disablity ………………………………………………………………………………………………………………. 16 TYPES OF DISABLITY …………………………………………………………………………………………………………………………….. 16

acquired brain injury ………………………………………………………………………………………………………………….. 16 autism spectrum disorder …………………………………………………………………………………………………………… 17 cognitive disability……………………………………………………………………………………………………………………… 17 developmental delay ………………………………………………………………………………………………………………….. 18 intellectual disability ………………………………………………………………………………………………………………….. 18 neurological impairment …………………………………………………………………………………………………………….. 18 physical disability ………………………………………………………………………………………………………………………. 18 sensory disability, including hearing, vision impairment …………………………………………………………………. 19 speech/language disability …………………………………………………………………………………………………………. 19

LEGAL AND ETHICAL CONSIDERATIONS FOR WORKING WITH PEOPLE WITH DISABILITY: ………………………………………………… 19 Discrimination …………………………………………………………………………………………………………………………… 19 Dignity of risk ……………………………………………………………………………………………………………………………. 19 Duty of Care ……………………………………………………………………………………………………………………………… 20 Mandatory reporting …………………………………………………………………………………………………………………. 20 Privacy, confidentiality and disclosure ………………………………………………………………………………………….. 20 work health and safety……………………………………………………………………………………………………………….. 21 Codes of conduct ……………………………………………………………………………………………………………………….. 21 Work role boundaries – responsibilities and limitations ………………………………………………………………….. 21

INDICATORS OF ABUSE ………………………………………………………………………………………………………………………….. 22 Financial abuse ………………………………………………………………………………………………………………………….. 22 Neglect …………………………………………………………………………………………………………………………………….. 22 Sexual abuse ……………………………………………………………………………………………………………………………… 23 Physical abuse …………………………………………………………………………………………………………………………… 23 Emotional abuse ………………………………………………………………………………………………………………………… 23

IDENTIFY WAYS SOCIETY CAN AFFECT THE LEVEL OF IMPAIRMENT EXPERIENCED BY A PERSON WITH

DISABILITY ………………………………………………………………………………………………………………………………….. 23

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SOCIAL CONSTRUCTS OF DISABLITY ……………………………………………………………………………………………………………. 24 SOCIAL JUSTICE AND THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL …………………………… 24

social justice ……………………………………………………………………………………………………………………………… 24 access and equity ………………………………………………………………………………………………………………………. 24 THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL ……………………….. 25

REFLECT ON PERSONAL VALUES AND ATTITUDES REGARDING DISABILITY AND ACKNOWLEDGE THEIR

POTENTIAL IMPACT WHEN WORKING IN DISABILITY CONTEXTS ………………………………………………………….. 26

PERSONAL VALUES WHEN WORKING WITH PERSONS WITH A DISABLITY ………………………………………………………………….. 26 principles of disablity ………………………………………………………………………………………………………………….. 26

ETHICAL ISSUES …………………………………………………………………………………………………………………………………. 27 Dealing with ethical dilemmas …………………………………………………………………………………………………….. 27

DEVELOP AND ADJUST OWN APPROACHES TO FACILITATE EMPOWERMENT ………………………………………… 28

PRINCIPLES OF EMPOWERMENT ………………………………………………………………………………………………………………. 28 RIGHTS-BASED APPROACH …………………………………………………………………………………………………………………….. 28 METHODS TO DEVELOP AND ADJUST OWN APPROACHES ………………………………………………………………………………….. 28

Seeking feedback ……………………………………………………………………………………………………………………….. 29 Taking part in professional development ………………………………………………………………………………………. 29 Training ……………………………………………………………………………………………………………………………………. 29 self-reflection ……………………………………………………………………………………………………………………………. 29

TOPIC 2- FOSTER HUMAN RIGHTS …………………………………………………………………………………………………… 30

ASSIST THE PERSON WITH DISABILITY TO UNDERSTAND THEIR RIGHTS ………………………………………………… 30

UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES (CRPD) …………………………………………… 30 STRATEGIES THAT ASSIST PEOPLE WITH DISABILITIES TO EXERCISE THEIR RIGHTS AND SUPPORT ………………………………………. 30 COMMUNICATING RIGHTS TO CLIENTS ……………………………………………………………………………………………………….. 31

DELIVER SERVICES THAT ENSURE THE RIGHTS AND NEEDS OF THE PERSON ARE UPHELD IN THE CONTEXT OF

PERSON-CENTEREDNESS ……………………………………………………………………………………………………………….. 32

Client rights ………………………………………………………………………………………………………………………………. 32 client needs ………………………………………………………………………………………………………………………………. 32 Ensuring a person centered response to procedural reviews ……………………………………………………………. 32 rights of a person with a disablity ………………………………………………………………………………………………… 33 clarifying the rights of people with a disablity ……………………………………………………………………………….. 33

SEEKING ASSISTANCE TO ENSURE CLIENT RIGHTS ARE ABLE TO BE MET …………………………………………………………………… 33

ENSURE THE CULTURAL NEEDS OF THE PERSON ARE IDENTIFIED, ACCEPTED AND UPHELD ……………………… 34

CULTURAL OBLIGATIONS ……………………………………………………………………………………………………………………….. 34 Example aboriginls with disablity …………………………………………………………………………………………………. 34

FACTORS IMPACTING ON CULTURAL NEEDS ………………………………………………………………………………………………….. 34 IMMIGRATION STATUS …………………………………………………………………………………………………………………………. 34 FACTORS THAT MAY IMPACT ON QUALITY SERVICE ………………………………………………………………………………………….. 35

IDENTIFY BREACHES OF HUMAN RIGHTS AND RESPOND AND REPORT ACCORDING TO ORGANISATION

PROCEDURES ………………………………………………………………………………………………………………………………. 36

REPORTING NEEDS ………………………………………………………………………………………………………………………………. 36 BREACHES TO HUMAN RIGHTS ………………………………………………………………………………………………………………… 36

examples of breaches …………………………………………………………………………………………………………………. 36 IDENTIFYING BREACHES TO HUMAN RIGHTS …………………………………………………………………………………………………. 37

IDENTIFY INDICATIONS OF POSSIBLE ABUSE AND/OR NEGLECT AND REPORT ACCORDING TO ORGANISATION

PROCEDURE ………………………………………………………………………………………………………………………………… 38

TYPES OF HARM, ABUSE OR NEGLECT…………………………………………………………………………………………………………. 38

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PEOPLE WHO ARE VUNERABLE TO ABUSE …………………………………………………………………………………………………….. 38 ENABLE CLINETS TO COME FOWARD ………………………………………………………………………………………………………….. 39

indicators of harm, neglect and abuse ………………………………………………………………………………………….. 39 HARM NEGLECT AND ABUSE ……………………………………………………………………………………………………………………. 39 RESPONDING TO RISK FACTORS ………………………………………………………………………………………………………………… 40 REASONABLE RESPONSE ………………………………………………………………………………………………………………………… 40

TOPIC 3 – FACILITATE CHOICE AND SELF-DETERMINATION ………………………………………………………………….. 41

USING A PERSON-CENTRED APPROACH WORK IN A MANNER THAT ACKNOWLEDGES THE PERSON WITH

DISABILITY AS THEIR OWN EXPERT …………………………………………………………………………………………………. 41

PERSON-CENTRED PRACTICE …………………………………………………………………………………………………………………… 41 STRENGTHS-BASED APPROACH ………………………………………………………………………………………………………………… 41 SELF-ADVOCACY …………………………………………………………………………………………………………………………………. 41 ACTIVE SUPPORT ………………………………………………………………………………………………………………………………… 42

Interacting in a manner that promotes participation ……………………………………………………………………… 42 activity support plans …………………………………………………………………………………………………………………. 42 Keeping track ……………………………………………………………………………………………………………………………. 42

ACTIVE LISTENING ………………………………………………………………………………………………………………………………. 42

FACILITATE PERSON-CENTRED OPTIONS FOR ACTION ON RELEVANT ISSUES AND DISCUSS WITH THE PERSON

AND/OR FAMILY AND/OR CARER AND/OR RELEVANT OTHER …………………………………………………………….. 43

THE IMPORTANCE OF INVOLVING FAMILIES, CARERS AND RELEVANT OTHERS ……………………………………………………………. 43 common obstacles …………………………………………………………………………………………………………………….. 43 common benefits ……………………………………………………………………………………………………………………….. 43

OPTIONS FOR ACTION …………………………………………………………………………………………………………………………… 43 planning actions ………………………………………………………………………………………………………………………… 44

DIFFERENT MODES OF SUPPORT FOR DIFFERENT DISABILITIES …………………………………………………………………………….. 44 Genetic factors ………………………………………………………………………………………………………………………….. 44 Physical trauma …………………………………………………………………………………………………………………………. 44 Psychological trauma …………………………………………………………………………………………………………………. 45 Chronic lifestyle conditions ………………………………………………………………………………………………………….. 45 Acquired brain injury ………………………………………………………………………………………………………………….. 46

PROVIDE ASSISTANCE TO THE PERSON WITH DISABILITY TO FACILITATE COMMUNICATION OF THEIR

PERSONAL GOALS ………………………………………………………………………………………………………………………… 48

COMMUNICATING WITH PERSONS WITH A DISABLITY ………………………………………………………………………………………. 48 communication techniques …………………………………………………………………………………………………………. 48 person centered communication ………………………………………………………………………………………………….. 49

IDENTIFYING GOALS OF A PERSON WITH A DISABILITY ………………………………………………………………………………………. 49 Goals ……………………………………………………………………………………………………………………………………….. 49

PROVIDE PERSON-CENTRED SUPPORT IN A MANNER THAT ENCOURAGES AND EMPOWERS THE PERSON

WITH DISABILITY TO MAKE THEIR OWN CHOICES ……………………………………………………………………………… 50

SKILLS DEVELOPMENT AND MAINTAINENCE PLANS ………………………………………………………………………………………….. 50 SUPPORT AND ENCOURAGE EFFECTIVE DECSION MAKING ………………………………………………………………………………….. 50

Guide strengths and energy of clients …………………………………………………………………………………………… 51 Maintain positive direction …………………………………………………………………………………………………………. 51 Cooperation ………………………………………………………………………………………………………………………………. 51 Achievements ……………………………………………………………………………………………………………………………. 51 Respect …………………………………………………………………………………………………………………………………….. 51

ASSIST WITH STRATEGIES TO ENSURE THAT THE PERSON IS COMFORTABLE WITH ANY DECISIONS THAT ARE

BEING MADE ON THEIR BEHALF ……………………………………………………………………………………………………… 52

INFORMED CONSENT …………………………………………………………………………………………………………………………… 52

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EXPLAININIG OPTIONS CLEARLY TO PERSONS WITH A DISABLITY …………………………………………………………………………… 52 MAKING REFERRALS ON BEHALF OF A CLIENT ………………………………………………………………………………………………… 52 TRUST AND RESPECT ……………………………………………………………………………………………………………………………. 53

ASSIST WITH ACCESSING ADVOCACY SERVICES AND OTHER COMPLAINT MECHANISMS AS REQUIRED …….. 54

WHAT IS ADVOCACY? …………………………………………………………………………………………………………………………… 54 ADVOCACY SCOPE OF RESPONSIBLITY …………………………………………………………………………………………………………. 54

advocacy actions ……………………………………………………………………………………………………………………….. 54 minimising conflict in advocacy actions ………………………………………………………………………………………… 54

ADVOCACY SERVICES AND COMPLAINT MECHANISMS ………………………………………………………………………………………. 55 access procedures ……………………………………………………………………………………………………………………… 55

SUMMARY ………………………………………………………………………………………………………………………………….. 56

REFERENCES ………………………………………………………………………………………………………………………………… 57

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U N I T I N T R O D U C T I O N

This resource covers the unit CHCDIS007 – Facilitate the empowerment of people with disability.

This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.

This unit applies to workers in varied disability contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

ABOUT THIS RESOURCE

This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.

Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.

As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.

Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.

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ABOUT ASSESSMENT

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply

to your workplace.

 Your ability to apply your learning.

 Your ability to recognise common principles and actively use these on the job.

You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.

Your assessment may be conducted through a combination of the following methods:

 Written Activity

 Case Study

 Observation

 Questions

 Third Party Report

The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.

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To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.

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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A

1. Demonstrate commitment to empowerment for people with disability

1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken

1.2 Identify ways society can affect the level of impairment experienced by a person with disability

1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts

1.4 Develop and adjust own approaches to facilitate empowerment

2. Foster human rights 2.1 Assist the person with disability to understand their rights

2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person- centeredness

2.3 Ensure the cultural needs of the person are identified, accepted and upheld

2.4 Identify breaches of human rights and respond and report according to organisation procedures

2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure

3. Facilitate choice and self- determination

3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert

3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other

3.3 Provide assistance to the person with disability to facilitate communication of their personal goals

3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices

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3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf

3.6 Assist with accessing advocacy services and other complaint mechanisms as required

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R E Q U I R E D S K I L L S A N D K N O W L E D G E

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

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

 History and recent developments in disability

 Social versus medical model of service

 Institutionalised versus person-centred, self-directed model of support

 Social constructs of disability and the impact of own attitudes on working

with people with disabilities

 How and when to seek support from more experienced and qualified staff

 Types of disability, including:

 Acquired brain injury

 Autism spectrum disorder

 Cognitive disability

 Developmental delay

 Intellectual disability

 Neurological impairment

 Physical disability

 Sensory disability, including hearing, vision impairment

 Speech/language disability

 Support practices for people, including but not limited to, the following

conditions:

 Genetic factors

 Physical trauma

 Psychological trauma

 Chronic lifestyle conditions

 Acquired brain injury

 Legal and ethical considerations for working with people with disability:

 Codes of conduct

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 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