Jenny is a person with an intellectual

Jenny is a person with an intellectual disability. She has recently moved into a group home with four other people with physical and intellectual disability. Jenny meets with her disability support worker, Sven, twice a week to discuss her care and support needs and carry out skill development activities that form part of Jenny’s individual plan. Jenny is employed at her local supermarket where she is responsible for maintaining and restocking the fruit and vegetable section. Jenny enjoys her job and confidently answers questions from customers about fruits and vegetables available at the store. Jenny’s manager is so impressed with her diligence and commitment to her job that she has decided to support and pay for Jenny to complete the Certificate lll in food handling through and accredited on-the-job training program. Jenny’s manager speaks to Sven about the opportunity and he immediately discusses the idea with Jenny. Jenny is thrilled and tells Sven she would like to enrol straight away. Sven includes the vocational course in Jenny’s skill development plan and develops a series of activities that will ensure Jenny can complete her certificate in a fair and equitable manner. Sven coordinates with Jenny, her manager and a trainer who will be observing and assessing Jenny at her workplace to implement Jenny’s individual plan. Sven plans on providing Jenny with constructive advice and feedback throughout her training and assessment to ensure she stays focused and committed to completing her course. 1. Why is it important for Sven to provide Jenny with constructive feedback as soon as possible? 2. Identify the relevant people Sven may also need to provide with appropriate constructive advice, to ensure Jenny’s skills development learning objectives are achievable. 3. When would it be appropriate for Sven to withdraw his support of Jenny to an appropriate level in order to encourage experiential learning and development?

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