solved

Question
Answered step-by-step
Asked by Kronvika

Questions 1 

1) Choose one of the disabilities listed and select activities for inclusion that may meet their special needs. These groups are: Children with autism People with psychological disabilities People with dementia

People with profound hearing impairments

Make up a checklist for the criteria you may have to consider when assisting clients to select an activity for inclusion. 

 

Questions 2

2.1) A person you are supporting asks your opinion about another support worker. The person does not speak of them in glowing terms and asks you whether they have much experience in the role. What would you say to the person

2.2) When discussing a person, you both support, a co-worker mentions that they usually don’t look too closely at a person’s plan. They say they prefer to find out about the person first hand. What is the problem with this approach?

 

 Topic 3-Assist person and relevant others to develop and implement a community support plan 

Questions 3

 Case study 7

Read the case study, then answer the questions that follow. Emily is vision impaired and her community inclusion plan includes joining a social dance group. She loves partner dancing and feels that it gives her opportunities to meet lots of people and make friends. The group meets on the first Friday night of the month. The dance class is held on the second floor of an older-style building that has no lift. There is a small entry cost and people often bring food to share for an informal supper. Emily talks to her support worker, Sia, about her support needs. She decides that her first need is a permanent booking with a cab driver she feels is reliable. Her second requirement is to ensure the venue is accessible for her. In order to achieve this, her support worker agrees to go with her to the venue on the first visit to help familiarise her with the environment. 

3.1) List three things to check to make sure that the venue is accessible for Emily

3.2) Briefly describe other strategies you can use to make sure Emily can take part in the monthly social dance. 

 

Questions 4

 Research 3-Investigate sources of support for creating or learning how to use a variety of communication aids. Use the internet or speak to contacts in the disability field to find this information. Complete table with information you have found, including: 

useful websites 

government services 

eligibility criteria 

training available  

Communication device/Aid What’s available /Eligibility
Communication boards/ cards  
Electronic communication devices  
Telephone typewriter  
Hearing aids and devices  
Interpreting services  
Communication system/language Training/Courses
Ausian  
Key word signing  
   

 

Questions 5

Research 4-Choose a public venue in your local area that a client may wish to access as part of their social inclusion plan. Audit the car park as well as the entrance and exits to the building to assess any physical barriers. Consider the needs of people with: mobility issues vision impairment hearing impairment poor balance cognitive or intellectual disabilities. Record the key points of your findings. 

Questions 6

Case study 8 (Page 96) Read the case study, then answer the questions that follow. On her first day working as a support worker, Rita is asked to accompany her client, Gretchen, to the shopping centre. Gretchen has an intellectual disability and uses an electric wheelchair. While they are at the supermarket, Gretchen has a seizure. Rita thinks it is an epileptic seizure but is not sure, as she is not familiar with Gretchen’s history. She also does not know what procedure to follow because Gretchen is in a wheelchair. Rita feels a moment of panic. She knows this situation is outside her limitations. 

1) What should Rita do  and in what order? List five steps she should follow. 

2) What assistance should she give to her client? 

3) What documentation should she complete

4) Why do you think Rita feels this is outside of her limitations? 

 

Questions 7

Case study 9 

 Read the case study, then answer the questions that follow. Tara is in her 30s and very social and outgoing. She has an acquired brain injury from a motor-cycle accident two years ago. She used to work as a manager in hospitality and wants to get back into the workforce. She attends job-search training at Centrelink to get support writing applications for hospitality positions like waiting on tables. One day in class, Tara swears very loudly at the trainer. The class goes quiet except for a few people who giggle. 

1) Does this behaviour constitute a barrier to social participation? If so, why?

 2) What strategies could you suggest to help Tara understand that it was no appropriate to swear in class

3) What do you think may be the cause of Tara’s outburst? 

 

Questions 8

Research 5 Using the internet, research an accessibility action plan of the metropolitan or rural company responsible for transport; for example, the rail operator in your state or territory. (Page 108) 

1) Find out what proportion of services or vehicles are fully accessible to people with disabilities. 

2) Find out what proportion of their facilities; for example, stations and platforms, are fully inclusive with services to meet the needs of people with a disability. 

3) What plan or targets do they have for improving accessibility over the next 5-10 year period

 

 

 

Questions 9

Case study 10 (Page 112) Read the case study, then answer the questions that follow. Stephanie goes to pick up Rohan from his pottery class. When she arrives, she finds Rohan sitting outside on his own waiting for her. The class has not finished but Rohan says he is bored and wants to go home. Stephanie asks if he wants to say good-bye to anyone before he leaves. Rohan says they wouldn’t notice he has gone. 

1) What are the signs that the pottery class is not providing a meaningful social outlet for Rohan?

 2) What would you do if you were Stephanie?

 3) What new strategies might you suggest for Rohan

 

Topic 4-Determine risks associated with supporting participation and inclusion Topic 

Questions 1 0

 Case study 11 

 Read the case study, then answer the questions that follow. You are supporting Tasmin, a friendly but slightly anxious18 year old with a mild intellectual disability and a degenerative condition that affects her eyesight. Tasmin is very fond of animals especially cats and farm animals and she dearly want to attend the agricultural show in the city where she lives. She is generally very cooperative and easy to get along with. Her vision impairment mainly affects her peripheral vision; she cannot see things that are not directly in front of her. Her eyesight is most effective outside in daylight conditions, but bright sunlight can be slightly uncomfortable for her.

 1) As a supervisor, what sort of risk assessment would you do with Tasmin before her visit to the show? 

2) As a support worker who has supported Tasmin in the community before, what role might you have in the risk assessment

3) List all of the possible risk issues that may be a factor on a visit to the show with Tasmin. 4) Which of these risk issues are serious and/or likely to occur? 

 

Questions 1 1

1) Use the list of principles and rights to complete the following table by matching the principle or right with the communication approach it goes with. Then, write example question or statement you might use that matches the approach. Principles/rights:

Decision-making
Choice
Dignity of risk
Confidentiality
Dignity
Duty of care
Independence
Support
Inclusion
Communication approach Principle/right Question/Statement
Use simple language and be patient    
Ask the person what works best of them     
Discuss the benefits of taking part in the activities versus the possibility of risk.    
Develop several options and look for solutions not restrictions    
Do not include people the person doesn’t want involved.    
Do not divulge sensitive information in front of inappropriate others    

 

Questions 1 2

Case study 12

Read the case study, then answer the questions that follow. Tasmin is a friendly but slightly anxious 18 year old with a mild intellectual disability and a degenerative condition that affects her eyesight. We met Tasmin in Practice task 21. Tasmin is very fond of animals especially cats and farm animals and she dearly wants to attend the agricultural show in the city where she lives and go to the petting shed. She is generally very cooperative and easy to get along with but her parents are worried that she is too trusting of other and could be taken advantage of. Her vision impairment mainly affects her peripheral vision; she cannot see things that are not directly in front of her. She is a good reader and can read street signs and make sense of simple maps. 

12.1) What are the two potential benefits of this activity for Tasmin? 

12.2) Think innovatively and create  at least one strategy that does not interfere with the benefits of going to the show but helps minimise the risk to Tasmin posed by: 

> the activity 

> the environment 

> her behaviour

SCIENCE
HEALTH SCIENCE
NURSING
CHCMGT 001

 

******CLICK ORDER NOW BELOW AND OUR WRITERS WILL WRITE AN ANSWER TO THIS ASSIGNMENT OR ANY OTHER ASSIGNMENT, DISCUSSION, ESSAY, HOMEWORK OR QUESTION YOU MAY HAVE. OUR PAPERS ARE PLAGIARISM FREE*******."