Support community participation and social inclusion

This unit describes the skills and knowledge required to assist with supporting people with disability in community participation and social inclusion using a person-centred approach. This involves enabling people to make choices to maximise their participation in various community settings, functions and activities to enhance psychosocial well- being and lifestyle in accordance with the person’s needs and preferences.

This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

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. Support community participation and social inclusion

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. Support community participation and social inclusion

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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. Support community participation and social inclusion

 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. Identify opportunities for community participation and social inclusion

1.1 Assist in identifying interests, abilities, preferences and requirements of the person with disability to engage with a social network

1.2 Provide information on community participation options, networks and services to meet the needs, wants and preferences of the person with disability Support community participation and social inclusion

1. 3 Identify and access appropriate community participation resources, programs, agencies, transport services, aids and equipment according to the person’s preferences and needs

1.4 Recognise and accommodate the cultural and religious needs of the person with disability

2. Implement strategies for community participation and inclusion according to the individualised plan

2.1 Assist the person to identify and access community options that will meet needs identified in their individualised plan

2.2 Support the person to access opportunities to establish connections through shared interests

2.3 Seek feedback from the person with disability, family and/or carers and/or relevant others and/or colleagues and/or supervisor to ensure that the support continues to meet the current and changing needs and preferences of the person Support community participation and social inclusion

2.4 Ensure strategies for community participation and social inclusion are regularly reviewed with the person and supervisor to enable positive outcomes

2.5 Monitor level of engagement in consultation with supervisor

3. Identify, address and monitor barriers to community participation and social inclusion

3.1 Recognise physical, skill and other barriers to community participation and social inclusion

3.2 Collaborate with the person with disability to identify solutions to overcome barriers, in consultation with supervisor

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3.3 Support the person to implement strategies to address barriers to community participation according to their individualised plan

3.4 Monitor the success of strategies to address barriers in consultation with the person and supervisor

3.5 Recognise own limitations in addressing issues and seek advice when necessary

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E V I D E N C E R E Q U I R E M E N T S

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

KNOWLEDGE EVIDENCE

The candidate must be able to demonstrate essential knowledge required to effectively complete 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:

 Rights and responsibilities of people with disability

 Principles of:

o strengths-based practice

o person-centred practice

o community inclusion and best practice examples Support community participation and social inclusion

 Strategies for strengthening options, networks and services for people with

disability

 Local agencies and services, and resources to obtain community information

about sporting, cultural and specific-interest groups

 Active citizenship and what this means for people with a disability

 Role of carers and/or families and/or relevant others Support community participation and social inclusion

PERFORMANCE EVIDENCE

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

 Supported at least 1 person with disability, by working with them to identify

skills and interests and find matching options within the broader community Support community participation and social inclusion

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A S S E S S M E N T C O N D I T I O N S

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

 Use of suitable facilities, equipment and resources:

o individualised plans and any relevant equipment outlined in the plan

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o access to details of appropriate and local resources, programs, Support community participation and social inclusion

agencies, transport services, aids and equipment

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

P R E – R E Q U I S I T E S

This unit must be assessed after the following pre-requisite unit:

There are no pre-requisites for this unit.

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T O P I C 1 – I D E N T I F Y O P P O R T U N I T I E S F O R C O M M U N I T Y P A R T I C I P A T I O N

A N D S O C I A L I N C L U S I O N

ASSIST IN IDENTIFYING INTERESTS, ABILITIES, PREFERENCES AND REQUIREMENTS OF THE PERSON WITH DISABILITY TO

ENGAGE WITH A SOCIAL NETWORK

DEFINITION OF DISABILITY

Disability can be defined in many ways, depending on the perspective, how the information will be used and where it will be used for.

In Australia, many data collections use the definition of disability specified by the World Health Organization (WHO). As per WHO, disability is like an umbrella term for any or all of the following components:

 Impairments—problems in body function or structure Support community participation and social inclusion

 Activity limitations—difficulties in executing activities

 Participation restrictions—problems an individual may experience in

involvement in life situations.1

TYPES OF DISABILITIES

Disabilities affect people in different ways and at different levels. Two individuals may have the same disability but the effects on their lives may be entirely different. Disabilities occur at any stage of a person’s life. It is important to know the different types of disabilities in order to handle and manage the disability appropriately and sufficiently.

The types of disabilities people face range from physical to mental impairments. But the one thing that is common to all types of disabilities, which is important to acknowledge, is their ability to interfere with one’s capability to perform day to day activities.

1http://www.aihw.gov.au/disability/technical-definitions-of-disability/ (accessed 30 March 2015).

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The following are the different types of disabilities:

 Mobility and Physical Impairments

 Spinal Cord Disability

 Brain Disability (Head Injuries)

 Vision Disability

 Hearing Disability

 Cognitive or Learning Disabilities

 Psychological Disorders

 Invisible Disabilities

ACTIVITIES FOR PEOPLE WITH DISABILITIES

Activities that are conducive to the well-being of an individual should be promoted and made accessible to people with disabilities. Engaging in worthwhile activities has numerous benefits such as better health, improved disposition and broader social network. There are many activities that can help people with disabilities to socialize, express their feelings, show their talents and stay healthier. To get the best results from the activities for the disabled, it is highly recommended that the activities are based on the individual’s skills, interests, physical abilities, level of socialization and therapeutic benefits. Support community participation and social inclusion

When people with disabilities are engaged and active, they tend to focus on their capabilities rather than their limitations. They gain more self-confidence and improve their self-esteem. The activities which people with disabilities can participate in are as follows:

 Art Therapy – Art therapy is a very good way to encourage people with

disabilities to respond. Art provides a way for individuals to express thoughts

and feelings, especially when there are constraints that limit them to write or

speak. Art also encourages individuals to develop their creativity. It can also

be used to entertain and enrich them. Painting, coloring books, scrapbooking,

jewelry making and other crafting activities are just some of the art activities

that disabled people can enjoy. Support community participation and social inclusion

 Music Therapy – Music is another effective tool that can elicit reactions or

participation from people with disabilities. Activities can be as simple as

singing, humming or having everyone clap their hands and tap their feet

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along with the music. Playing percussion instruments is another popular

music activity that allows individuals to feel the rhythm and vibrations these

instruments create.2 According to the American Music Therapy Association,

music stimulates the senses, and, therefore, can help to improve an

individual’s mental, social and emotional well-being.3

 Physical Activity – Exercise and physical activities benefit people with

disabilities physically and mentally. To avoid leading a sedentary life, which

exposes individuals to the risk of type 2 diabetes, coronary heart disease,

obesity and high blood pressure even, it is important to incorporate physical

activities into their lifestyle. Physical activities may include swimming, Support community participation and social inclusion

dancing, yoga, gym exercises and other aerobic activities.

o Paralympics, Special Olympics and Deaflympics – Special Olympics and

Paralympics are two separate organizations recognized by the

International Olympic Committee (IOC). They are similar in that they

both focus on sport for athletes with a disability and are run by

international non-profit organizations.4 Paralympics is an

international competition that involves six disability groups: cerebral

palsy, spinal cord injuries, amputee, intellectual disability, visual

impairment and Les Autres. Les Autres is the group that includes those

who do not fall into the other groups mentioned. Special Olympics

involve competition opportunities and training all year round, and it

deals with all levels of intellectual disabilities. Deaflympics involves

competition for deaf athletes or those with hearing impairments.

 Nature Activities – Nature activities encourage people with disabilities to be

out in an open space, breathe some fresh air and appreciate their natural

surroundings. Scavenger hunts and summer camps are examples of nature

activities that allow them to exercise their visual and tactile abilities. Outdoor

recreational activities such as swimming, boating, fishing, hiking, exploring Support community participation and social inclusion

2 Amber Keefer, 2015. “Activities for Adults With Developmental Disabilities”.(accessed 30 March 2015), <http://www.livestrong.com>. 3 Ibid. 4 http://media.specialolympics.org/soi/files/press-kit/What’s%20the%20difference%20SO%20and%20Paralympics.pdf (accessed 30 March 2015).