Assignment Task

Short Questions/ Oral Questioning

1. Write short paragraphs on the following models of disability.

• Traditional Model

The traditioal model of disability spanned from ancient history to the 18th century. In the traditional model, person with disabilities where thought to be under the spell of which craft, possessed by demons or the victims of God’s punishment for their sins or the sins of their parents. (slide no – 4)

• Medical Model

The medical model of disability considered the person with a disability to be a problem.

They were measured against a scale of what was known as normalcy.

• Social Model

The social model of disability is the modern view of person with disability is the modern view of person with disabilities.

The social model focuses on the strengths of individuals instead of their disabilities.

• Self-directed Model

The self-directed model is a method of providing services for those with disabilities that allows the person with a disability or their representative, have direct control and responsibility of managing the servies that are provied for them.

2. One modern approach to planning the futures of people with disabilities is the personcentered approach. What is the person-centred approach? One modern approach to planning the futures of people with disabilities is the person cantered approach.

3. In one paragraph each, explain the following types of disabilities (a) Acquired brain injuries

Acquried brain injuries are very common in australia and can impact on people in a range of different ways and with greatly varying severity

Acquired brain injuries can be caused by a range of different factors including:

• Head trauma due to fall, severe shaking, car accident, bike accident and other incidents that cause blows to the head.
• stroks
• Lack of oxygen to the brain caused by suffocation, electroution, near-drowning or heart failure
• Brain tumours
• meningitis or encephalitis
• Infant alcohol or drug syndrome
• Lead poisoning (slide no – 8)

(b) Autism spectrum disorders

Autism spectrum disorder vary greatly from person to person and are life long disorders.

Autism spectrum disorder may be identified by challenges for the person in the areas of:

• Non-verbal communication
• Friendship building
• Social and emotional development
• Language
• Participating in conversations (slide no – 9)

(c) Cognitive disabilities

Cognitive disabilities can be very broad in nature; some cognitive disorders are biological while others are psychological.

All cognitive disability involve the person experiencing difficulty in mental tasks.

Developmental delays are a range of dosorders that result in the person developing in physical, mental or emotional categories. this is a life long and varied collection of disabilities that result from lack of development in a variety of areas.

4. What is the difference between intellectual disability and neurological impairment?

 (a) Intellectual Disability is:

Intellectual disabilities are life long and cannot be cured, they are a range of disabilities that are caused by chromosomal defects that are present from birth.

• It is essential in the case of intellectual disabilities that the person is provied with appropriate resources and services in order to assist them to function within the bounds of their disability the best that they can. (slide no-11)

(b) Neurological Impairment is:

Neurological impairment is a huge category of disabilities that takes in more than 600 different types of disbilities. neurological impairment is a result of damage to the nervous system.

• There are a range of different causes for this including:
• Presence at birth
• Injury
• Illness (slide no – 12)

5. What are the two (2) possible impairments included in a sensory impairment?

(i) Hearing

(ii) Sight

6. In a short paragraph, explain Speech disabilities and Language disabilities. Make sure to address both. Speech and language disabilities are both involving the action of verbal communication and associated impairments or challenges.

When a person has a speech disability they will have trouble or not be able to make the necessary sounds required in order to speak fluently or clearly. (slide no-15)

7. Define the following terms.

 (a) Dignity of risk

 Dignity of risk is the legal requirement to ensure that all persons with a disability has the legal right to choose their own mediacal treatments even if the professionals involved feel that this is not the correct choice for them (slide no-16)

(b)) Duty of care

Duty of care is ones legal obligation to take resonable care to others from being harmed.

(c) Mandatory Reporting

In addition to the gereral levelof duty of care and ensuring that adult’s risks are minimised and managed it is important to keep in mind that in some instances such as when a child is presenting with indicators of harm, neglect abuse or risk of harm that appropriate legal and ethical factors are considered. (slide no-17)page no 19

8. Provide at least 2 ways in which you can keep information confidential for clients

(i) Information about clients is not told to people who do not need to know.

(ii) Adult clients have the right to keep any information about themelves confidential,

which includes that information being kept from family and friends. (slide no-18)

9. Give at least 3 examples of codes of practice that may apply to the service delivery for people with a disability

(i) Discrimination code of practice

(ii) Disability code of practive

(iii) Ethical code of practive (slide no-20)

10. What responsibilities and limitations are included in work role boundaries? Provide at least 2

(i) Work role boundaries, responsibilities and limitations may include:

Agreed policies and procedures, Scope of role, Legal obligations

(ii) Professional engagement with the client 

11. Identify and explain at least 2 types of client abuse that could happen to persons with a

It is important to remember that abuse can happen to any client regardless of their age, sex, culture, abilities or socio-economic background.

(ii) There are many different types of abuse that you may either witness the signs to or see evidence of when working within community servies. each of different types of abuse has different indicators that can asist in identifying them.

12. Explain what Social constructs of disability theory is

Social constructs of disability is a theory that is based on the fact that because society in fact creates disability themselves through the assumption. that all people are able bodied and fully functioning. this assumption creates the disability from participating in society. (slide no-25)

13. What is the difference between social justice and access and equity?

Social justice is the concept that all people deserve the same acces and opportunity as each there and that disability is not a reason for this same treatment not being offered to a person with disability or for any other reason.

Access and equity is the actof promoting fairness while distributing resources and opportunities, particuarly to those in need. while working in community development in order to adhere to the access and equity (slide no-26)

14. Why is it essential that ail workers with the disability and community services sectors are aware of their own personal values and beliefs in relation to people with a disability?

It is essential that all workers with the disability and community services sectors are awere of their own personal values and beliefs in relation to people with a disability. it is essential that all of their own personal values and beliefs are upheld by principles of the disability sector at all times.

15. The Disability Services Act explains some principles which guide us when working with people with disabilities. These principles reflect the way that most people expect to be treated. Name at least 3

(i) professional treatment

(ii) The upholiding of right

(iii) Self-determination 

16. What does Rights-based approach in community service focus on?

Rights-based approaches in community service are focused on ensuring that all of the rights of all clients are upheld at all times it is essential to ensure that all right of client are known, explained to the client and then upheld at all times (slide no-33)

17. How can you develop and adjust your own approaches in community services? Name at least 2 ways

(i) Seeking feedback

(ii) Taking part in professional development (slide no-34)

18. Provide 2 strategies that an organisation can use to encourage and develop clients’ independent action and thinking

19. Give at least 3 examples of the rights of a person with disability.

20. What does a person-centred approach include? Provide at least 2 answers

21. Provide 3 types of information that may be used to clarify the rights and responsibilities of people with a disability

22. Why is it important to consult the elders while providing services to an Aboriginal client?

23. Identify 3 examples of breaches to human rights

24. Give 3 examples of indicators of harm, neglect, abuse or risk of harm

25. What is Self-advocacy and why is it important to encourage and assist a person with a disability to self-advocate?

26. Give two (2) benefits to working with families, carers and relevant others while providing care to a client

27. Provide 3 communication techniques you could use to assist a person with a disability to identify their learning goals

28. What should you do before making referrals on behalf of a client? Provide at least 2 answers

29. What is advocacy?

30. Give examples of 3 advocacy actions you would engage in on behalf of people with a disability

31. How can you communicate effectively with a visually impaired client? Provide at least 2 answers:

32. How can you communicate effectively with someone that has a hearing impairment? Provide at least 2 answers.

Case Study Section

Read the case study below and answer the questions that follow

Matt was diagnosed at a young age, initially with developmental delay and severe language disorder, and soon after with an autism spectrum disorder. After his diagnosis, Matt was able to access early intervention services. Through early intervention, staff worked with the family to develop a plan, which enabled everyone involved with Matt to address his needs in a cohesive way. This was instrumental in developing Matt’s skills and supporting his severe language disability so that he was able to attend his local primary school.

With the help of Lifestart School Age Services, he has been able to continue his schooling in the mainstream system. Matt has since left school and works part-time at Big W. He loves it. His employer reports that he is a good worker, punctual, dedicated and reliable. He has been given a permanent position on full wages, after a short time as a supported employee. Early intervention paved the way for so much of Matt’s success.

In those early years the foundations for his learning were set and the strategies that were taught to his family have remained as the basis for supporting him through the challenges he has faced. Matt and his family have come far. He can live a reasonably independent life, provide for himself, care for others, and participate in the community. Matt and his family consider themselves to be very lucky

1. What type of disabilities does Matt have? Name at least 2

2. How could Matt have acquired these types of disabilities? Provide at least 2 answers

3. Who was involved in developing a plan which enabled everyone involved with Matt to address his needs in a cohesive way? Provide at least 2 answers

4. What early intervention strategies were provided that were instrumental in developing Matt’s skills and supporting his disabilities? Come up with at least 1 answer

5. Identify at least 2 abilities Matt has because of the support practices provided to him