Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code
Course name
Unit code
CHCDIS007
Unit name
Facilitate the empowerment of people with disability
Assessment Submission Method
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By hand to trainer/assessor
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By email to ☐ Online submission via Learning
trainer/assessor
Management System (LMS)
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By Australia Post to RTO
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Any
other
method
_________________________________________________
(Please mention here)
Student Declaration
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Student
I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
signature:
Date: ____/_____/______________
________________________________
Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following
assessment tasks.
Evidence recorded
Evidence Type/ Method of assessment
Sufficient
evidence
recorded/Outcome
Unit Assessment Task 1
Unit Knowledge Test (UKT)
S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2
Case Studies
S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3
Presentation
S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 4
Work Placement Task
S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 5
Work Placement Observation
S / NS (First Attempt)
S / NS (Second Attempt)
Final result
C/NYC
Date assessed
Trainer/Assessor
Signature
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Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to facilitate the empowerment of people with
disability to deliver rights based services using a person-centered 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.
What the student can expect to learn by studying this unit of competency
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Demonstrate commitment to empowerment for people with disability
Foster human rights
Facilitate choice and self-determination
Training and assessment resources required for this unit of competency
The student will have access to the following:
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Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks
The resources required for these assessment tasks also included:
• Access to a computer, the Internet and word-processing system such as MS Word.
• Codes of practice and standards issued by government regulators or industry groups
• Access to individualised plans and any equipment outlined in the plan
• Recognised assessment and planning tools
Skills must have been demonstrated in the disabilities workplace with the addition of simulations and
scenarios where the full range of contexts and situations have not been provided in the workplace.
These are situations relating to emergency or unplanned procedures where assessment in these
circumstances would be unsafe, impractical or threatens the dignity of the person with disability.
The following conditions must be met for this unit:
• Access to individualised plans and any equipment outlined in the plan
Overall, assessment must involve real interactions with people with disability, their
families/carers/relevant others and the person’s individualised plan.
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
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Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
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Undertake studies and research responsibly and with honesty and integrity
Ensure that academic work is in no way falsified
Seek permission to use the work of others, where required
Acknowledge the work of others appropriately
Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which
includes:
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Paraphrasing and presenting work or ideas without a reference
Copying work either in whole or in part
Presenting designs, codes or images as your own work
Using phrases and passages verbatim without quotation marks or referencing the author or
web page
Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism
and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action
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Other Important unit specific Information
N/A
Unit outcome
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This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation
skills essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
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Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Code of ethics and codes of conduct
Ethical Principles in the Workplace
Codes of practice
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act 2004
Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
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AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/CHCDIS007
Additional Information
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This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and
quality assurance department/administration department in your RTO for continuously
improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
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Be provided for each Unit Assessment Task (UAT)
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Guide students to adapt and adjust their learning strategies
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Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
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Be a pivotal feature of learning and assessment design, not an add-on ritual
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Focus on course and unit learning outcomes
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Guide students to become independent and self-reflective learners and their own critics
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Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
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Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment task
before undertaking it.
Section 1: Information for Students
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Please make sure you have completed the necessary prior learning before attempting this
assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments
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Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category
Possible Issue
 LLN
 Speaking
 Reading
 Writing
 Confidence

NonEnglish
Speaking
Background
 Speaking
 Reading
 Writing

Cultural
background
 Confidence

Indigenous
 Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training
and
assessment

Educational
background
 Limited study
skills
 Age
Reasonable Adjustment Strategy
(select as applicable)
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to impact
on the assessment process
 Use methods that do not require a higher level of language
or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
 Make sure font size is not too small
 Trainer/Assessor should refer to the student’s experience
 Ensure that the time available to complete the assessment
takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
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
Educational
background
 Disability
 Reading
 Writing
 Numeracy
 Limited study
skills
and/or
learning strategies
 Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills
and/or
learning strategies
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
format, e.g. a textbook in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
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Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type
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Written Questions
Assessment task description
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This is the first unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
The Unit Knowledge Test is comprised of seventeen (17) written Questions.
You will receive your feedback within two weeks - you will be notified by your Assessor when
results are available.
You must answer all questions to the required level, e.g. select the appropriate number of
choices and correct answers.
You must respond to all questions and submit them to your Assessor.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook
or other learner resources during the test).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions
• You must answer the questions in your own words. (Answer copied directly from text
books/internet or other sources are not accepted).
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your knowledge
to your assessor. The assessor may also observe your practical skills and techniques and ask
you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
• You must speak to your Assessor if you have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this
assessment task.
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Purpose of the assessment
 The purpose of this assessment task is to demonstrate essential skills and knowledge required
to facilitate the empowerment of people with disability to deliver rights based services using
a person-centred approach.
General Instructions for answering written questions:
• Complete a written assessment consisting of a series of seventeen (17) written questions.
• You will be required to correctly answer 100% of these questions.
• Do not start answering questions without understanding what is required from you. Reading
the question carefully and critically analyze it a few seconds will help you to identify what is
really needed.
• Answer the questions in the space provided on the answer sheet
• Use a black or blue ballpoint pen.
How your assessor will assess your work?
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This assessment task requires the student to answer seventeen (17) written Questions
Answers must demonstrate the student’s understanding and knowledge of the unit.
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Assessment Task 1
Written Questions:
1.Match the following terms with the correct description?
A. Social Model of disability B. Person Centred Practice
E. Mandatory Reporting
F. Empowerment
I. Social Devaluation
J. Abuse
M. Active support
N. Dignity of risk
Terms
C. Duty of care
G. Code of conduct
K. Strength based approach
O Informed Consent
D. Human Rights
H. Confidentiality
L. Self-Advocacy
P. Discrimination
Descriptions
It refers to the process by which people gain control over the factors
and decisions that shape their lives. It is the process by which they
increase their assets and attributes and build capacities to gain access,
partners, networks and/or a voice, in order to gain control.
It refers to the obligation to take responsible care to avoid injury to a
person whom, it can be reasonably foreseen, might be injured by an
act or omission. Duty of care encompasses the rights of the older
person to self-determination, independence and dignity.
It is a collaborative process between the person supported by services
and those supporting them, allowing them to work together to
determine an outcome that draws on the person’s strengths and
assets. It mainly focuses on the concept that what an individual can
achieve based on their strength along with their disability.
It is a person-centred approach to providing direct support. Its main
aim is to support is to ensure that people with even the most
significant disabilities have ongoing, daily support to be engaged in a
variety of life activities and opportunities of their choice.
It is defined as any action that intentionally harms or injures another
person
It refers being treated differently to everyone else because of
something about you that someone doesn’t respect.
It is the systemic belief that a group or person has less social value than
others.
It refers to a person’s right to experience all that life has to offer, such
as learning a new skill or taking part in an activity that may entail some
element of risk, but has benefits that might include gaining greater
self-esteem and independence.
It refers to the obligation of non-disclosure of Disability information,
without the consent of the person concerned.
It views disability as a consequence of environmental, social and
attitudinal barriers that prevent people with impairments from
maximum participation in society.
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It establishes a common understanding of the standards of behaviour
expected of all workplace employees. It provides a framework to help
you decide on the appropriate course of action when you are faced
with an ethical issue.
It is a philosophical approach to service development and service
delivery that sees services provided in a way that is respectful of, and
responsive to, the preferences, needs and values of people and those
who care for them.
It is a term used to describe the legislative requirement imposed on
selected classes of people to report suspected cases of abuse and
neglect to government authorities.
These are basic entitlements that belong to every one of us, regardless
of our background, where we live, what we look like, what we think or
what we believe. It based on the values of freedom, equality, respect
and dignity, human rights acknowledge the fundamental worth of each
person.
It generally requires the client or responsible party to sign a statement
confirming that they understand the risks and benefits of the
procedure or treatment.
It leads to Disability empowerment and strength allowing all of us to
make a difference in our lives. It is about understanding your rights.
You may still seek help to find out information or decide, but you do it
yourself.
2. Explain briefly all the six (6) National Standards for disability services providers in 100-200
Words.
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3.List three (3) common people as mandated reporters who frequently deal with people with disability
during their work?
4.List any three (3) indicators of the abuses among people with disability in given below tables:
Type of abuse
Three related indicators
4.1-Physical
4.2-Sexual
4.3Psychological/Emoti
onal
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4.4-Financial
4.5-Neglect
5. What are the two (2) types of abuse mandated reporters are required to report?
6. Write four (4) difference between social and medical model of disability?
Medical Model of disability
Social Model of disability
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7.List five (5) myths and stereotypical attitudes related to people with disability?
8. Mention three (3) examples of maintaining privacy and dignity of the client when providing care to
people with disability?
9.Provide any three (3) examples of maintaining confidentiality and disclosure of client’s records?
10.Which year was declared as the International Year of Disabled Persons?
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11. Explain the self-directed model of support for people with disability in 50-100 words?
12. List three (3) situations where you may need to seek support from the experienced staff while
providing care to people with disability?
13.Complete the following table for the different types of disabilities?
 Write down at least 10-20 words definition for each disability
 Three (3) Causes for each type of disability
 Three (3) Clinical Manifestation for each type of disability
 Three (3) strategies to manage the type of disability
Definition
Causes
Clinical
Support Strategies
Manifestations
13.1-Acquired brain
injury
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13.2-Autism
Spectrum Disorder
13.3-Intellectual
disability
13.4- Physical
Disability
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13.5Speech/Language
Disability
14. Write down four (4) difference between person centred approach and traditional
(Institutionalised) approach?
Person centred approach
Traditional (Institutionalised) approach
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15. Select/Tick the conditions that are known to involve genetic factors from the choices provided
below:
A. Headache
B. Down syndrome
C. Multiple sclerosis (MS)
D. Vertigo
E. Autism spectrum disorder
16. Match the following terms with their correct explanations:
1. Developmental delay
a. the condition of a child being less developed
mentally or physically than is normal for its
age.
2. Neurological impairment
b. Rights-based approach to development is an
approach to development promoted by many
development
agencies
and
nongovernmental organizations (NGOs) to
achieve a positive transformation of power
relations among the various development
actors.
3. Sensory disability
c. is a communication technique used in
counseling, training, and conflict resolution. It
requires that the listener fully concentrate,
understand, respond and then remember
what is being said.
4. Physical trauma
d. Can cause disease such as heart disease,
obesity and diabetes.
5. Psychological trauma
e. any disorder of the nervous system.
Structural,
biochemical
or
electrical
abnormalities in the brain, spinal cord or
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other nerves can result in a range of
symptoms.
6. Chronic lifestyle conditions
f.
is a type of damage to the mind that occurs
as a result of a severely distressing event.
Trauma is often the result of an
overwhelming amount of stress that exceeds
one's ability to cope, or integrate the
emotions involved with that experience.
7. Work role boundaries
g. require a focus on role exit and role entry as
both processes and outcomes.
8. Work health and safety
h. Occupational safety and health (OSH), also
commonly referred to as occupational health
and safety (OHS), occupational health, or
workplace health and safety (WHS), is a
multidisciplinary field concerned with the
safety, health, and welfare of people at work.
9. Rights-based approaches
i.
refers to a disability of the senses (e.g. sight,
hearing).
Vision
impairment.
Vision
impairment (also referred to as visual
impairment) is any diagnosed condition of
the eye or visual system that cannot be
corrected to within normal limits.
10. Active listening
j.
refers to physical injury. In medicine,
however, the words trauma patient usually
refers to someone who has suffered serious
and
life-threatening
physical
injury
potentially
resulting
in
secondary
complications such as shock, respiratory
failure and death.
17. List down the four (4) physical resources that can be used to enhance communication in people
with disability.
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Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code
CHCDIS007
Unit name
Facilitate the empowerment of people with disability
Outcome
of
Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
First attempt:
Second attempt:
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Student Declaration

I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material
that I used as part of my submission.

I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.

I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-named
candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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Page | 23
Unit Pre-Assessment Checklist (UPAC)
UAT 2 –Case Studies
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment task
before undertaking it.
Section 1: Information for Students
•
•
•
•
•
•
•
•
•
•
•
Please make sure you have completed the necessary prior learning before attempting this
assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments
•
•
•
•
•
•
Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 24
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category
Possible Issue
 LLN
 Speaking
 Reading
 Writing
 Confidence

NonEnglish
Speaking
Background
 Speaking
 Reading
 Writing

Cultural
background
 Confidence

Indigenous
 Knowledge and
understanding
 Flexibility
 Services

Inappropriate
training
and
assessment

Educational
background
 Limited study
skills
 Age
Reasonable Adjustment Strategy
(select as applicable)
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
 Make sure font size is not too small
 Trainer/Assessor should refer to the student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
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
Educational
background
 Disability
 Reading
 Writing
 Numeracy
 Limited study
skills and/or learning
strategies
 Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or learning
strategies
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
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Unit Assessment Task (UAT)
Assessment Task 2- Case Studies
Assessment type

Case Studies
Assessment task description



This is the second unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
Student is required to read 3 case studies and answer the questions related to case studies.
You will receive your feedback within two weeks - you will be notified by your Assessor when
results are available.
Applicable conditions
• This assessment is untimed. Student must finish assessment task in his own time.
• Assessment is conducted as open book tests (this means that you can refer to your textbook
or other learner resources during the test).
• You must answer the questions in your own words. (Answer copied directly from text
books/internet or other sources are not accepted).
• Electronic devices are allowed during this test.
• Outside materials are allowed.
• You must complete the task with your trainer and other classmates.
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your assessor.
• Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
• You must speak to your Assessor if you have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system (i.e.
Moodle), workplace, or independent learning environment.
• Your assessor will provide you further information regarding the location of completing this
assessment task.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities to:
 Identify changes in the legal, political and social frameworks within which the work is
undertaken
 Identify ways society can affect the level of impairment experienced by a person with disability
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
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






Reflect on personal values and attitudes regarding disability and acknowledge their potential
impact when working in disability contexts
Develop and adjust own approaches to facilitate empowerment
Assist the person with disability to understand their rights
Deliver services that ensure the rights and needs of the person are upheld in the context of
person-centeredness
Ensure the cultural needs of the person are identified, accepted and upheld
Identify breaches of human rights and respond and report according to organisation
procedures
Identify indications of possible abuse and/or neglect and report according to organisation
procedure.
How your assessor will assess your work?


This assessment task requires the student to attempt three (3) case studies followed by
written questions
Answers must demonstrate the student’s understanding and skills of the unit.
The assessor:




Assesses each student’s performance in accordance with the performance criteria for
competency listed in the Unit Trainer and Assessor Pack (UTAP).
Assess each student’s performance and provide feedback within two weeks of student
attempting this assessment task.
Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
Submit assessed unit assessment pack to student administration within one week of marking
so results can be uploaded into the student management system.
Instructions to Students



Read the case study and answer the written questions.
Attempt all the written questions followed by case studies.
Answer must be provided in the space provided
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
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Assessment task 2
Case study 1: Tommy
Tommy is an eleven-year-old student with a diagnosis of Angelman Syndrome. Angelman Syndrome is
a genetic disorder characterized by severe speech impairment, ataxia or tremulousness of the limbs,
intellectual disability (also known as mental retardation), and a unique behaviour of inappropriate
happy demeanour that includes frequent laughing, smiling or excitability.
Tommy is educated on an elementary school campus, where he spends most of his academic day in a
small classroom with one or two adults. He is fully included in a general second grade classroom for the
daily Language Arts block. During this time, he listens to the general education teacher read a story
aloud. He remains seated in his wheelchair as the class answers questions about the story. Although
Tommy is ambulatory, he spends the majority of his day in his wheelchair due to his difficulties with
balance.
He has a history of falling and/or bumping into people and objects as he walks, even when walking a
short distance. His school team is very careful to ensure his safety, and they make sure that the seat
belt on his wheelchair is buckled at all times.
Typically, Tommy does not get out of his wheelchair during the day except for his toileting routine and
his adapted physical education sessions (twice a week). Tommy parents are working full time. They
have hired a new carer who will stay with tommy during school from last four weeks. Carer is employed
to ensure tommy’s safety during school hours. Teaching staff has notified Tommy’s parents that the
carer always busy on his phone and does not pay much attention to Tommy. Recently tommy has fall
at the school and sustained femur fracture. He required extensive hospitalization for his recovery.
1. Did the disability support worker fulfill his duty of care in the given scenario? Yes/No
2.Why do you think the disability support worker has neglected his duty of care? Provide your answer
in 10-20 words.
3. Who you should complaint about the disability support worker in the given scenario?
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
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4. What are three necessary steps tommy’s parents needs to follow to lodge a formal complaint
against the disability support worker?
Case study 2: Linda
Linda is 40 years old female with acquired brain injury. Linda lives in the supported accommodation
with five other clients with similar disabilities. Linda is very cheerful lady always active and interactive
with the other clients, Linda has been living in the facility from last 10 years. Linda has very good
interpersonal relationship with other clients and disability support workers. Linda requires low level
care with her disability. She can dress and feed herself.
Recently a new disability support worker(LIM) has started working in the facility. Lim has engaged in
sexual intercourse with Linda on the night shift. Lim scared Linda that she should not disclose about this
sexual intercourse to anyone. Linda sustained bruise on her face and arms.
After the incident, Linda refused to talk to anyone in the facility. Linda is always in her room. This
incident has happened couple of times. Linda has never told other workers about this incident and
accepted that this now normal routine for the carer. Because of this incident Linda has completely
become withdrawn from her whole facility staff and other clients.
Linda did try to explain about the incidents to other co-workers of Lim but they did not believe Linda.
As a result of this Linda is so stressed and unable to verbalise her feeling to anyone until one day the
other co-worker actually eye witnessed the assault.
1. List the type of the abuse effected the clients in the given scenario?
2. What are Linda Rights in terms of living in suitable and safe environment? Mention any Three (3)
3. What are the three (3) signs from the given scenario that indicate clients has been sexually abused
in the facility?
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4.Name the human rights that are breached in the given scenario?
5.Did the disability support workers neglect their compulsory reporting workplace responsibility
towards Linda in the given scenario? Yes/No
6.List three (3) support strategies you would implement to provide support to Linda in the given
scenario?
7.What strategies you can use to help empower and advocate disability rights for Linda and other
clients? Discuss any three (3) strategies.
8.Mention three (3) authorities you can complain about the disability support worker involved in the
incident?
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Case study 3: Joe
Joe is 35 years old male who had motor vehicle accident about five years ago. He had lost strength of
his lower limbs. He uses wheel chair to get around the house. Joe’s parents are very helpful towards his
care activities. Joe was a fully qualified professional health care trainer before the accident.
This accident has led joe to give up his profession but joe is still very healthy and determined to educate
people about healthy choices. Joe has a meeting with his case manager (Rebecca) today and he
expressed his wish to continue his profession to educate people with disability to maintain healthy
choices. Rebecca was fully satisfied after meeting joe about his career choice. She is happy to get joe
enrolled in course to update his qualification up to the current industry requirements’. Joe has to attend
the TAFE to update his qualification. Rebecca is quite positive that Joe can still fulfill his profession and
bring positive change in people with disability. Joe’s parents are very concerned about joe ability to
study again because of his disability.
1.As per case scenario, list the two (2) core strengths of the client that help him to achieve his goals?
2.Name the approach the case manager is implementing in the given scenario to empower the client?
3.List the three (3) main strategies that to promote strength based practice?
4.What support strategies you would implement to help Joe family to support his decision to pursue
his career? Mention any two (2) support strategies.
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Unit Assessment Result Sheet (UARS)
Assessment Task 2 –Case Studies
Student and Trainer/Assessor Details
Unit code
CHCDIS007
Unit name
Facilitate the empowerment of people with disability
Outcome
of
Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
First attempt:
Second attempt:
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
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Page | 33
Student Declaration

I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material
that I used as part of my submission.

I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.

I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-named
candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 34
Unit Pre-Assessment Checklist (UPAC)
UAT 3 – Presentation
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment task
before undertaking it.
Section 1: Information for Students
•
•
•
•
•
•
•
•
•
•
•
Please make sure you have completed the necessary prior learning before attempting this
assessment.
Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
Please make sure you understand what evidence is required to be collected and how.
Please make sure you know your rights and the Complaints and Appeal process.
Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
Due date of this assessment task is according to your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.
Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments
•
•
•
•
•
•
Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 35
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category
 LLN

NonEnglish
Speaking
Background

Indigenous
 Age
Reasonable Adjustment Strategy
(select as applicable)
 Speaking
 Verbal assessment
 Reading
 Presentations
 Writing
 Demonstration of a skill
 Confidence
 Use of diagrams
 Use of supporting documents such as wordlists
 Speaking
 Discuss with the student and supervisor (if applicable)
 Reading
whether language, literacy and numeracy are likely to
 Writing
impact on the assessment process

Cultural  Use methods that do not require a higher level of
background
language or literacy than is required to perform the job role
 Confidence
 Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
Possible Issue
 Knowledge and
understanding
 Flexibility
 Services

Inappropriate
training
and
assessment

Educational
background
 Limited study
skills
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
 Make sure font size is not too small
 Trainer/Assessor should refer to the student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 36

Educational
background
 Disability
 Reading
 Writing
 Numeracy
 Limited study
skills and/or learning
strategies
 Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or learning
strategies
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 provision of information or course materials in accessible
format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
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Unit Assessment Task (UAT)
Assessment Task 3 – Presentation
Assessment type:
 Presentation
Assessment task description:
 This is the third (3) unit assessment task that student has to successfully complete to be
deemed competent in this unit of competency.
 This assessment task is comprised of a Unit Skills Test (UST).
 Student is required to student to submit one (1) presentation.
 Student must attempt all criteria to the required level.
Applicable conditions:





Student may use computers and laptops for the presentation.
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she
complete this assessment task.
The trainer/assessor may ask student relevant questions on this assessment task to ensure
that this is his/her own work.
Resubmissions and reattempts:



Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
Student may speak to their Trainer/Assessor if student have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment)
For more information, please refer to RTO Staff Handbook.
Location:



This assessment task may be completed in a classroom learning environment.
Trainer/Assessor will provide student further information regarding the submission of
completing this assessment task
Trainer/Assessor will provide student further information regarding the location of
completing this assessment task.
General Instructions for attempting the skills test:




Student must correctly attempt all activities of this assessment task.
Student is required to student to submit one (1) presentation
Answers must demonstrate an understanding and application of relevant concepts and critical
thinking.
Student must concise to the point and present the topic according to the given criteria to and
do not provide irrelevant information.
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 38


Student must not use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
Assessor should not accept answers copied directly from texts, paraphrased or summarized
information without acknowledgement of the source.
How trainer/assessor will assess the work?
 Student is required to submit one (1) presentation.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 39
Prepare and deliver presentation on the given topic:
Student must research using books, on the internet, and prepare the presentation on one type of the
disability. You can select any type of the disability from the given below list.
1.
Acquired Brain injury
2.
Speech/Language disorders
3.
Physical disability
4.
Intellectual disability
5.
Autism spectrum disorder
6.
Down Syndrome
7.
Spina bifida.
Presentation must provide information to address the following criteria.






Definition of the Disability
Causes of the Disability
Clinical manifestation of the Disability
Support services for the people with Disability (Mention the support services related to
your topic)
Methods of communication used to interact with disabled clients (provide details related to
your topic)
Person centred strategies for that particular disability
Presentation Requirements.





Your presentation should be 20 minutes in duration.
You may choose any type of disability given above for your topic of the presentation.
You must make 10-15 PowerPoint slides.
Prepare a list of all the references you use.
You must seek feedback from your fellow learners and trainer.
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 40
Observation Checklist- Trainer/ Assessor to complete:
Student Name
Observer Name
Unit of Competency
CHCDIS007 - Facilitate the empowerment of people with disability
Date of Observation
Presentation Topic
During the presentation did the student cover the following:
Student cover all the criteria given Yes
for presentation.
No
Appropriate use of technology.
Yes
No
Given content covered within time Yes
limit.
Feedback from the team
Yes
No
Comments
No
Not yet competent
The student’s performance was:
Feedback to student:
Student signature
Observer signature
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 41
Unit Assessment Result Sheet (UARS)
Assessment Task 3 – Presentation
Student and Trainer/Assessor Details
Unit code
CHCDIS007
Unit name
Facilitate the empowerment of people with disability
Outcome
of
Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
First attempt:
Second attempt:
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 42
Student Declaration

I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material
that I used as part of my submission.

I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.

I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-named
candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 43
Unit Assessment Task (UAT)
Assessment Task 4 – Work Placement Task
Please refer to the work placement booklet for assessment task 4
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 44
Unit Assessment Result Sheet (UARS)
Assessment Task 4 – Work Palcement Booklet
Student and Trainer/Assessor Details
Unit code
CHCDIS007
Unit name
Facilitate the empowerment of people with disability
Outcome
of
Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
First attempt:
Second attempt:
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 45
Student Declaration

I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material
that I used as part of my submission.

I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.

I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-named
candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 46
Unit Assessment Task (UAT)
Assessment Task 5 – Work Placement Observation
Please refer to the work placement booklet for assessment task 5
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 47
Unit Assessment Result Sheet (UARS)
Assessment Task 5 – Work Palcement Observation
Student and Trainer/Assessor Details
Unit code
CHCDIS007
Unit name
Facilitate the empowerment of people with disability
Outcome
of
Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student
First attempt:
Second attempt:
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
Page | 48
Student Declaration

I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material
that I used as part of my submission.

I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.

I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-named
candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
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Document Type: Unit Assessment Pack (UAP) Version 8 – Comp liance and Qua lity Assurance Depar tment
Unit Name: CH CDIS007 - Facilitate th e empowerment of p eople with disab ility
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