CHCDIS019 - Provide person-centred services to people with disability with complex needs

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each units learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:

• evaluate and prioritise the needs of at least three people with complex or special support needs and develop individualised plans to meet their needs
• coordinate the delivery, monitoring, evaluation and review of at least three individualised plans.

Students will also be expected to demonstrate the following knowledge:

• factors that would lead to someone being classified as having complex needs rather than basic needs
• basic physiology and psychology as they apply to disability types
• basic nutrition guidelines and principles as they apply to a range of disability types and when to refer to supervisor or practitioner
• common issues and challenges facing people with disability including:

• systemic and structural issues
• abuse, neglect and exploitation
• discrimination and stigma

• manifestations and presentation of common health problems as well as potential behavioural challenges associated with different disability types
• formal and informal assessment approaches for assessment of people with complex and special needs
• legislative, statutory, professional and ethical standards related to development of individualised plans
• restrictive practice:

• types of regulated restrictive practices:

  seclusion
  chemical restraint
  mechanical restraint
  physical restraint
  environmental restraint

• unregulated restrictive practices
• human rights considerations for use of restrictive practices
• principles of the National Framework for Reducing and Eliminating the Use of Restrictive Practices in the Disability Service Sector
• role of the National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission in regulating use of restrictive practices
• when it is acceptable to use restrictive practices
• role of behaviour support practitioner in developing behaviour support plan that includes restrictive practices
• consequences of unauthorised use of restrictive practices
• positive proactive approaches to support that eliminate the need to use restrictive practices
• physical, psychological and emotional risks related to the use of restrictive practices
• processes for reporting changes in behaviour that may require review of the restrictive practices in the behaviour support plan
• documentation of use of restrictive practices:

  organisational policies and procedures
  regulatory and legislative requirements for documentation

• role of family members, carers, community service providers and others in developing and managing individualised plans
• organisational policies and procedures for:

• developing and managing individualised plans
• documenting information
• seeking feedback from stakeholders
• monitoring and evaluating individualised plans.