Task

CHCDIS003-SUPPORT COMMUNITY PARTICIPATION AND SOCIAL INCLUSION

Activity 1A

1. What are the key points to remember when engaging in a conversation with a person with a disability to identify their preferences when accessing the community?

Some of the key points include focusing on the client's strengths, open-ended questions, patience and compassion, following the preview provided, observing precautions against the assumption of abilities, and truly listening to preferences.

2. What is a social network? Give at least FIVE examples

A social network is a group that provides social interaction and support. Examples include:
•    Family groups
•    Support groups
•    Local community groups
•    Sports and recreation clubs
•    Interest and hobby clubs

3. What are some examples of a client's strengths?

Examples of a client's strengths:
•    Artistic skills like drawing
•    Reading proficiency
•    Effective communication skills

4. What are some examples of clients' interests?
Examples of clients' interests:
•    Knitting and crocheting
•    Watching films
•    Playing cards or board games

Activity 1B

1. Before providing clients with information, what should you do?

Before providing clients with information, you should understand their needs, wants, and preferences, consider relevant external issues, research available options, and choose activities that match their criteria.

2. Give examples of the different types of information you may need to provide clients with.

Examples of information to provide include:
•    Activity details
•    Required skills
•    Dates and times
•    Associated costs
•    Location and accessibility
•    Transport information

3. What is community inclusion?

Community inclusion involves ensuring access to health, education, and social services, increasing participation in social, civil, and economic activities, and giving communities a voice in service decisions.

Activity 1C

Case Study 1

1. You have been assigned to Mr. and Mrs. Jones who have come into the community centre where you work, Mr. Jones has been recently diagnosed with MS (multiple sclerosis, and are requiring information on different supports available to be still active within the community.

Identify the appropriate community organisation to continue accessing and enjoying an interactive lifestyle.

The right community organisation for Mr. and Mrs. Jones would be:

•    The Multiple Sclerosis Society provides educational materials and support groups tailored to the needs of MS patients.
•    Local community centres often provide fitness programmes and recreational opportunities for individuals of all skill levels.
•    Disability Advocacy Organisations facilitate community participation for people with disabilities and bring them in touch with other neighbourhood resources.

2. Explain and describe at least THREE different support models for assessment of client need.

Models of Support for Evaluating Client Needs:

•    Active support encourages independence and empowerment by actively involving the client in day-to-day activities and decision-making. This can include organising and selecting enjoyable activities for Mr. Jones.
•    The person-centred Approach emphasises the individual requirements and strengths of the client. This strategy makes sure that support is customised to Mr. Jones's unique needs and objectives. It also continues his interests and social networks.
•    The Strengths-Based Approach focuses on the client's assets rather than their weaknesses by identifying and using their strengths (Caiels et al., 2021). This can include showcasing Mr. Jones's abilities and passions in order to identify community initiatives.

3. Describe some of the types of resources available to the person with disability

Categories of Resources for People with Disabilities:

• Mr. Jones may attend events and appointments with the support of accessible transport. There need for specialised transportation services including wheelchair-accessible taxis, and neighbourhood shuttle services.

• He may keep active with the use of help with mobility like wheelchairs, scooters, or walkers.

• Businesses that make sure he remains involved in his community by providing him with physical treatment and educational sessions.

Activity 1D

1. Identify a cultural or religious difference that you could encounter at work. Explain the requirements, restrictions and expectations associated with your selected choice of difference.

One of the cultural differences that may arise within the workplace involves language differences whereby a client may predominantly speak a second language other than the main one predominantly spoken at work (Wilmot et al., 2024).

Lack of proper language facilitation may create communication problems by affecting understandings by the client of the activities or services rendered, hence inhibitions. It will be assumed that all the information and instructions will thus be provided in the client's preferred language for his comfort and ease of understanding, thus including and respecting the cultural background of the client.

Activity 2A

1. Research community events that consumers could become involved in either in the local community or on a larger scale.
Write an overview of event or on-going events and its importance in the life of a person with a disability.

Opportunities such as local disability awareness campaigns, adapted sports leagues, art exhibits, and online networking groups may be found by researching community events. These events encourage social contact. That is essential for individual development and community integration, and also provides recreational opportunities.

2. What are some of the community options? Describe at least FIVE

Community Options:
1.    Provide accessible sports opportunities via adaptive sports leagues.
2.    Art and creative workshops offer opportunities for artistic expression (Darcy et al., 2022).
3.    Support groups encourage experience sharing and peer support.
4.    Volunteering Opportunities take part in worthwhile community work.
5.    Community Gardens encourage socialising and outdoor activities.

3. Describe some, at least TEN of the sources/types of assistance available within the community to support a person with disability

Sources of Assistance for People with Disabilities:

1.    Services for Vocational Rehabilitation help with Training and Employment.
2.    Disability Resource Centres offer advocacy and information (Tilley et al., 2020).
3.    Supportive Housing Programmes provide accessible housing options.
4.    Independent Living Centres offer assistance and skill development.
5.    Mental Health Agencies provide therapy and counselling.
6.    Home care services help with activities of daily life.
7.    Transport Services make sure there are accessible transport choices (Mogaji et al., 2023).
8.    Educational institutions should provide inclusive curricula.
9.    Employment programmes assist in finding and placing a job.
10.    Legal Aid Services help with concerns and rights pertaining to disabilities.

Activity 2B

1. Suggest THREE ways in which you could assist clients with establishing connections with others.

Effectively connect clients via common interests and community involvement.

Facilitate Introductions: At social gatherings, match up clients with similar-minded individuals to break the ice and start a discussion.

Encourage Group Activities: Promote group activities that naturally build social bonds via cooperation and teamwork.

Organise Social excursions: Arrange casual social excursions or meetings outside of planned events to encourage clients to engage naturally and comfortably.

Activity 2C

1. You have been given the task to seek feedback from your client. Outline how you would approach this task. What topics would you cover? What questions would you ask?

I would tackle the challenge of getting feedback from a customer by first making sure the situation was private and comfortable. 
The general level of satisfaction with present activities, any difficulties encountered, particular likes and dislikes, ideas for improvement, and future preferences would all be discussed.

2. Explain the person centred approach.

The person-centred approach gives each person's desires and preferences first priority (Watchman et al., 2021). It entails active listening, recognising personal values and identities, communicating clearly also including the client in decision-making to give personalised care and support.

Activity 2D

1. Your task is to review the strategy for community participation and social inclusion that is being used. How would you tackle this? What would you do? What questions would you ask?

I would first ask the client for input on their current experiences and level of satisfaction with the activities and assistance offered before reviewing the plan for community involvement and social inclusion. I would evaluate the strategy's compatibility with their changing requirements and tastes. Questions would centre on the success of ongoing initiatives, any new passions or inclinations, and any changes required to improve their inclusivity and community participation.

Activity 2E

1. Why should you monitor the level of your client's engagement?

Client engagement is monitored to make sure they get something out of the activities and make changes for better results.

2. What is involved in this monitoring process?

As part of the monitoring process, there are frequent meetings with the supervisor, evaluations of client engagement, analysis of input, and modifications to methods as needed.

3. Write a dialogue between you, the worker, and your supervisor outlining how you may monitor the level of engagement in consultation with each other

Dialogue:

Worker: "Hi, Supervisor. I've noticed some variability in Claire's engagement during our sessions. She seems more active on Wednesdays with Ruth. Should we explore this further?"

Supervisor: "That's interesting. Let's review the attendance and engagement patterns to understand what's influencing her participation. We can also gather feedback to see if there are specific preferences or issues affecting her engagement."

Worker: " Okay, I shall look out to see she contributes this week, and then some feedback can be drawn together. We could discuss the findings next week in our meeting to perhaps readjust our approach."

Supervisor: "Great plan. Let's aim to improve Claire's experience and ensure she's getting the most out of our community activities."

Activity 3A

1. What are barriers?

Barriers are difficulties that prevent people from fully engaging in community activities or integrating into society.

2. Give examples of the different barriers to community participation and social inclusion that a client may face.

The physical barriers examples are inaccessibility to buildings or lack of ramps; barriers related to skills, such as poor fluency with a language or technology; and attitudinal barriers, such as stigma or prejudice due to one's disability.

Activity 3B

1. Give three examples of barriers that may be faced by clients and outline the solutions that you would propose. How would you then support them to implement these solutions?

There are some of the challenges a client may face including not efficient or unworkable public transport. It is possible to defeat this by advocating for improved accessibility facilities such as reserved sitting areas and ramps (Remillard et al., 2022).

Training or workshop sessions designed to address specific needs, some can dispel challenges that result from ineptitude or difficulty embracing new technology. Campaigns for education and awareness are necessary to overcome attitudes that impede understanding and acceptance in the community as prejudice or stigma. 

Activity 3C

1. Your task is to monitor the success of strategies that have been put in place to address barriers. This needs to be done in consultation with the client and your supervisor. Write an example dialogue between you (the worker), your client and your supervisor outlining the topics discussed and questions asked.

Worker: Good afternoon, Mr. Smith. I wanted to touch base regarding the strategies we've implemented to address the barriers to your community participation.

Client: Hello! Yes, I've been attending the baking class since the ramp was installed. It's made a big difference.

Supervisor: That's great to hear. Have you noticed any other improvements or challenges?

Worker: John also started basketball training. How are you finding the sessions, John?

Client: They're going well. I'm getting more comfortable with the basics.

Worker: Excellent. Any feedback on the changes, Mr. Smith?

Supervisor: John, are there any other activities you're interested in trying?

Client: Not right now, but I appreciate the support.

Worker: I'll continue to monitor and keep you both updated.

Supervisor: Keep up the good work, team. Let's touch base next week.

Worker: Sounds good. Thank you both for your feedback and support.

Activity 3D

1. Outline an example of an instance when addressing an issue would be beyond your limitations. What is it? Why is it beyond your limitations? How would you handle it?

Complex legal concerns relating to disability rights actions are one example of an issue that would be beyond my capabilities to solve. My primary responsibility as a support worker is to enable community involvement and social inclusion. I do not provide legal counsel or representation.

I may not have the specialised knowledge necessary to handle legal matters. That includes legal processes, possible ramifications, and legislation pertaining to disability rights (Guidry‐Grimes et al., 2020). I would put the client in contact with a skilled advocate or lawyer who focuses on disability rights straight away. This ensures that the customer gets precise advice and assistance from a person with the required experience.

Project 1

1. Provide details of the organisations/special services and how or what they do to be inclusive of people with disability. (E.g., Transport, swimming pools, libraries, sports and other recreation groups, clubs, religious groups, community centres, shopping centres, works organisations etc.)

Uber makes an effort to be inclusive of those with disabilities by implementing a number of programmes and features (Uber, 2024). They provide wheelchair-accessible cars and trained drivers for clients with mobility issues via their UberACCESS and UberASSIST services (Uber, 2024).

These are available in numerous areas. The app's accessibility is improved with features for visually challenged users including Be My Eyes integration and VoiceOver.

The business works with disability organisations to make sure that their services are always improving and taking customer input into account (Uber, 2024). It strives to offer easy and accessible transportation alternatives for all customers.

That includes those with disabilities with giving accessibility a high priority in both their technology and operations.

2. Provide an overview identify the key points of Disability Standards.

Disability Standards are legislative frameworks designed to provide individuals with impairments equal rights and opportunities. They set forth precise guidelines for things like employment, education, accessibility, and the supply of products and services (Schalock et al., 2021).

These criteria require organisations and entities to follow policies that support accessibility and inclusion. This ensures that those with disabilities may fully engage in society without facing discrimination.

Project 2

3.. What is the role of the Disability and Safeguards Commission, how do they enable people with a disability to ensure that their services are person centred.

The primary role of the Disability and Safeguards Commission is to monitor and implement regulations that protect individuals with disabilities (Healy & Dray, 2022). The advancement of human choice and dignity in care serves to ensure that services are person-centred. They provide people with the capacity to express their preferences and requirements via advocacy and regulation (Hough, 2023). That makes service providers prioritise providing individualised care and upholding the rights of those with disabilities.

4. Case Study 2

a. Research what activities Esma could access to feel socially included in the community, If she lived in your area?

Esma might participate in a range of activities to feel socially involved if she lived in my area. These might include disability-specific acting courses also friendship and integration-focused social organisations.

There could also be community activities like inclusive sports, fashion workshops, and movie evenings. These kinds of programmes are often held in the community centres and libraries in the area. These give Esma the opportunity to participate in activities that suit her interests and build relationships with others.

b. What information or education could you provide Esma's family with to understand that she still requires activities to feel part of the community?

I would inform Esma's relatives about the value of social inclusion for her welfare. I also highlight activities matched to her interests to help her gain confidence and social skills. This offers a feeling of belonging and pleasure for Esma.

c. How would you approach this in a culturally sensitive manner?

This is important to recognise and respect Esma's family's Muslim beliefs and Turkish history in order to interact with them considerately. I would speak with them politely, honouring their customs and beliefs as I spoke about her need for social interactions. It would be easier to establish trust and encourage open conversation about incorporating Esma into community events. 
 

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References

Caiels, J., Milne, A., & Beadle-Brown, J. (2021). Strengths-based approaches in social work and social care: Reviewing the evidence. Journal of Long Term Care, 401-422. https://kar.kent.ac.uk/92788/1/Caiels%20et%20al.%20SBA.pdf
Darcy, S., Maxwell, H., Grabowski, S., & Onyx, J. (2022). Artistic impact: From casual and serious leisure to professional career development in disability arts. Leisure Sciences, 44(4), 514-533. https://opus.lib.uts.edu.au/bitstream/10453/136725/1/Leisure%20Sciences%20Final%20Cut%20Pre-Proof.pdf
Guidry‐Grimes, L., Savin, K., Stramondo, J. A., Reynolds, J. M., Tsaplina, M., Burke, T. B., ... & Fins, J. J. (2020). Disability rights as a necessary framework for crisis standards of care and the future of health care. Hastings Center Report, 50(3), 28-32. https://onlinelibrary.wiley.com/doi/pdf/10.1002/hast.1128
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Tilley, E., Strnadová, I., Danker, J., Walmsley, J., & Loblinzk, J. (2020). The impact of self‐advocacy organizations on the subjective well‐being of people with intellectual disabilities: A systematic review of the literature. Journal of Applied Research in Intellectual Disabilities, 33(6), 1151-1165. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jar.12752
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