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FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY

LEARNER RESOURCE

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T A B L E O F C O N T E N T S

TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 2

COURSE INTRODUCTION …………………………………………………………………………………………………………………. 6

ABOUT THIS GUIDE ……………………………………………………………………………………….. ERROR! BOOKMARK NOT DEFINED. ABOUT ASSESSMENT ……………………………………………………………………………………… ERROR! BOOKMARK NOT DEFINED.

ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 9

REQUIRED SKILLS AND KNOWLEDGE……………………………………………………………………………………………….. 11

ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 13

PRE-REQUISITES …………………………………………………………………………………………………………………………… 13

TOPIC 1 – DEMONSTRATE COMMITMENT TO EMPOWERMENT FOR PEOPLE WITH DISABILITY …………………. 14

IDENTIFY CHANGES IN THE LEGAL, POLITICAL AND SOCIAL FRAMEWORKS WITHIN WHICH THE WORK IS

UNDERTAKEN ……………………………………………………………………………………………………………………………… 14

TRADITIONAL MODEL …………………………………………………………………………………………………………………………… 14 MEDICAL MODEL ……………………………………………………………………………………………………………………………….. 14 SOCIAL MODEL ………………………………………………………………………………………………………………………………….. 14 SELF-DIRECTED MODEL …………………………………………………………………………………………………………………………. 15

Person centered planning vs institutionalization ……………………………………………………………………………. 15 WHAT IS DISABLITY ……………………………………………………………………………………………………………………………… 15 DISABILITY VARIATIONS …………………………………………………………………………………………………………………………. 15

Catergories of disablity ………………………………………………………………………………………………………………. 16 TYPES OF DISABLITY …………………………………………………………………………………………………………………………….. 16

acquired brain injury ………………………………………………………………………………………………………………….. 16 autism spectrum disorder …………………………………………………………………………………………………………… 17 cognitive disability……………………………………………………………………………………………………………………… 17 developmental delay ………………………………………………………………………………………………………………….. 18 intellectual disability ………………………………………………………………………………………………………………….. 18 neurological impairment …………………………………………………………………………………………………………….. 18 physical disability ………………………………………………………………………………………………………………………. 18 sensory disability, including hearing, vision impairment …………………………………………………………………. 19 speech/language disability …………………………………………………………………………………………………………. 19

LEGAL AND ETHICAL CONSIDERATIONS FOR WORKING WITH PEOPLE WITH DISABILITY: ………………………………………………… 19 Discrimination …………………………………………………………………………………………………………………………… 19 Dignity of risk ……………………………………………………………………………………………………………………………. 19 Duty of Care ……………………………………………………………………………………………………………………………… 20 Mandatory reporting …………………………………………………………………………………………………………………. 20 Privacy, confidentiality and disclosure ………………………………………………………………………………………….. 20 work health and safety……………………………………………………………………………………………………………….. 21 Codes of conduct ……………………………………………………………………………………………………………………….. 21 Work role boundaries – responsibilities and limitations ………………………………………………………………….. 21

INDICATORS OF ABUSE ………………………………………………………………………………………………………………………….. 22 Financial abuse ………………………………………………………………………………………………………………………….. 22 Neglect …………………………………………………………………………………………………………………………………….. 22 Sexual abuse ……………………………………………………………………………………………………………………………… 23 Physical abuse …………………………………………………………………………………………………………………………… 23 Emotional abuse ………………………………………………………………………………………………………………………… 23

IDENTIFY WAYS SOCIETY CAN AFFECT THE LEVEL OF IMPAIRMENT EXPERIENCED BY A PERSON WITH

DISABILITY ………………………………………………………………………………………………………………………………….. 23

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SOCIAL CONSTRUCTS OF DISABLITY ……………………………………………………………………………………………………………. 24 SOCIAL JUSTICE AND THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL …………………………… 24

social justice ……………………………………………………………………………………………………………………………… 24 access and equity ………………………………………………………………………………………………………………………. 24 THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL ……………………….. 25

REFLECT ON PERSONAL VALUES AND ATTITUDES REGARDING DISABILITY AND ACKNOWLEDGE THEIR

POTENTIAL IMPACT WHEN WORKING IN DISABILITY CONTEXTS ………………………………………………………….. 26

PERSONAL VALUES WHEN WORKING WITH PERSONS WITH A DISABLITY ………………………………………………………………….. 26 principles of disablity ………………………………………………………………………………………………………………….. 26

ETHICAL ISSUES …………………………………………………………………………………………………………………………………. 27 Dealing with ethical dilemmas …………………………………………………………………………………………………….. 27

DEVELOP AND ADJUST OWN APPROACHES TO FACILITATE EMPOWERMENT ………………………………………… 28

PRINCIPLES OF EMPOWERMENT ………………………………………………………………………………………………………………. 28 RIGHTS-BASED APPROACH …………………………………………………………………………………………………………………….. 28 METHODS TO DEVELOP AND ADJUST OWN APPROACHES ………………………………………………………………………………….. 28

Seeking feedback ……………………………………………………………………………………………………………………….. 29 Taking part in professional development ………………………………………………………………………………………. 29 Training ……………………………………………………………………………………………………………………………………. 29 self-reflection ……………………………………………………………………………………………………………………………. 29

TOPIC 2- FOSTER HUMAN RIGHTS …………………………………………………………………………………………………… 30

ASSIST THE PERSON WITH DISABILITY TO UNDERSTAND THEIR RIGHTS ………………………………………………… 30

UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES (CRPD) …………………………………………… 30 STRATEGIES THAT ASSIST PEOPLE WITH DISABILITIES TO EXERCISE THEIR RIGHTS AND SUPPORT ………………………………………. 30 COMMUNICATING RIGHTS TO CLIENTS ……………………………………………………………………………………………………….. 31

DELIVER SERVICES THAT ENSURE THE RIGHTS AND NEEDS OF THE PERSON ARE UPHELD IN THE CONTEXT OF

PERSON-CENTEREDNESS ……………………………………………………………………………………………………………….. 32

Client rights ………………………………………………………………………………………………………………………………. 32 client needs ………………………………………………………………………………………………………………………………. 32 Ensuring a person centered response to procedural reviews ……………………………………………………………. 32 rights of a person with a disablity ………………………………………………………………………………………………… 33 clarifying the rights of people with a disablity ……………………………………………………………………………….. 33

SEEKING ASSISTANCE TO ENSURE CLIENT RIGHTS ARE ABLE TO BE MET …………………………………………………………………… 33

ENSURE THE CULTURAL NEEDS OF THE PERSON ARE IDENTIFIED, ACCEPTED AND UPHELD ……………………… 34

CULTURAL OBLIGATIONS ……………………………………………………………………………………………………………………….. 34 Example aboriginls with disablity …………………………………………………………………………………………………. 34

FACTORS IMPACTING ON CULTURAL NEEDS ………………………………………………………………………………………………….. 34 IMMIGRATION STATUS …………………………………………………………………………………………………………………………. 34 FACTORS THAT MAY IMPACT ON QUALITY SERVICE ………………………………………………………………………………………….. 35

IDENTIFY BREACHES OF HUMAN RIGHTS AND RESPOND AND REPORT ACCORDING TO ORGANISATION

PROCEDURES ………………………………………………………………………………………………………………………………. 36

REPORTING NEEDS ………………………………………………………………………………………………………………………………. 36 BREACHES TO HUMAN RIGHTS ………………………………………………………………………………………………………………… 36

examples of breaches …………………………………………………………………………………………………………………. 36 IDENTIFYING BREACHES TO HUMAN RIGHTS …………………………………………………………………………………………………. 37

IDENTIFY INDICATIONS OF POSSIBLE ABUSE AND/OR NEGLECT AND REPORT ACCORDING TO ORGANISATION

PROCEDURE ………………………………………………………………………………………………………………………………… 38

TYPES OF HARM, ABUSE OR NEGLECT…………………………………………………………………………………………………………. 38

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PEOPLE WHO ARE VUNERABLE TO ABUSE …………………………………………………………………………………………………….. 38 ENABLE CLINETS TO COME FOWARD ………………………………………………………………………………………………………….. 39

indicators of harm, neglect and abuse ………………………………………………………………………………………….. 39 HARM NEGLECT AND ABUSE ……………………………………………………………………………………………………………………. 39 RESPONDING TO RISK FACTORS ………………………………………………………………………………………………………………… 40 REASONABLE RESPONSE ………………………………………………………………………………………………………………………… 40

TOPIC 3 – FACILITATE CHOICE AND SELF-DETERMINATION ………………………………………………………………….. 41

USING A PERSON-CENTRED APPROACH WORK IN A MANNER THAT ACKNOWLEDGES THE PERSON WITH

DISABILITY AS THEIR OWN EXPERT …………………………………………………………………………………………………. 41

PERSON-CENTRED PRACTICE …………………………………………………………………………………………………………………… 41 STRENGTHS-BASED APPROACH ………………………………………………………………………………………………………………… 41 SELF-ADVOCACY …………………………………………………………………………………………………………………………………. 41 ACTIVE SUPPORT ………………………………………………………………………………………………………………………………… 42

Interacting in a manner that promotes participation ……………………………………………………………………… 42 activity support plans …………………………………………………………………………………………………………………. 42 Keeping track ……………………………………………………………………………………………………………………………. 42

ACTIVE LISTENING ………………………………………………………………………………………………………………………………. 42

FACILITATE PERSON-CENTRED OPTIONS FOR ACTION ON RELEVANT ISSUES AND DISCUSS WITH THE PERSON

AND/OR FAMILY AND/OR CARER AND/OR RELEVANT OTHER …………………………………………………………….. 43

THE IMPORTANCE OF INVOLVING FAMILIES, CARERS AND RELEVANT OTHERS ……………………………………………………………. 43 common obstacles …………………………………………………………………………………………………………………….. 43 common benefits ……………………………………………………………………………………………………………………….. 43

OPTIONS FOR ACTION …………………………………………………………………………………………………………………………… 43 planning actions ………………………………………………………………………………………………………………………… 44

DIFFERENT MODES OF SUPPORT FOR DIFFERENT DISABILITIES …………………………………………………………………………….. 44 Genetic factors ………………………………………………………………………………………………………………………….. 44 Physical trauma …………………………………………………………………………………………………………………………. 44 Psychological trauma …………………………………………………………………………………………………………………. 45 Chronic lifestyle conditions ………………………………………………………………………………………………………….. 45 Acquired brain injury ………………………………………………………………………………………………………………….. 46

PROVIDE ASSISTANCE TO THE PERSON WITH DISABILITY TO FACILITATE COMMUNICATION OF THEIR

PERSONAL GOALS ………………………………………………………………………………………………………………………… 48

COMMUNICATING WITH PERSONS WITH A DISABLITY ………………………………………………………………………………………. 48 communication techniques …………………………………………………………………………………………………………. 48 person centered communication ………………………………………………………………………………………………….. 49

IDENTIFYING GOALS OF A PERSON WITH A DISABILITY ………………………………………………………………………………………. 49 Goals ……………………………………………………………………………………………………………………………………….. 49

PROVIDE PERSON-CENTRED SUPPORT IN A MANNER THAT ENCOURAGES AND EMPOWERS THE PERSON

WITH DISABILITY TO MAKE THEIR OWN CHOICES ……………………………………………………………………………… 50

SKILLS DEVELOPMENT AND MAINTAINENCE PLANS ………………………………………………………………………………………….. 50 SUPPORT AND ENCOURAGE EFFECTIVE DECSION MAKING ………………………………………………………………………………….. 50

Guide strengths and energy of clients …………………………………………………………………………………………… 51 Maintain positive direction …………………………………………………………………………………………………………. 51 Cooperation ………………………………………………………………………………………………………………………………. 51 Achievements ……………………………………………………………………………………………………………………………. 51 Respect …………………………………………………………………………………………………………………………………….. 51

ASSIST WITH STRATEGIES TO ENSURE THAT THE PERSON IS COMFORTABLE WITH ANY DECISIONS THAT ARE

BEING MADE ON THEIR BEHALF ……………………………………………………………………………………………………… 52

INFORMED CONSENT …………………………………………………………………………………………………………………………… 52

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EXPLAININIG OPTIONS CLEARLY TO PERSONS WITH A DISABLITY …………………………………………………………………………… 52 MAKING REFERRALS ON BEHALF OF A CLIENT ………………………………………………………………………………………………… 52 TRUST AND RESPECT ……………………………………………………………………………………………………………………………. 53

ASSIST WITH ACCESSING ADVOCACY SERVICES AND OTHER COMPLAINT MECHANISMS AS REQUIRED …….. 54

WHAT IS ADVOCACY? …………………………………………………………………………………………………………………………… 54 ADVOCACY SCOPE OF RESPONSIBLITY …………………………………………………………………………………………………………. 54

advocacy actions ……………………………………………………………………………………………………………………….. 54 minimising conflict in advocacy actions ………………………………………………………………………………………… 54

ADVOCACY SERVICES AND COMPLAINT MECHANISMS ………………………………………………………………………………………. 55 access procedures ……………………………………………………………………………………………………………………… 55

SUMMARY ………………………………………………………………………………………………………………………………….. 56

REFERENCES ………………………………………………………………………………………………………………………………… 57

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U N I T I N T R O D U C T I O N

This resource covers the unit CHCDIS007 – Facilitate the empowerment of people with disability.

This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred 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.

ABOUT THIS RESOURCE

This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.

Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.

As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.

Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.

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ABOUT ASSESSMENT

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply

to your workplace.

 Your ability to apply your learning.

 Your ability to recognise common principles and actively use these on the job.

You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.

Your assessment may be conducted through a combination of the following methods:

 Written Activity

 Case Study

 Observation

 Questions

 Third Party Report

The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.

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To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.

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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A

1. Demonstrate commitment to empowerment for people with disability

1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken

1.2 Identify ways society can affect the level of impairment experienced by a person with disability

1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts

1.4 Develop and adjust own approaches to facilitate empowerment

2. Foster human rights 2.1 Assist the person with disability to understand their rights

2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person- centeredness

2.3 Ensure the cultural needs of the person are identified, accepted and upheld

2.4 Identify breaches of human rights and respond and report according to organisation procedures

2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure

3. Facilitate choice and self- determination

3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert

3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other

3.3 Provide assistance to the person with disability to facilitate communication of their personal goals

3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices

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3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf

3.6 Assist with accessing advocacy services and other complaint mechanisms as required

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R E Q U I R E D S K I L L S A N D K N O W L E D G E

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

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

 History and recent developments in disability

 Social versus medical model of service

 Institutionalised versus person-centred, self-directed model of support

 Social constructs of disability and the impact of own attitudes on working

with people with disabilities

 How and when to seek support from more experienced and qualified staff

 Types of disability, including:

 Acquired brain injury

 Autism spectrum disorder

 Cognitive disability

 Developmental delay

 Intellectual disability

 Neurological impairment

 Physical disability

 Sensory disability, including hearing, vision impairment

 Speech/language disability

 Support practices for people, including but not limited to, the following

conditions:

 Genetic factors

 Physical trauma

 Psychological trauma

 Chronic lifestyle conditions

 Acquired brain injury

 Legal and ethical considerations for working with people with disability:

 Codes of conduct

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 Discrimination

 Dignity of risk

 Duty of care

 Human rights, including the United Nations convention on the rights of

persons with disabilities (UNCRPD)

 Informed consent

 Mandatory reporting

 Privacy, confidentiality and disclosure

 Work role boundaries – responsibilities and limitations

 Work health and safety

 Principles of:

 Empowerment

 Rights-based approaches

 Person-centred practices

 Self-advocacy

 Active support

 Active listening

 Social justice and the importance of knowing and respecting each person as

an individual

 Strengths-based approaches

 Strategies that assist people with disabilities to exercise their rights and

support independent action and thinking, including use of technology (e.g.

laptops or tablets) to facilitate choice

 How to access and use advocacy services and complaint mechanisms

 Indicators of abuse and/or neglect in relation to people with disabilities

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

Skills must have been demonstrated in the 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.

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

P R E – R E Q U I S I T E S

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

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T O P I C 1 – D E M O N S T R A T E C O M M I T M E N T T O E M P O W E R M E N T

F O R P E O P L E W I T H D I S A B I L I T Y

IDENTIFY CHANGES IN THE LEGAL, POLITICAL AND SOCIAL FRAMEWORKS WITHIN WHICH THE WORK IS UNDERTAKEN

The ways in which Disabilities have been viewed socially, legally and politically have changed in some fundamental ways in recent years. The Framework in which modern work in the field is conducted is vastly different from its origins.

TRADITIONAL MODEL

The traditional model of disability spanned from ancient history to the 18th century. In the traditional model, persons with disabilities where thought to be under the spell of witchcraft, possessed by demons or the victims of God’s punishment for their sins or the sins of their parents.

MEDICAL MODEL

The medical model of disability considered the person with a disability to be a problem. They were measured against a scale of what was known as normalcy. They were measured and considered only for what they could not do as opposed to what they could do.

SOCIAL MODEL

The Social model of disability is the modern view of persons with disabilities. The social model focuses on the strengths of individuals instead of their disabilities. Attention is given to lessening the barriers between them and living their lives in the best way possible.

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SELF-DIRECTED MODEL

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

PERSON-CENTRED PLANNING VS INSTITUTIONALIZATION

One modern approach to planning the futures of people with disabilities is the person- centred approach. The person-centred approach focuses on the individual’s goals and desires and assist them in planning and carrying out an ongoing problem solving regime to achieve their goals. The traditional and medical models institutionalised individuals for an array of disabilities. Those individuals would be forced to spend the rest of their life in institutions with little or no control over what their lives were like while being held there.

WHAT IS DISABLITY

A disability is any condition that is constant in a person and restricts the person in some way in their everyday life.

The disability services Act 1993 explains disability in the following way:

The Disability Services Act (1993) defines ‘disability’ as meaning a disability: which is attributable to an intellectual, psychiatric, cognitive, neurological, sensory or physical impairment or a combination of those impairments which is permanent or likely to be permanent which may or may not be of a chronic or episodic nature Which results in substantially reduced capacity of the person for communication, social interaction, learning or mobility and a need for continuing support services.1

DISABILITY VARIATIONS

There are many different types of disability and these will affect people in a range of different ways. Disability is a personal and unique thing for each person that it affects and it is essential to ensure that all services and support that are offered to persons with are tailored specifically to each individual’s needs.

1 http://www.disability.wa.gov.au/understanding-disability1/understanding-disability/what-is- disability/

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CATERGORIES OF DISABLITY

The main categories that disability can be broken down into include:

 Physical

 Sensory

 Psychiatric

 Neurological

 Cognitive

 Intellectual

 Combinations of the above

TYPES OF DISABLITY

ACQUIRED BRAIN INJURY

Acquired brain injuries are very common in Australia and can impact on people in a range of different ways and with greatly varying severity. Acquired brain injury can alter the way that a person, thinks, behaves and acts.

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

 Head trauma due to fall, severe shaking, car accident, bike accident and other

incidents that cause blows to the head

 Strokes

 Lack of oxygen to the brain caused by suffocation, electrocution, near-

drowning or heart failure

 Brain tumours

 Meningitis or encephalitis

 Infant alcohol or drug syndrome

 Lead poisoning

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AUTISM SPECTRUM DISORDER

Autism spectrum disorders vary greatly from person to person and are lifelong disorders.

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

 Non-verbal communication

 Friendship building

 Social and emotional development

 Language

 Participating in conversations

People on the autism spectrum may present a range of characteristics including:

 Repetitive behaviour

 Fixations

 Dysfunctional routines

 Sensory overload

Several different types of autism fall on the spectrum and these include:

 Autistic disorder

 Asperger’s

 Pervasive developmental disorder

 Retts

 Childhood Disintegrative disorder

COGNITIVE DISABILITY

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

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

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DEVELOPMENTAL DELAY

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

INTELLECTUAL DISABILITY

Intellectual disabilities are life-long and cannot be cured, they are a range of disabilities that are a caused by chromosomal defects that are present from birth. It is essential in the case of intellectual disabilities that the person is provided with appropriate resources and services in order to assist them to function within the bounds of their disability the best that they can.

NEUROLOGICAL IMPAIRMENT

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

There are a range of different causes for this including:

 Presence at birth

 Injury

 Illness

Neuroglical disabilities occur when the nervous system is damaged; this includes damage to the brain and spinal cord. This causes issues to the communication that should be occurring between the brain and the body.

PHYSICAL DISABILITY

Physical disabilities are a variety of disabilities that place a range of limitations on the functioning, stamina, mobility or dexterity of a person’s physical performance. Some physical disabilities may limit other functions of the person’s body including, blindness, sleep disorders and respiratory disorders.

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SENSORY DISABILITY, INCLUDING HEARING, VISION IMPAIRMENT

There are a range of disabilities that affect the sensory systems of person’s body. These can be varied in their cause and in their effect.

Sensory disabilities include impairments to:

 Hearing

 Sight

In some cases a person may be suffering from dual sensory impairment meaning that the person will be dealing with both types of sensory impairment at once.

SPEECH/LANGUAGE DISABILITY

Speech and language disabilities are both involving the action of verbal communication and associated impairments or challenges.

When a person has a speech disability they will have trouble or not be able to make the necessary sounds required in order to speak fluently or clearly.

When a person has a language disability they will have difficulty in understanding or communicating, their thoughts, ideas and feelings.

LEGAL AND ETHICAL CONSIDERATIONS FOR WORKING WITH PEOPLE WITH DISABILITY:

DISCRIMINATION

It is essential to ensure that the person with a disability is not discriminated against and receives the same level of care, choice and respect as any other person.

The Disability Discrimination Act must be adhered to at all times throughout service delivery and contact with the client.

DIGNITY OF RISK

Dignity of risk is the legal requirement to ensure that all persons with a disability has the legal right to choose their own medical treatments even if the professionals involved feel that this is not the correct choice for them.

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DUTY OF CARE

Duty of care is one’s legal obligation to take reasonable care to prevent others from being harmed. This means that if a worker identifies something that could reasonably be considered to be a risk, than the employee must, in response, take reasonable action to eliminate that risk. This means that if a client is presenting with indicators of harm it is important that these are responded to according to legal requirements and duty of care needs.

All relevant risk assessments, observation tools and activities should be carried out when any of these indicators are present. It is essential that when a client presents with a need for a particular service they will in fact be referred on to that service.

Legal requirements and duty of care obligations include:

 Ethical referral

 Comply with state and territory legislation

MANDATORY REPORTING

In addition to the general level of duty of care and ensuring that adult’s risks are minimised and managed it is important to keep in mind that in some instances such as when a child is presenting with indicators of harm, neglect, abuse or risk of harm that appropriate legal and ethical factors are considered.

Child protection requires knowledge of relevant state mandatory reporting legislation and its application. It will b