Develop a communication profile for Raj as well as an accessible information resource for Raj’s use.Raj was turned away from previous swimming lessons. Which category/subcategories might this barrier be classified within the ICF framework, and why?

Communication Profile and Advocacy Resource

 Task Description

Your task is to develop a communication profile for Raj as well as an accessible information resource for Raj’s use.

Client Profile, Raj

Raj is a 6-year-old boy with severe intellectual disability caused by a genetic condition called Fragile-X syndrome (https://fragilex.org.au/what-is-fragile-x/).

Raj’s parents moved from India to Australia shortly before Raj was born, they speak Hindi at home. Both Raj’s parents used to work in construction but since moving to Australia, Raj’s dad currently works in retail and his mum works as a book-keeper. Raj does not speak but he can follow some simple, familiar instructions in both Hindi and English. He makes choices about daily activities using gestures and by pointing to objects and pictures. Raj attends a specialised class for students with disability at his local primary school. He is generally a very happy person but he will squeal, bite, hit, and cry if he feels frustrated or frightened.

Raj’s family and teachers have developed an ‘About Me’ book that explains his communication needs and preferences to others. Raj has always loved water and is a safe swimmer (under supervision) but finding him a suitable swimming class has been difficult. Last summer his parents attempted to enrol him in a swim class but he was turned away as soon as the instructor learned he had a disability. Because of his sensory processing difficulties, Raj finds large group situations distracting and overwhelming. He does not cope well with loud noises or bright lights. He has also been bullied at his school and is anxious around adults and other children.

Raj’s parents are keen to enrol him in lessons at a new pool that has recently opened. His mum visited the pool last week but felt intimidated by the enrolment form which was very long and complex. She is also worried she could misunderstand the instructor because her English skills are not fluent yet. Despite these concerns, Raj’s mum strongly values the opportunity for Raj to be included in a mainstream leisure setting and will do whatever it takes to make his lessons a success.

Part A (Short and Long-Answer Questions)Please include the questions in your assignment document.

Questions 1 to 4 are short-answer questions and do not require references if answered in your own words. This section of the assignment requires you to describe Raj’s disability according to the World Health Organisation’s International Classification of Functioning, Disability, and Health (ICF).

You can examine the ICF categories online here: http://apps.who.int/classifications/icfbrowser/ There is also recorded a video demonstration of how to use the browser website.

Question 1

(2 marks)Identify the following impairment factors from the ICF model, and explain how they could affect Raj’s communication at the pool (2 marks

a.One (1)

body structure

b.One (1) body function

Question 2 (2 marks)Identify one (1) personal factor for Raj, and briefly explain how this might impact his communication at the pool (2 marks).

Question 3 (4 marks)

At which subcategory would each of the following environmental supports be classified within the ICF Framework and why have you classified it there? (4 marks – be specific):

•Raj’s mum?

•Raj’s ‘About Me’ book?

•Raj’s communication board?

•The Australian healthcare system?

Question 4 (2 marks) Raj was turned away from previous swimming lessons. Which category/subcategories might this barrier be classified within the ICF framework, and why? (2 marks).

Question 5 (5 marks).What type of disability discrimination is described in the scenario? Justify your answer.

Part A: Question 5 (Communication Rights; 5 marks).

Question 6 (5 marks).Describe in detail one Augmentative and Alternative Communication (AAC) resource that you could develop or recommend for Raj to assist in communicating with pool/swim lesson staff once enrolled in swim lessons. Explain how this resource could be used during service access (i.e., accessing the service).

Question 7

(5 marks). Describe in detail one communication strategy Raj’s mum could request on Raj’s behalf at the pool to optimise his communication access once enrolled in swim lessons. This strategy could involve the communication environment (e.g., setting, resources, services, policies) or communication partners (e.g., the people Raj will have contact with at the pool).

PART A: Question 7

(Advocacy Strategy; 5 marks). PART B – Accessible Information Resource (guide: 450 words or less)Part B contains two components:

1) an accessible resource, and;

2) a justification for the design of this resource.

1. Accessible Resource (10 marks)

You are Raj’s support worker. Create a resource for Raj to use at the pool that is a communication access strategy to ensure the swimming instructor can communicate with Raj during a swimming lesson so Raj can fully participate. This resource can be a screen-reader accessible Word document or a visually-accessible Word or PDF file. Upload your resource separately labelling it “Resource”.

Remember to consider his impairment, environmental and personal factors in designing this resource.

2. Resource Justification (10 marks)

Identify at least one impairment factor (body structure or function) and at least one personal or environmental factor that could impact Raj’s full participation in swimming lessons. Explain how you have addressed these factors in your resource and justify your choices with reference to relevant evidence.

You can write a response to this section at the end of your Part A answers so this is contained in one document.What will help me to prepare for this task?

If you choose Raj for your assignment, some useful resources for you to look at might include:

•Our week 1 content on disability models

•Our week 3 content on communication development and communication rights

•Our week 6 seminar on Plain and Easy English

•Our week 8 content on types of communicators

•Our week 9 content on augmentative and alternative communication

•This article about inclusive sports from Play by the Rules: https://www.playbytherules.net.au/got-an-issue/inclusion-and-diversity/inclusion-and-diversity-what-can-you-do

•Scope’s guidelines on writing in Easy English: http://www.scopeaust.org.au/service/accessible-information/

•This guide to submitting a video or audio resource via Deakin Air (if you wish to present part C as an audio or video resource): (ht tps://video.deakin.edu.au/media/t/0_iqp57nv5)

Last Completed Projects