Case Study One $-$ Marie and Cheryl

Marie has vision impairment as a result of an industrial accident two years ago. Twelve months ago Cheryl set up a person$-$centred plan in collaboration with Marie that includes a skill development plan. Marie has been having trouble adjusting to her vision impairment; she is experiencing difficulty finding her way around and has asked for assistance to become more skilled in navigating unfamiliar spaces.

Under the plan, Marie's main goal is to regain her independence so she can return to her work as a translator of English, Italian and French. Her plan initially includes receiving some home care, rehabilitation training and some occasional assistance to access the community. Her priorities are to learn to use a guide cane and then progress to having a guide dog.

Cheryl organises a referral to an organisation that specialises in retraining people with vision impairment. Marie enrolls in formal training to learn independent living skills and how to use a cane. Once this is achieved she will be put on the waiting list for a guide dog. Cheryl briefs the organisation's trainer on Marie's needs and prepares information for the support worker, Brian, whom she assigns to Marie.

Brian comes to Marie's house twice a week to provide home care. Although she is initially cautious of

him, after a while Brian and Marie start to get on well. One day Marie asks Brian to help her rearrange her clothes in the wardrobe so all the dark colours are at one end and the light ones are at the other end. Brian says it sounds like a great idea and assists Marie to rearrange things. He then works with her to help her identify which is which by touch. Brian says, 'Feel the surface. Is it wool or cotton? Is it hanging with the dark or light colours?$\text{'}$ This helps Marie identify her clothes.

Marie asks Brian to go shopping with her to help her buy some new clothes. She wants to have lots o black as it will go with anything. Before they go$,$ Brian shows Marie how to measure her notes with a device that can distinguish currency by the size of the paper. Once they have measured the notes, Brian shows Marie how to fold the $$20$ notes in half and the $$50$ notes at a diagonal so she can tell $t$ difference when she goes shopping.

Q$1$: How do Cheryl and Brian collaborate with Marie to identify skill development opportunities?

Q$2$: How does Cheryl collaborate with others to identify skill development opportunities for Marie

Q$3$s Describe two local community education opportunities Marie could' participate in$,$ and their potential use in capacity building?