Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Protocols include:
Communication with clients
Assessment of client needs
Collection, recording and reporting of information
Processes for decision making for consideration of client needs

Context includes:
Statutory framework within which work takes place
Historical context of work eg. Changing attitudes; changing approaches to working with clients
Changing social context of work eg. Consumer centred approach, changing government and societal views, approaches to working with clients
Political context eg. Government policies and initiatives
Economic context eg. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs
Facts/myths about disability

Issues include:
Access to services for people with disabilities and their carers
Meeting individual needs and personal goals of people with disabilities

Family and support structures
Income and employment service
Training for people with disabilities
Participation and integration in the community
Grieving and loss

Different models of work in the sector may include:
Community development and education
Health promotion
Case management
Working with families
Peer support/self help
Residential services
Community access respite care
Home based support
Behaviour management
Advocacy
Employment support
Lifestyle support
Business services support
Education and training

The underpinning values and philosophies of the sector may include:
A holistic and consumer-centred approach
Community education
Targeting of appropriate services
Commitment to meeting the needs and upholding the rights of clients
Commitment to empowering clients

Different client requirements may depend upon:
Type of disability eg:
Physical
Sensory
Intellectual
Psychiatric
Cognitive
Support availability including:
Family
Carer
Financial
Physical and emotional
Behaviour management
Employment
Education and training

Policy and legislative requirements include:
Disability Services Act
Disability Discrimination Act
Privacy Act
Equal Employment Opportunity principles
Guardianship Board
Individual rights
Disability Service Standards
Nurses Act
Medical Act
Medication regulations

A commitment to principles of access and equity includes:
Creation of a client oriented culture
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual

Rights include principles expressed in:
Charters of rights
Outcomes standards documents
General human rights
Freedom from discrimination
Freedom of information

Rights may be detailed in:
Legislation
Resident handbooks
Mission statements
Industry and organisational service standards

Rights include:
Privacy
Confidentiality
Common law
To be treated in a dignified, safe and comfortable manner
To express own feelings
Freedom of association
Choice to participate
Access to complaint mechanisms

Interests include:
Financial
Accommodation
Services
Recreation

Needs may include:
Personal
Security
Safety

Strategies include those to address:
Service access
Individual needs
Decision making and choice
Privacy, dignity and confidentiality
Participation and integration
Valued status
Complaints and disputes
Service management
Abuse prevention

Barriers may include:
Negative personal attitudes and values of staff
Organisational procedures and practices
Client service strategies
Social, cultural and religious
Physical and economic

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.
Critical aspects of assessment:
Ability to coordinate service or a range of services in the disability sector
Ability to develop or influence policy relating to quality service delivery

Essential knowledge:
Relevant legislation relating to disability issues
Knowledge of relevant specific culture and language used by people with disabilities
Knowledge specific to working with families and family systems
Understanding different client requirements according to different disabilities
Knowledge of networks in the disability sector
Consumer needs and rights including duty of care
Principles of empowerment/disempowerment in relation to people with disabilities
Principles of access and equity
Current issues facing clients and existing services for addressing needs and rights
Principles and practices of confidentiality
Knowledge specific to working with people from culturally and linguistically diverse backgrounds
Knowledge specific to working with people at risk of self harm
Organisational policies, practices and programs relating to the work role
Organisational occupational health and safety policies and procedures
Organisational philosophy and guidelines
Rights and responsibilities of people with disabilities
Understanding of stereotypes of people with disabilities
Available client services
Awareness of own attitudes to people with disabilities
Awareness of discriminatory actions
Common risks to safety

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required. See additional information for assessors (pg. 24) regarding the following:

Alcohol and other drugs abuse
Cultural and linguistic diversity
Risk of self harm
Women
Men
Community education
Aboriginal and Torres Strait Islander People
Mental health

Essential skills:
Interpersonal communication with clients and other stakeholders
Program development, review and revision

Resource implications:
Access to a relevant workplace or an appropriately simulated environment where assessment may take place

Consistency in performance:
Consistency in performance should relate to requirements of the particular workplace

Context of assessment:
This unit is best assessed on the job or in a simulated workplace under the normal range of conditions