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.

People with a disability may include:
Individuals at any stage of the life span
Individuals living in the community, either alone or with family or carers
Individuals living in supported community accommodation
Individuals living in funded residential facilities

Contexts may include:
An individual's own dwelling
Shared households or group dwellings
Specialist residential facilities
Community centres
Supported employment venues
Open employment venues
Community/government agencies
Open employment venues
Voluntary agencies
Training agencies

Skills development may be in;
Life skills
Vocational skills
Social skills
Personal support skills
Developing and maintaining relationships including intimate relationships
Maintaining physical health including sexual health
Safety

Learning strategies may include:
Role modelling
Demonstration
Skills component mastery
Behaviour modification
Contextualisation
Drama and role plays
Peer education

Relevant personnel may include;
Development officers
Employment officers
Carers
Occupational therapists
Teachers
Educational psychologists
Technicians
Advocate/s
Programming staff
Behavioural consultants (for acquired brain injury)

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 must include:
Understanding and adherence to own work role and responsibilities
Following organisational policies and protocols
Liaising and reporting to relevant personnel
Understanding and applying knowledge of learning and development in order to assess, determine, implement, monitor and evaluate the skills development of a person with a disability

Concurrent assessment and relationship with other units:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged.

Essential knowledge must include:
Knowledge of social, sexual, emotional psychological and cognitive development
Overview of adult and childhood learning theories
Tools, equipment and other resources utilised in the learning process
Various teaching and learning strategies
Strategies for identifying and maximising informal learning opportunities
Services and resources available to people with special learning needs

Essential skills must include:
Reading and writing skills-literacy competence required to fulfil work role in a safe manner and as specified by the organisation/service. This requires a level of skill that enables the worker to follow and give work related instructions and directions and the ability to seek clarification and comments from clients, colleagues, health professionals and other service providers. Industry work roles will require workers to possess a literacy level that will enable them to, read and write client's service delivery plans, record in health records, complete assessment tools and write reports and submissions.
Oral communication skills-language competence required to fulfil work role in a safe manner and as specified by the organisation. This requires a level of skill that enables the worker to follow work related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues. Industry work roles will require workers to possess effective verbal and non-verbal communication skills that will enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support.
Numeracy skills required to fulfil work role in a safe manner and as specified by the organisation. Industry work roles will require workers to be able to perform mathematical functions, such as addition and subtraction up to three digit numbers and multiplication and division of single and double digit numbers.
Problem solving skills that require negotiation and mediation skills to resolve problems of a difficult nature within organisational protocols
Ability to collaborate and network with a variety of personnel in order to achieve learning and development objectives

Resource implications:
Access to appropriate workplace where assessment can take place
Simulation of realistic workplace setting for assessment
Relevant organisational policy, protocols and procedures

Method of assessment:
Observation in the work place
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation

Consistency in performance:
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situation and settings.

Context of assessment:
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions.