Unit of competency Outline
Date retreived
22/07/2026 3:00 PM AWST
22/07/2026 3:00 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Develop leisure and health programs for clients with special needs
Develop leisure and health programs for clients with special needs
Unit of competency
National Code
CHCRH503B
CHCRH503B
State Code
WD002
WD002
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
14/09/2012
Field of Education
061307 - Health Promotion
Original Release Date
14/09/2012
Nominal Hours
50
Description
DescriptorThis unit describes the knowledge and skills required to identify and respond to groups and individuals with special needs
Notes
Elements and Performance Criteria
1. Identify and assess the specific requirements of special needs clients in leisure and health programs
- 1.1 Actively involve client with a special need, significant others and support staff and encourage them to participate in the assessment process
- 1.2 Identify all relevant information on the persons special needs and his/her personal requirements and record according to organisation procedures
2. Promote the role of leisure and health programs in enhancing the well being of special needs client/s
- 2.1 Promote benefits of leisure and health programs to stakeholders, target groups and within the organisation to maximise client well being
- 2.2 Implement appropriate evaluation and monitoring processes to ensure ongoing client benefits
3. Plan required resources
- 3.1 Identify the appropriateness of facilities
- 3.2 Identify and gather or modify materials and equipment that are appropriate for the individual according to the plan
- 3.3 Identify specialist resources according to the plan and request as needed
- 3.4 Plan and utilise additional resources according to available finances
4. Create an environment which fosters participation of special needs client/s in leisure and health program
- 4.1 Develop program in consultation with all involved to meet the desired outcomes and goals identified in client needs assessment
- 4.2 Review current program to identify its appropriateness for the individual
- 4.3 Gather detailed information to identify individual's needs
- 4.4 Develop strategies for ongoing communication and review with all those involved
5. Manage and develop strategies to meet the requirements of special needs client/s participating in leisure and health programs
- 5.1 Demonstrate innovative approach to ways to meet the requirements of special needs clients
- 5.1 Show empathic attitude to specific requirements of special needs clients
- 5.2 Support leisure and health programs in a manner that supports the person's strengths and interests
- 5.3 Support leisure and health programs in a manner that supports duty of care and legislative requirements
- 5.4 Support leisure and health programs according to risk management plan
- 5.5 Support active integration of special needs clients into the community and community activities through provision of special requirements where possible
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Special needs clients may include:
Disabled
Mental health
Aboriginal and Torres Strait Islander
Youth
Mature aged/seniors
Ethnic/cultural
HIV/AIDS
Logistic requirements include:
Transport
Venue
Special requirements may include:
Individual differences/needs/wants/abilities
Communication skills and techniques
Specific equipment/apparatus requirements
Transportation needs
Appropriate staff ratios/training/expertise
Stakeholders / significant others may include:
Care givers
Relatives/friends/partners
Medical and nursing personnel/specialists
Health practitioners
Support networks
Multi-disciplinary team members
Management
Special needs clients may include:
Disabled
Mental health
Aboriginal and Torres Strait Islander
Youth
Mature aged/seniors
Ethnic/cultural
HIV/AIDS
Logistic requirements include:
Transport
Venue
Special requirements may include:
Individual differences/needs/wants/abilities
Communication skills and techniques
Specific equipment/apparatus requirements
Transportation needs
Appropriate staff ratios/training/expertise
Stakeholders / significant others may include:
Care givers
Relatives/friends/partners
Medical and nursing personnel/specialists
Health practitioners
Support networks
Multi-disciplinary team members
Management
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of specified essential knowledge as well as skills
This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit should be assessed after or in conjunction with related units:
CHCDIS301A Work effectively with people with disabilities
CHCAC318A Work effectively with older people
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of specified essential knowledge as well as skills
This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit should be assessed after or in conjunction with related units:
CHCDIS301A Work effectively with people with disabilities
CHCAC318A Work effectively with older people
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2718 | CHCRH503A | Develop leisure and health programs for clients with special needs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVB86 | CHCLAH006 | Coordinate planning, implementation and monitoring of leisure and health programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J036 | CHC50512 | Diploma of Leisure and Health | Qualification |
| J589 | CHC40113 | Certificate IV in School Age Education and Care | Qualification |