Unit of competency Outline
Date retreived
23/07/2026 5:36 AM AWST
23/07/2026 5:36 AM 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.
Work effectively with people with a disability
Work effectively with people with a disability
Unit of competency
National Code
CHCDIS301A
CHCDIS301A
State Code
D2398
D2398
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
28/09/2011
Field of Education
090509 - Care For The Disabled
Original Release Date
28/09/2011
Nominal Hours
85
Description
This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disabilityThis unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability
Notes
Elements and Performance Criteria
1 Demonstrate an understanding of the delivery of quality services for people with disabilities
- 1.1 Demonstrate understanding of key issues facing people with disabilities and their carers
- 1.2 Work with understanding of the context of policy, regulatory, legislative and legal requirements as they apply to the area of disability work
- 1.3 Demonstrate commitment to access and equity principles
- 1.4 Take into account personal values and attitudes regarding disability when planning and undertaking work with people with disabilities
- 1.5 Demonstrate understanding of different impacts on clients of specific disabilities, including acquired and developmental disabilities
2 Communicate effectively with people with a disability
- 2.1 Identify specific communication needs of people with a disability including, where appropriate:identifying and using techniques, devices and aids specific to each person with a disabilitytranslation and language interpreterscultural interpretersreferral to specialists
- 2.2 Identify areas of mistrust or conflict that may require conflict resolution
- 2.3 Identify need to include additional people including trusted friends, case workers, family members or adults
- 2.4 Select from a range of appropriate communication strategies and employ to:establish rapportexchange informationfacilitate resolution of issuesdefuse potentially difficult situations
- 2.5 Apply effective communication where appropriate to provide a brief intervention
- 2.6 Give feedback and advice in a way which reflects current identified good practice
- 2.7 Show due regard to individual differences, needs and rights in communicating with clients and colleagues
- 2.8 Communicate referrals to other staff, manager or specialist services as appropriate to ensure duty of care responsibilities are met in situations where break downs in communication occur
3 Demonstrate the capacity to support rights, interests and needs of people with disabilities
- 3.1 Demonstrate understanding of strategies that assist people with disabilities to exercise their rights and independence
- 3.2 Acknowledge different client requirements and adapt approach to address specific requirements of each person, using positive practices in all interactions with people with disabilities
- 3.3 Comply with legal responsibilities and duty of care
- 3.4 Report situations that may pose health or safety issues according to organisation procedures
- 3.5 Apply different models for working in the sector as required to meet client needs
4 Demonstrate the capacity to provide support across a range of disability types
- 4.1 Apply fundamental knowledge of physical and psychological stages of human development
- 4.2 Apply fundamental knowledge of factors that may enhance or inhibit human development
- 4.3 Demonstrate understanding of a range of support practices for people with an intellectual disability, sensory disability, neurological impairment, acquired brain injury, physical disability or developmental delay
- 4.4 Demonstrate understanding and application of support practices for a range of types of disability
5 Respond to situations of risk or potential risk to people with disabilities
- 5.1 Identify and respond to situations of risk and report to appropriate people
- 5.2 Report uncharacteristic or inappropriate behaviour
- 5.3 Report situations of risk which may adversely effect the health of people with disabilities
- 5.4 Identify indications of possible abuse and/or neglect and report according to organisation policy and protocol
RANGE STATEMENT
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.
Context includes:
The relevant statutory framework
Historical context of work e.g. changing attitudes, changing approaches to working with clients
Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients
Political context e.g. government policies and initiatives
Economic context e.g. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs
Facts/myths about disability
Stages of human development may relate to:
Stages of physical development
Stages of psychosocial development
Stages of cognitive development
Issues may include:
Access to services for people with disabilities and their carers
Support in meeting individual needs and personal goals of people with disabilities
Family and carer issues
Grief and loss
Different models for working in the sector may include:
Community development and education
Health promotion
Case management
Behaviour management
Working with families
Peer support/self help
Residential services
Respite care
Home based support
Community access
Advocacy
Employment support
Lifestyle support
Business services support
The underpinning values and philosophies of the sector may include:
A holistic and person-centred approach
Community education
Delivery 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, including:
physical
sensory
intellectual
cognitive
psychiatric
Support availability including:
family
financial
physical, emotional and behavioural
employment
education and training
Presence of a chronic illness/condition
Policy and legislative requirements include:
Disability Discrimination Act and associated standards
Disability Service Standards
Disability Services Acts (Commonwealth and State)
Equal employment opportunity principles
Guardianship Board
Medical legislation
Medication regulations
Nurses Act
Office of the Public Advocate
Privacy Act
Restrictive practices legislation
Commitment to access and equity principles includes:
Implementation of person-centred practices
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 human rights
Disability standards
Freedom from discrimination
Freedom of information
Rights include:
Privacy
Confidentiality
Common law
To be treated in a dignified, safe and comfortable manner
To express own feelings
Friendship
Freedom of association
Choice to participate
Access to complaint mechanisms
Interests include:
Financial
Accommodation
Services
Recreation
Appropriate people include:
Carers
Supervisors
Relatives
Colleagues
Health workers
Administrators
Emergency services
Health care services
Disability services
Home and community care services
Respond to situations of risk in the context of the work role may include:
Identifying risks
Providing information on risks or potential risks
Risk minimisation
Strategies for preventing abuse of people with disabilities
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.
Context includes:
The relevant statutory framework
Historical context of work e.g. changing attitudes, changing approaches to working with clients
Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients
Political context e.g. government policies and initiatives
Economic context e.g. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs
Facts/myths about disability
Stages of human development may relate to:
Stages of physical development
Stages of psychosocial development
Stages of cognitive development
Issues may include:
Access to services for people with disabilities and their carers
Support in meeting individual needs and personal goals of people with disabilities
Family and carer issues
Grief and loss
Different models for working in the sector may include:
Community development and education
Health promotion
Case management
Behaviour management
Working with families
Peer support/self help
Residential services
Respite care
Home based support
Community access
Advocacy
Employment support
Lifestyle support
Business services support
The underpinning values and philosophies of the sector may include:
A holistic and person-centred approach
Community education
Delivery 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, including:
physical
sensory
intellectual
cognitive
psychiatric
Support availability including:
family
financial
physical, emotional and behavioural
employment
education and training
Presence of a chronic illness/condition
Policy and legislative requirements include:
Disability Discrimination Act and associated standards
Disability Service Standards
Disability Services Acts (Commonwealth and State)
Equal employment opportunity principles
Guardianship Board
Medical legislation
Medication regulations
Nurses Act
Office of the Public Advocate
Privacy Act
Restrictive practices legislation
Commitment to access and equity principles includes:
Implementation of person-centred practices
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 human rights
Disability standards
Freedom from discrimination
Freedom of information
Rights include:
Privacy
Confidentiality
Common law
To be treated in a dignified, safe and comfortable manner
To express own feelings
Friendship
Freedom of association
Choice to participate
Access to complaint mechanisms
Interests include:
Financial
Accommodation
Services
Recreation
Appropriate people include:
Carers
Supervisors
Relatives
Colleagues
Health workers
Administrators
Emergency services
Health care services
Disability services
Home and community care services
Respond to situations of risk in the context of the work role may include:
Identifying risks
Providing information on risks or potential risks
Risk minimisation
Strategies for preventing abuse of people with disabilities
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 individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the particular workplace context
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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
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
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the particular workplace context
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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment
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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S3890 | CHCDIS1C | Orientation to disability work | Unit of competency |
| S3117 | CHCDIS18A | Support students with special needs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| D8561 | CHCDIS301B | Work effectively with people with a disability | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D647 | CUV30411 | Certificate III in Arts Administration | Qualification |
| D430 | SIS30210 | Certificate III in Community Activity Programs | Qualification |