Unit of competency Outline
Date retreived
22/07/2026 6:52 PM AWST
22/07/2026 6:52 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.
Facilitate community participation and inclusion
Facilitate community participation and inclusion
Unit of competency
National Code
CHCDIS410A
CHCDIS410A
State Code
D2408
D2408
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090599 - Human Welfare Studies And Services, N.e.c.
Original Release Date
21/07/2014
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required by the worker to develop and facilitate strategies for individual participation in various community settings, functions and activities to enhance the psychosocial well being and lifestyle of a person with a disability
Notes
Elements and Performance Criteria
1. Support the person with a disability to identify and engage in social networks within the broad community
- 1.1 Work with the person with disability to identify their strengths, interests, abilities and support requirements so they may engage with a social network
- 1.2 Work with the person to identify an appropriate social network and to clarify the support they will need to actively engage with this network
- 1.3 Work with the person to identify any possible barriers to participation and inclusion
- 1.4 Work with the person to develop strategies to manage potential barriers
- 1.5 Promote and raise awareness of community inclusion through community education and involvement of people with disability
- 1.6 Research, identify and network with relevant services to explore community inclusion opportunities
- 1.7 Match relevant services and networks to the requirements of person with disability
- 1.8 Identify and access appropriate resources according to organisation policy and protocols
- 1.9 Provide information about options available to person with disability and/or their advocate /carer
- 1.10 Recognise and accommodate individual choices and spiritual/cultural differences
2. Assist the person with a disability and relevant others to develop and implement individualised community support plan
- 2.1 Support the person to develop a person-centred individualised plan to participate in the community
- 2.2 Assist the person to establish their requirements in order to maximise their participation in community life
- 2.3 Assist the person, if appropriate, to become an active member of their neighbourhood and local community
- 2.4 Assist the person to develop strategies to address barriers to participation, and include them in the individualised plan
- 2.5 Assist the person to identify and access community options that will meet their needs as identified in the individualised plan
- 2.6 Assist the person to access opportunities to establish connections through shared interests with other community members
- 2.7 Provide the person with necessary supports for participation, according to the individualised plan
- 2.8 Assist person and their family/carer to select activities that will enhance inclusion
- 2.9 Give support in a manner that provides a positive role model and promotes development and/or maintenance of the person's skills
- 2.10 Where appropriate, support other workers to implement the individualised community support plan
- 2.11 Identify aspects of worker involvement in the individualised plan outside scope of knowledge, skills and/or job role and respond accordingly
- 2.12 Identify strategies for community participation and inclusion that may require review and consult with the person
3. Develop strategies to minimise isolation for person with a disability
- 3.1 Identify requirements for support, devices, aids and environmental modification and develop strategies to deal with these in conjunction with person and/or their advocate/s /carer
- 3.2 Identify support or devices required to assist with communication
- 3.3 Assess physical barriers to participation and identify solutions with involvement of person with disability
- 3.4 Recognise own limitations in addressing issues and seek advice when necessary
- 3.5 Where appropriate, identify and assess barriers to communication/social participation caused by cognitive deficits associated with acquired brain injury and develop solutions
- 3.6 Discuss travel and transport issues with person and identify strategies to address these
- 3.7 Put in place processes to evaluate ongoing success of strategies
4. Determine risks associated with supporting community participation and inclusion
- 4.1 Conduct location or activity risk assessment specific to the person's circumstances
- 4.2 Discuss elements of risk with the person and appropriate others
- 4.3 Work with the person and appropriate others to identify strategies to remove or reduce risk
- 4.4 Develop strategies to remove or reduce risk according to organisation policy and procedures and legislative requirements
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.
People with disability may include:
Individuals at any stage of the life span
Individuals living in the community, alone, sharing with others, with a partner or with family or carers
Individuals living in supported community accommodation
Social network may include:
Family groups
Support groups
Direct neighbourhood or local community
Work groups
Sports and other recreation groups
Age-related groups (youth or senior citizens)
Community centres
Clubs
Church groups
Individualised community support plan may include:
Relevant stakeholders
Community inclusion goals
Strategies to achieve goals
Finance and budget
Opportunities for further inclusion
Who is responsible for actioning
Review dates
Possible barriers to participation and inclusion may include:
Stigma
Skills
Behaviour
Transport
Accessibility
Finance
Elements of inclusion best practice may include:
Person-centred support
Capacity thinking
Building alliances within the community
Create understanding
Open choices and opportunities
Raising expectations
Nurture relationships
Networking may include:
Building on the skills of the person
Identifying associations and networks if individuals that share the person's interests
Learning about the neighbourhood
Asking the following:
with whom would the person enjoy spending time
where could the person make a difference
who could add to the knowledge and experience the person has
what roles could the person take
is there someone who would be able to support the person
Equipment/resources required
Appropriate resources may include:
Specialised transport
Mobility aids
Communication devices/aids
Personnel
Examples of physical entry and exit issues may include:
Kerbs
Lifts
Ramps
Lighting
Signs
Amenities
Location risk may include:
Safety of specific premises
Safety of the activity
Risks associated with supporting community participationmay include:
Non-acceptance
Poor match with activity and the group
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.
People with disability may include:
Individuals at any stage of the life span
Individuals living in the community, alone, sharing with others, with a partner or with family or carers
Individuals living in supported community accommodation
Social network may include:
Family groups
Support groups
Direct neighbourhood or local community
Work groups
Sports and other recreation groups
Age-related groups (youth or senior citizens)
Community centres
Clubs
Church groups
Individualised community support plan may include:
Relevant stakeholders
Community inclusion goals
Strategies to achieve goals
Finance and budget
Opportunities for further inclusion
Who is responsible for actioning
Review dates
Possible barriers to participation and inclusion may include:
Stigma
Skills
Behaviour
Transport
Accessibility
Finance
Elements of inclusion best practice may include:
Person-centred support
Capacity thinking
Building alliances within the community
Create understanding
Open choices and opportunities
Raising expectations
Nurture relationships
Networking may include:
Building on the skills of the person
Identifying associations and networks if individuals that share the person's interests
Learning about the neighbourhood
Asking the following:
with whom would the person enjoy spending time
where could the person make a difference
who could add to the knowledge and experience the person has
what roles could the person take
is there someone who would be able to support the person
Equipment/resources required
Appropriate resources may include:
Specialised transport
Mobility aids
Communication devices/aids
Personnel
Examples of physical entry and exit issues may include:
Kerbs
Lifts
Ramps
Lighting
Signs
Amenities
Location risk may include:
Safety of specific premises
Safety of the activity
Risks associated with supporting community participationmay include:
Non-acceptance
Poor match with activity and the group
EVIDENCE GUIDE
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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
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
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
Resources required for assessment of this unit include access to:
appropriate workplace where assessment can take place
relevant organisation policy, protocols and procedures
equipment and resources normally used in the workplace
Method of assessment may include:
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
Related units:
This unit should be assessed in conjunction with related unit:
CHCDIS301A Work effectively with people with a disability
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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
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
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
Resources required for assessment of this unit include access to:
appropriate workplace where assessment can take place
relevant organisation policy, protocols and procedures
equipment and resources normally used in the workplace
Method of assessment may include:
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
Related units:
This unit should be assessed in conjunction with related unit:
CHCDIS301A Work effectively with people with a disability
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC12 | CHCDIS008 | Facilitate community participation and social inclusion | Unit of competency |