Unit of competency Outline
Date retreived
23/07/2026 10:56 PM AWST
23/07/2026 10:56 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.
Provide services to people with disabilities with complex needs
Provide services to people with disabilities with complex needs
Unit of competency
National Code
CHCDIS409B
CHCDIS409B
State Code
WC889
WC889
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2012
Field of Education
090509 - Care For The Disabled
Original Release Date
17/07/2012
Nominal Hours
45
Description
DescriptorThis unit describes the knowledge and skills required by workers to provide services to people with disabilities with complex or special care needs under supervision of a relevant professional
Notes
Elements and Performance Criteria
1. Evaluate and prioritise the needs of a person with complex care issues
- 1.1 Demonstrate understanding of the impact of dual/multiple diagnosis can have on identifying and prioritising needs
- 1.2 Utilise purpose designed tools to assess specific problems of the older person according to job role and responsibilities
- 1.3 Seek advice from health professionals and other relevant personnel when analysing and interpreting assessment data
- 1.4 Recognise the impact of complex care issues on the carer/s
2. Liaise and negotiate with appropriate personnel in the development of a service delivery plan
- 2.1 Utilise best practice guidelines when choosing strategies to address complex and/or special needs
- 2.2 Liaise with relevant experts and health professional/s when developing service delivery plans
- 2.3 Negotiate and establish goals with the person, their advocate/s and/or their significant other/s, aiming to achieve maximum quality of life
- 2.4 Access and/or negotiate resources in order to deliver identified services
- 2.5 Access community support agencies to facilitate the achievement of established goals
3. Coordinate the delivery of the service delivery plan
- 3.1 Delegate services and care activities to appropriately skilled workers
- 3.2 Recognise when a service and/or care worker is no longer able to provide the level of service required
- 3.3 Provide support and respite for the carer/s
- 3.4 Determine all service providers' understanding of the service delivery plan and their roles and responsibilities within that plan
4. Coordinate the monitoring, evaluation and review of the service delivery plan
- 4.1 Determine all service providers' understanding of the mechanism/s for providing feedback on the effectiveness of the service delivery plan
- 4.2 Seek feedback from all service providers when evaluating effectiveness of the service delivery plan and re-prioritising care needs
- 4.3 Seek feedback from the person and/or their advocate when evaluating effectiveness of the service delivery plan
- 4.4 Seek advice and assistance from relevant health professionals when the person's goals are not being reached
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.
Complex and/or special needs may include an older person with one or more of the following:
Mental health problem
Behavioural problems
Dual diagnosis e.g. intellectual disability/autism
Chronic pain
Medical issues associated with the disability
Developmental or acquired disability
Dysphagia
Acquired brain injury
Alcohol and other drug misuse/abuse problem
Chronic health problem
Data collection methods may include:
Use of industry specific assessment tools
Use of best practice focus assessment tools
Interviews
Observation
Review of previous health records
Consultation with the older person, their advocate/s, informal carer/s and/or significant other/s
Health records may include:
Assessments
Plans of care
Case histories
Progress notes
Test results
Referral records
Observation charts
Medication charts
Resources may include:
Financial
Aids and equipment
Qualified health specialists (wound consultants, continence advisors, palliative care consultants)
Reporting may be, and include:
Verbal:
telephone
face-to-face
case conferences
Non-verbal (written):
progress reports
case notes
incident reports
Relevant personnel may include:
Aboriginal and Torres Strait Islander Health Worker
Carer
Dietician
Diversional therapist
Drug and alcohol worker
Neuropsychologist and behaviour consultant for people with an acquired brain injury
Occupational therapist
Pain specialist
Pharmacist
Physiotherapist
Psychiatrist
Psychologist
Respiratory technician
Social worker
Speech Pathologist
Wound consultant
Work collaboratively may include:
Liaison
Asking and clarifying
Seeking feedback
Providing information and reports
Identifying and exploring perceptions and expectations
Negotiation
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.
Complex and/or special needs may include an older person with one or more of the following:
Mental health problem
Behavioural problems
Dual diagnosis e.g. intellectual disability/autism
Chronic pain
Medical issues associated with the disability
Developmental or acquired disability
Dysphagia
Acquired brain injury
Alcohol and other drug misuse/abuse problem
Chronic health problem
Data collection methods may include:
Use of industry specific assessment tools
Use of best practice focus assessment tools
Interviews
Observation
Review of previous health records
Consultation with the older person, their advocate/s, informal carer/s and/or significant other/s
Health records may include:
Assessments
Plans of care
Case histories
Progress notes
Test results
Referral records
Observation charts
Medication charts
Resources may include:
Financial
Aids and equipment
Qualified health specialists (wound consultants, continence advisors, palliative care consultants)
Reporting may be, and include:
Verbal:
telephone
face-to-face
case conferences
Non-verbal (written):
progress reports
case notes
incident reports
Relevant personnel may include:
Aboriginal and Torres Strait Islander Health Worker
Carer
Dietician
Diversional therapist
Drug and alcohol worker
Neuropsychologist and behaviour consultant for people with an acquired brain injury
Occupational therapist
Pain specialist
Pharmacist
Physiotherapist
Psychiatrist
Psychologist
Respiratory technician
Social worker
Speech Pathologist
Wound consultant
Work collaboratively may include:
Liaison
Asking and clarifying
Seeking feedback
Providing information and reports
Identifying and exploring perceptions and expectations
Negotiation
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 situations and settings
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
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 include access to:
an appropriate workplace where assessment can take place
relevant organisation policy, protocols and procedures
resources normally used in the workplace
Method of assessment may include:
Observation of work activities
Observation of simulation and/or role play
Written tasks
relevant formal and informal education/training courses
Case studies and scenarios
Interviews/Questioning
Role plays
Related units:
This unit of competency should be assessed after or in conjunction with related units:
CHCDIS301A Work effectively with people with disabilities
CHCICS402B Facilitate individualised plans
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 situations and settings
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
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 include access to:
an appropriate workplace where assessment can take place
relevant organisation policy, protocols and procedures
resources normally used in the workplace
Method of assessment may include:
Observation of work activities
Observation of simulation and/or role play
Written tasks
relevant formal and informal education/training courses
Case studies and scenarios
Interviews/Questioning
Role plays
Related units:
This unit of competency should be assessed after or in conjunction with related units:
CHCDIS301A Work effectively with people with disabilities
CHCICS402B Facilitate individualised plans
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2407 | CHCDIS409A | Provide services to people with disabilities with complex needs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC10 | CHCDIS010 | Provide person-centred services to people with disability with complex needs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J582 | HLT40113 | Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care | Qualification |
| J581 | HLT30113 | Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care | Qualification |
| J583 | HLT40213 | Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice | Qualification |
| D278 | CHC40108 | Certificate IV in Aged Care | Qualification |
| D271 | CHC30408 | Certificate III in Disability | Qualification |
| D305 | CHC50108 | Diploma of Disability | Qualification |
| J013 | CHC40312 | Certificate IV in Disability | Qualification |
| J025 | CHC42012 | Certificate IV in Employment Services | Qualification |
| J012 | CHC40212 | Certificate IV in Home and Community Care | Qualification |
| J036 | CHC50512 | Diploma of Leisure and Health | Qualification |