Elements and Performance Criteria

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.


Hearing disability can affect student development and learningof:
Communication skills
Language
Listening skills
Speech
Learning skills
Social interaction skills


Effective teaching practices may include:
Design the learning environment to minimise noise
Positioning of students with a hearing disability to:
maximise use of residual hearing
enable use of other senses (e.g. sight)
Assessment and delivery adjustments
Use additional resources (visual or human)
Use strategies to enable language acquisition


Teachers and professionals involved may include:
Class teachers
Teachers of students with a hearing disability
Speech-language pathologists
School counsellor/guidance officer
Support teachers
Audiologists


Considerations to support students with a hearing disability may include:
Repeating and rephrasing verbal information
Checking for understanding of information
Clarify and explain misunderstandings
Model correct language use
Encourage a range of communication skills (non-verbal)
Stand in front of the student
Use strategies suited to the students preferred learning style
Allow extra time for tasks
Model appropriate social behaviour
Avoid generalisations regarding students with a hearing disability


Manage listening devices may include:
Understanding how to turn devices on and off
Recognise technical problems
Change batteries
Preventative measures (e.g. take device off when student is swimming)
Refit a device
Advise parents of difficulties


Analysis of information may include:
Understanding the student's needs
Providing accurate and informative notes


Notes are structuredmay include:
Paragraphs
Dot points
Diagrams
Headings and sub headings
Columns and tables
Abbreviations agreed with the student


Strategies to alert students with a hearing disability to emergency situations may include:
Flashing lights
Ensure all students can make and understand emergency signals
Provide all students with signals to assist students with a hearing disability respond to directions, environmental changes, traffic etc
Use sirens that emit a warning signal that moves through a range of tones


Evacuation and lockdown procedures includes:
Evacuation:
respond to a siren, alarm, sign, signal
leave building by nearest exit
leave belongings behind
follow displayed routes
walk quickly to assembly area
remain in designated area until accounted for
Lockdown:
respond to a siren, alarm, sign, signal
close/lock doors and windows
block vents
stay calm
wait for all clear

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 can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations


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
Assessment requires access to a range of opportunities defined in the Range Statement, including:
appropriate workplace where assessment can take place
simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
educational materials


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