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.


Barriers to participation:
Cultural values
Family structures
Religious beliefs
Impact of any disability on participation
Communication
Level of literacy and numeracy
Transport
Income
Confidence
Support services available
Economic


Communication style:
Should be clear, accurate, contain all relevant information and appropriate to the person's:
age
preferred method of communication
physical or cultural factors
specific needs
May include:
verbal
modelling/demonstration of activities/movements
hand/arm signals
assisted communication devices
braille
audio tape
others as identified


Emotional well being includes:
Feelings
State of mind
Perception of risk
Self-esteem
Self confidence


Feedback may be qualitative and quantitative:
Evaluation forms
Asking people
Numbers
Surveys
Complaints
Reaction
Feedback from staff
Financial information


Impact on participation may be affected by:
Negative personal attitudes and values of staff
Organisation procedures and practices
Client service strategies
Social, cultural and religious factors
Physical and economic factors
Rate of skill development
Taking risks in the context of self determination and dignity of risk
Communication supports required/available
Flexibility about timing and priorities to allow for choice
Socialisation/community involvement


Child/young person with special needs will vary according to:
Type of disability:
physical
sensory
intellectual
psychiatric
Factors such as:
cultural and linguistic diversity
rural/remote environment
income
gender
sexuality
age
family systems
religion


Program refers to:
A sequence of individual sessions running sequentially or simultaneously, for individuals or groups in which the extent of instruction covers that which is required to allow the individual to participate safely and effectively to maintain health and emotional well being
Does not include movements, tasks and activities with the aim of physical skill enhancement in order to perform competitively


Range of activities:
Should include a variety of tasks, games, activities and/or exercises and activities to facilitate the well being of child/young person in the following areas
Stretching and mobility
Strengthening or conditioning
Confidence building and self-esteem
Fine and gross motor skills development
Development of valued relationships
Back care
Balance
Socialisation


Resources may include:
Staff
Equipment
Venues/facilities
Paperwork
Transport and logistical arrangements
Funds
Music


Session refers to:
A selection of tasks, games, activities or exercises in which the extent of instruction is to promote enthusiastic, safe and cooperative participation
May be a component of a sequenced program of individual activities
Does not include movements, tasks and activities with the aim of skill development or enhancement in order to perform competitively
Of up to a day's duration, i.e. no overnight component


Status of child/young person may vary according to:
Impact of medication/pharmaceuticals
Chronological age
Physiological age
Disability
Other specific needs and considerations such as:
communication
socialisation
Physical/health issues:
orthopaedic
continence issues
cardio-respiratory
medications
neurological conditions
musculoskeletal conditions
Psycho social issues


Work environment varies with respect to:
Size of the organisation
Location
Organisation structure
Nature of the programs provided
Availability of resources and technology

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
Competency must be demonstrated in a real work environment
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace


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 of this competency requires:
access to child/young person i.e. not the peers of the learner
human resources consistent with those outlined in the assessment guidelines


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 unit:
CHCDIS301A Work effectively with people with a disability