Modification History
CHC08 Version 3 |
CHC08 Version 4 |
Description |
CHCDIS301B Work effectively with people with a disability |
CHCDIS301C Work effectively with people with a disability |
Unit updated in V4. ISC upgrade changes to remove references to old OHS legislation and replace with references to new WHS legislation. Changes to terminology ‘challenging/difficult behaviour’ to ‘behaviours of concern’. No change to competency outcome. |
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability |
Application of the Unit
Application |
This unit may apply to work with people with a disability in a range of community service contexts |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
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:
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:
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 behaviours and behaviours of concern 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 |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of:
|
Essential skills: It is critical that the candidate demonstrate the ability to:
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to:
|
Evidence Guide
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: |
|
Access and equity considerations: |
|
Context of and specific resources for assessment: |
|
Method of assessment: |
|
Range Statement
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: |
|
Stages of human development may relate to: |
|
Issues may include: |
|
Different models for working in the sector may include: |
|
The underpinning values and philosophies of the sector may include: |
|
Different client requirements may depend upon: |
|
Policy and legislative requirements include: |
|
Commitment to access and equity principles includes: |
|
Rights include principles expressed in: |
|
Rights include: |
|
Interests include: |
|
Appropriate people include: |
|
Behaviours of concern may include but are not limited to: |
|
Respond to situations of risk in the context of the work role may include: |
|
Unit Sector(s)
Not Applicable