Unit of competency details

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1 Apply disability awareness when dealing with clients .

1.1 Current definitions of disability as defined in legislation  are understood and applied.

1.2 Contemporary definitions of disability discrimination  as defined in legislation are understood and applied.

1.3 The impact of the disabilities  is addressed when dealing with clients .

2 Apply disability awareness when assessing environmental and service issues .

2.1 Disability awareness is applied when assessing environmental and service issues.

2.2 Barriers to full participation in the community by people with disabilities are identified.

3 Apply disability awareness when determining appropriate actions .

3.1 The effect of the disabilities on the need for environmental modification is identified and applied.

3.2 The relationship between the modification to the environment and the benefit  to people with disabilities is understood and applied when determining appropriate actions.

3.3 Appropriate environmental modifications are designed based on the needs of people with disabilities.

• analytical skills to:

• interpret and apply legislative requirements pertaining to disability access
• interpret the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
• interpret how the full range of environmental barriers impacts on people with disabilities (who may have any of many impairments)

• application skills to:

• apply relevant codes of practice and other legislative requirements to work processes
• maintain knowledge of current codes, standards, regulations, practices and industry updates
• use workplace equipment and communication methods

• communication skills to:

• explain clearly information on disabilities and disability issues
• consult effectively with clients
• impart knowledge and ideas through oral, written and visual means
• negotiate appropriate access solutions with clients to meet the needs of people with disabilities

• interpersonal skills to:

• relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities
• consult and provide advice in a sensitive and appropriate manner
• facilitate change for greater awareness of disability access
• analyse own work practices and process outcomes critically
• adapt to new workplace situations

• literacy skills to:

• assess and use workplace information
• read and interpret legislation regarding disability and disability discrimination
• read and understand information on the nature of disabilities
• read and record data

• organisational skills to:

• prepare and administer documentation
• implement organisational policies and procedures

• problem-solving skills to:

• assess environmental barriers and develop appropriate access solutions.

Overview of assessment 

• This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

• A person who demonstrates competency in this unit must be able to provide evidence of:

• recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
• interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
• interpreting accurately how the full range of environmental barriers impacts on any of the impairments that people with disabilities might have
• developing practical and effective access solutions to the full range of environmental barriers to permit people with disabilities to live independent and productive lives in the community
• complying with occupational health and safety regulations applicable to workplace operations
• applying organisational management policies and procedures, including quality assurance requirements.

Context of and specific resources for assessment 

• Resource implications for assessment include:

• a registered provider of assessment services
• competency standards
• assessment materials and tools
• suitable assessment venue/equipment
• workplace documentation
• candidate special requirements
• cost and time considerations.

• Validity and sufficiency of evidence requires that:

• competency will need to be demonstrated over a period of time reflecting the scope of the role
• where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence
• all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
• where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
• assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.

Legislation  may include:

• Australian standards
• Building Code of Australia
• DDA
• DDA Education Standard
• DDA Premises Standard
• DDA Transport Standard
• state and territory anti-discrimination and building legislation.

Definitions of disability discrimination  are:

• included in the commonwealth, state and territory anti-discrimination legislation and regulations.

Disabilities  may include:

• physical

• ambulant
• non-ambulant

• sensory

• vision
• hearing

• neurological

• intellectual

• learning
• psychiatric
• physical disfigurement

the presence in the body of disease-causing organisms.

Clients  may include:

• building owners and managers
• building designers
• builders
• building certifiers and surveyors
• educational authorities
• educational service providers
• community service providers
• health service providers

• other providers of services to the public e.g. shops
• professionals
• transport providers
• transport operators

public utilities.

Benefit  may include:

• overcoming the barriers to accessing the community and can be conceptualised in a framework such as the Enabler Model
• people with disabilities benefit from the removal of access barriers through the ability to access the community and all it provides
• the community benefits from the financial and social contribution of people with disabilities.