Unit of competency

Modification History

Application

This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.

This unit applies to workers in varied disability contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment requirements

Modification History

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

• facilitated access to a wide variety of choices that will assist 2 people with disability to reach their personal goals, using:

• oral communication skills to maintain positive and respectful relationships with the person with disability
• appropriate non-verbal communication strategies

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

• history and recent developments in disability

• social versus medical model of service
• institutionalised versus person-centred, self-directed model of support

• social constructs of disability and the impact of own attitudes on working with people with disabilities
• how and when to seek support from more experienced and qualified staff
• types of disability, including:

• acquired brain injury
• autism spectrum disorder
• cognitive disability
• developmental delay
• intellectual disability
• neurological impairment
• physical disability
• sensory disability, including hearing, vision impairment
• speech/language disability

• support practices for people, including but not limited to, the following conditions:

• genetic factors
• physical trauma
• psychological trauma
• chronic lifestyle conditions
• acquired brain injury

• legal and ethical considerations for working with people with disability:

• codes of conduct
• discrimination
• dignity of risk
• duty of care
• human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)
• informed consent
• mandatory reporting
• privacy, confidentiality and disclosure
• work role boundaries – responsibilities and limitations
• work health and safety

• principles of:

• empowerment
• rights-based approaches
• person-centred practices
• self-advocacy
• active support
• active listening
• social justice, and the importance of knowing and respecting each person as an individual
• strengths-based approaches

• strategies that assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (e.g. laptops or tablets) to facilitate choice
• how to access and use advocacy services and complaint mechanisms
• indicators of abuse and/or neglect in relation to people with disabilities

Assessment Conditions

Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability.

The following conditions must be met for this unit:

• access to individualised plans and any equipment outlined in the plan

Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53