• CHCDIS301B - Work effectively with people with a disability

Assessor Resource

Work effectively with people with a disability

Assessment tool

Version 1.0
Issue Date: August 2019

This unit may apply to work with people with a disability in a range of community service contexts

This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Not Applicable

Employability Skills

This unit contains Employability Skills

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 is best assessed in the workplace or in a simulated workplace under the normal range of conditions

Consistency in performance should consider the particular workplace context

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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Awareness and understanding of consent and strategies utilised to determine ability to consent

Awareness of discriminatory actions

A range of developmental and acquired disabilities, 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

Common risks to safety

Communication needs, strategies and resources in relation to people with disabilities

Consumer needs and rights including duty of care

Different types of requirements likely to be associated with different disabilities

Fundamental knowledge of stages of biological and psychological development of the human being throughout the lifespan

Indicators of abuse and/or neglect in relation to people with disabilities

Networks in the disability sector

Principles and practices of:

access and equity


empowerment/disempowerment in relation to people with disabilities

Relevant legislation, regulations and policies, including legalities associated with using restrictive and prohibitive practices

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Role of guardianship board, public trustee and independent advocate

Varying emotional, relationship building and dependence and independence issues and responses associated with differing life stages

continued ...

Essential knowledge (contd):

Underpinning philosophies and values, including:

commitment to empowering clients

commitment to meeting the needs and upholding the rights of clients

community education and capacity building

competency and image enhancement as a means of addressing devaluation

delivery of person-centred services

holistic and client-centred approach

practices which focus on the individual person

rightful place in community

self determination

strengths-based support

the impact of social devaluation on an individual's quality of life

the social model of disability

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding of:

the rights and responsibilities of people with disabilities

stereotypes that may exist about people with disabilities

the impact of own attitudes on working with people with disabilities

Make informed observations and report appropriately

Respond to situations of risk or potential risk

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:

Apply skills in interpersonal communication with clients and other stakeholders

Communicate effectively with people with a range of different disabilities

Recognise and act upon opportunities to enhance sustainability in the workplace

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:

Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients

Economic context e.g. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs

Facts/myths about disability

Historical context of work e.g. changing attitudes, changing approaches to working with clients

Political context e.g. government policies and initiatives

The relevant statutory framework

Stages of human development may relate to:

Stages of cognitive development

Stages of physical development

Stages of psychosocial development

Issues may include:

Access to services for people with disabilities and their carers

Family and carer issues

Grief and loss

Support in meeting individual needs and personal goals of people with disabilities

Different models for working in the sector may include:


Behaviour management

Business services support

Case management

Community access

Community development and education

Employment support

Health promotion

Home based support

Lifestyle support

Peer support/self help

Residential services

Respite care

Working with families

The underpinning values and philosophies of the sector may include:

A holistic and person-centred approach

Commitment to empowering clients

Commitment to meeting the needs and upholding the rights of clients

Community education

Delivery of appropriate services

Different client requirements may depend upon:

Type of disability, including:






Support availability including:

education and training




physical, emotional and behavioural

Presence of a chronic illness/condition

Policy and legislative requirements include:

Disability Discrimination Act and associated standards

Disability Service Standards

Disability Services Acts (Commonwealth and State)

Equal employment opportunity principles

Guardianship Board

Medical legislation

Medication regulations

Nurses Act

Office of the Public Advocate

Privacy Act

Restrictive practices legislation

Commitment to access and equity principles includes:

A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers

Client oriented culture

Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual

Implementation of person-centred practices

Rights include principles expressed in:

Charters of human rights

Disability standards

Freedom from discrimination

Freedom of information

Rights include:

Access to complaint mechanisms

Choice to participate

Common law


Freedom of association



To be treated in a dignified, safe and comfortable manner

To express own feelings

Interests include:





Appropriate people include:




Disability services

Emergency services

Health care services

Health workers

Home and community care services



Respond to situations of risk in the context of the work role may include:

Identifying risks

Providing information on risks or potential risks

Risk minimisation

Strategies for preventing abuse of people with disabilities

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Demonstrate understanding of key issues facing people with disabilities and their carers 
Work with understanding of the context of policy, regulatory, legislative and legal requirements as they apply to the area of disability work 
Demonstrate commitment to access and equity principles 
Take into account personal values and attitudes regarding disability when planning and undertaking work with people with disabilities 
Demonstrate understanding of different impacts on clients of specific disabilities, including acquired and developmental disabilities 
Identify specific communication needs of people with a disability including, where appropriate: 
Identify areas of mistrust or conflict that may require conflict resolution 
Identify need to include additional people including trusted friends, case workers, family members or adults 
Select from a range of appropriate communication strategies and employ to: 
Apply effective communication where appropriate to provide a brief intervention 
Give feedback and advice in a way which reflects current identified good practice 
Show due regard to individual differences, needs and rights in communicating with clients and colleagues 
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 
Demonstrate understanding of strategies that assist people with disabilities to exercise their rights and independence 
Acknowledge different client requirements and adapt approach to address specific requirements of each person, using positive practices in all interactions with people with disabilities 
Comply with legal responsibilities and duty of care 
Report situations that may pose health or safety issues according to organisation procedures 
Apply different models for working in the sector as required to meet client needs 
Apply fundamental knowledge of physical and psychological stages of human development 
Apply fundamental knowledge of factors that may enhance or inhibit human development 
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 
Demonstrate understanding and application of support practices for a range of types of disability 
Identify and respond to situations of risk and report to appropriate people 
Report uncharacteristic or inappropriate behaviour 
Report situations of risk which may adversely effect the health of people with disabilities 
Identify indications of possible abuse and/or neglect and report according to organisation policy and protocol 


Assessment Cover Sheet

CHCDIS301B - Work effectively with people with a disability
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student









Assessor name:



Assessment Record Sheet

CHCDIS301B - Work effectively with people with a disability

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:









Overall assessment result: Competent Not yet competent

Assessor name:



Student signature: