• CHCDIS507C - Design and adapt surroundings to group requirements

Assessor Resource

CHCDIS507C
Design and adapt surroundings to group requirements

Assessment tool

Version 1.0
Issue Date: March 2024


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 by staff to design and implement measures to maximise convenience of use of various physical settings in the community at large for people with disabilities as a group through assessing and adapting locations and designing new locations

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

Prerequisites

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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Consistency in performance should consider the particular requirements of services and workplaces

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

Resources required for assessment of this unit include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

relevant organisation policy, protocols and procedures

equipment and resources normally used in the workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation


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:

Organisation policies and procedures relating to the design and adoption of group surroundings

Impact of disabilities on people with disabilities

Occupational health and safety guidelines

Ergonomics

Range of available aids

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required
See additional information for assessors regarding the following:

alcohol and other drugs (AOD) abuse

cultural and linguistic diversity

risk of self-harm

women

men

community education

Aboriginal and Torres Strait Islander people

mental health

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify specific requirements of people with disabilities

Apply consultation requirements relating to proposed adaptations

Demonstrate application of skills in:

designing

assessment

communication with individuals and groups

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.

Locations may refer to:

Workplaces

Community centres

Residences

Educational and recreational facilities

Various service facilities

Examples of physical exit and entry issues involve:

Curbs

Lifts

Lighting

Signs

Environmental support may involve:

Volunteers

Co-workers

Training officers being trained to support the person with a disability

Examples of assessment processes include:

Job or activity analysis

Task analysis

Expert assistance may come from:

Architects

Builders

Other specialists

Examples of boards of management include:

Appointed management committees

Elected management committees

Chief executive officers

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
Assess group's requirements in the context of the existing location with active participation of people with disabilities and other staff involved 
Assess physical entry and exit and discuss any problems with active participation of people with disabilities involved 
Identify requirements for aids, environmental modification and support and develop strategies to deal with these with active participation of people with disabilities involved 
Recognise and explain individual and cultural differences relating to assessment of locations, and develop strategies to deal with these 
Discuss options for adaptations and design of aids and justify choices 
Design appropriate aids according to group requirements 
Carry out adaptations to location and environment in response to identified group requirements 
Put in place a process for evaluation and review of adaptations, including setting dates and identifying people to contribute 
Actively involve people with disabilities, significant others and other support staff in process of identifying building requirements 
Plan and note physical entry and exit with group's requirements in mind 
Identify and record requirements for aids, environmental design and support, and strategies to deal with these 
Recognise own limitations and seek expert assistance where necessary 
Make reports and recommendations on building requirements to managers or boards of management 
Recognise and describe individual and cultural differences impacting on the design of locations and develop strategies to deal with these 

Forms

Assessment Cover Sheet

CHCDIS507C - Design and adapt surroundings to group requirements
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:

Signature:

Date:


Assessment Record Sheet

CHCDIS507C - Design and adapt surroundings to group requirements

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:

Signature:

Date:

Student signature:

Date: