• CHCDIS511A - Coordinate services for people with disabilities

Assessor Resource

CHCDIS511A
Coordinate services for people with disabilities

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 develop and monitor supports and programs according to the needs of people with disabilities and within a legislative and ethical framework to ensure the provision of high quality service delivery which supports the rights and interests of people with disabilities

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 relate to requirements of the particular workplace

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

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:

Relevant legislation relating to disability issues

Relevant specific culture and language used by people with disabilities

Working with families and family systems

Understanding different client requirements according to different disabilities

Networks in the disability sector

Consumer needs and rights including duty of care

Principles of empowerment/disempowerment in relation to people with disabilities

Principles of access and equity

Current issues facing clients and existing services for addressing needs and rights

Principles and practices of confidentiality

Working with people from culturally and linguistically diverse backgrounds

Working with people at risk of self-harm

Organisation policies, practices and programs relating to the work role

Organisation occupational health and safety policies and procedures

Organisation philosophy and guidelines

Rights and responsibilities of people with disabilities

Understanding of stereotypes of people with disabilities

Available client services

Awareness of own attitudes to people with disabilities

Awareness of discriminatory actions

Common risks to safety

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:

Coordinate service or a range of services in the disability sector

Develop or influence policy relating to quality service delivery

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:

Demonstrate application of skills in:

interpersonal communication with clients and other stakeholders

program development, review and revision

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.

Protocols include:

Communication with clients

Assessment of client needs

Collection, recording and reporting of information

Processes for decision-making for consideration of client needs

Context includes:

Statutory framework within which work takes place

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

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

Political context e.g. government policies and initiatives

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

Issues include:

Access to services for people with disabilities and their carers

Meeting individual needs and personal goals of people with disabilities

Family and support structures

Income and employment service

Training for people with disabilities

Participation and integration in the community

Grieving and loss

Different models of work in the sector may include:

Community development and education

Health promotion

Case management

Working with families

Peer support/self help

Residential services

Community access respite care

Home based support

Behaviour management

Advocacy

Employment support

Lifestyle support

Business services support

Education and training

The underpinning values and philosophies of the sector may include:

A holistic and consumer-centred approach

Community education

Targeting of appropriate services

Commitment to meeting the needs and upholding the rights of clients

Commitment to empowering clients

Different client requirements may depend upon:

Type of disability e.g.

physical

sensory

intellectual

psychiatric

cognitive

Support availability including:

family

carer

financial

physical and emotional

behaviour management

employment

education and training

Policy and legislative requirements include:

Disability Discrimination Act

Disability Service Standards

Disability Services Act

Equal Employment Opportunity principles

Guardianship Board

Individual rights

Medical Act

Medication regulations

Nurses Act

Privacy Act

Restrictive practices legislation

A commitment to access and equity principles includes:

Creation of a client oriented culture

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

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

Rights include principles expressed in:

Charters of rights

Outcomes standards documents

General human rights

Freedom from discrimination

Freedom of information

Rights may be detailed in:

Legislation

Resident handbooks

Mission statements

Industry and organisation service standards

Rights include:

Privacy

Confidentiality

Common law

To be treated in a dignified, safe and comfortable manner

To express own feelings

Freedom of association

Choice to participate

Access to complaint mechanisms

Interests include:

Financial

Accommodation

Services

Recreation

Needs may include:

Personal

Security

Safety

Strategies include those to address:

Service access

Individual needs

Decision-making and choice

Privacy, dignity and confidentiality

Participation and integration

Valued status

Complaints and disputes

Service management

Abuse prevention

Barriers may include:

Negative personal attitudes and values of staff

Organisation procedures and practices

Client service strategies

Social, cultural and religious

Physical and economic

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 consideration and understanding of the context, models of service delivery, underpinning values and philosophies of the sector, in all work undertaken 
Ensure all work undertaken is consistent with current relevant policies and legislative requirements for models of best practice service delivery for people with disabilities 
In all work, demonstrate understanding of issues facing people with disabilities and their carers 
Demonstrate commitment to access and equity principles through all work in the sector 
Undertake appropriate planning to ensure client needs are met 
Put in place mechanisms to ensure client service information is recorded, maintained and applied to future client dealings so service developments are well informed and appropriate 
Develop required programs 
Review client services in consultation with clients and other relevant people 
Ensure client service delivery upholds the organisation's reputation, addresses individual client differences and meets duty of care responsibility 
Identify and address problems in addressing client needs in accordance with organisation procedures 
Maintain all relevant documentation relating to clients and the service delivery and communicate in accordance with organisation procedures 
Maintain high standards of client service delivery in line with procedural and legislative requirements 
Seek provision of services from other workers or agencies as required 
Facilitate strategies and opportunities to meet the needs of people with disability and develop according to organisation policies and procedures 
Facilitate individual differences, rights, needs and preferences within programs 
Incorporate special needs in the development of programs and services 
Communicate the needs of clients to carers and other workers as appropriate 
Make available appropriate program resources 
Ensure changes to client service are within policy and budgetary frameworks 
Undertake training as required for implementation to meet changing client needs and community expectations 
Modify specified aspects of the service or service delivery as needed to meet changing client and service requirements 
Ensure changes to client service are within procedural and legislative requirements and maintain high standards of delivery 
Undertake appropriate planning to ensure client needs are met 
Develop required programs 
Make referrals to external services as appropriate 
Support and encourage people with disabilities to exercise their rights and independence where appropriate 
Recognise different client requirements in service delivery 
Comply with legal and ethical responsibilities and duty of care 
Devise strategies to ensure the delivery of high quality services continue to reflect best practice 
Establish and implement protocols and procedures for managing service delivery to reflect best practice in the disability sector 
Identify and address barriers in the organisation that may impact on delivery of high quality service 
Regularly update procedures for managing service delivery to reflect current best practice, relevant legislative changes, and changing client needs 

Forms

Assessment Cover Sheet

CHCDIS511A - Coordinate services for people with disabilities
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

CHCDIS511A - Coordinate services for people with disabilities

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: