Assessor Resource

CPPACC4001A
Apply disability awareness to assessing access situations

Assessment tool

Version 1.0
Issue Date: April 2024


This unit of competency supports the full range of access consulting services. The application of disability awareness is fundamental to working as an access consultant. This unit of competency will support all aspects of the work of access consultants.

This unit specifies the competency required to apply the knowledge of disability to the implementation of the Disability Discrimination Act (DDA) Premises Standard and relevant state and territory anti-discrimination legislation. Access consultants must understand the impact of environment on disability and the impact of disability on the environment. Access consultants must implement these skills and knowledge in all aspects of their work.

The unit requires the ability to work sensitively in relation to disability issues and to display appropriate attitudes when planning and implementing work that impacts on 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.

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.

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 section describes the essential skills and knowledge and their level, required for this unit.

Required knowledge and understanding include:

all disabilities

commonwealth, state and territory anti-discrimination legislation and regulations

industry codes of practice and ethics

limitations of work role, responsibility and professional abilities

organisational and professional procedures and business standards

privacy legislation and confidentiality requirements

processes for recording data and administering records

relevant commonwealth, state and territory building legislation and Australian standards

research methods.

Required skills and attributes include:

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.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. 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.

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.

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
Current definitions of disability as defined in legislation are understood and applied. 
Contemporary definitions of disability discrimination as defined in legislation are understood and applied. 
The impact of the disabilities is addressed when dealing with clients. 
Disability awareness is applied when assessing environmental and service issues. 
Barriers to full participation in the community by people with disabilities are identified. 
The effect of the disabilities on the need for environmental modification is identified and applied. 
The relationship between the modification to the environment and the benefit to people with disabilities is understood and applied when determining appropriate actions. 
Appropriate environmental modifications are designed based on the needs of people with disabilities. 

Forms

Assessment Cover Sheet

CPPACC4001A - Apply disability awareness to assessing access situations
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

CPPACC4001A - Apply disability awareness to assessing access situations

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: