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.
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. |
1. | Respond to client inquiry regarding educational facility access audit. | 1.1. | Client requesting access audit of facility is identified and their authority to act is established according to organisational requirements. |
| 1.2. | Client requirements are discussed, clarified and confirmed according to organisational requirements. |
| 1.3. | Own competence and organisational capability to respond to client needs are determined and assessed. |
| 1.4. | Client brief for audit and authority to proceed are negotiated with client and documented according to organisational requirements. |
| | 1.5. | Contractual arrangements for audit are negotiated, confirmed, documented and stored according to client, organisational and legislative requirements. |
2. | Prepare for access audit. | 2.1. | Copies of documentation required for audit are obtained. |
| 2.2. | Facility access arrangements are negotiated and contact person is identified according to client and organisational requirements. |
| 2.3. | Access audit checklist suited to scale of task and facility is prepared. |
| 2.4. | Required audit personnel are sourced and briefed. |
| | 2.5. | Required tools and equipment are identified, sourced and checked for serviceability in line with manufacturer specifications. |
3. | Conduct access audit. | 3.1. | Facility is accessed according to agreed access arrangements and following work health and safety (WHS) procedures. |
| 3.2. | Extent to which access to facility from property boundary, car park or passenger set-down area complies with requirements for access for people with disabilities is determined using access audit checklist criteria. |
| 3.3. | Facility amenities that do not meet minimum requirements of audit checklist or comply with access requirements for people with disabilities in target age group are determined and recorded. |
| | 3.4. | Strategies that address areas of access non-compliance are developed, including strategies for alternative means of providing full access for facility users. |
4. | Finalise access audit report. | 4.1. | Draft access audit report for client that satisfies contractual arrangements is prepared according to organisational requirements. |
| 4.2. | Feedback on draft report is sought and incorporated according to organisational requirements, and report is completed. |
| 4.3. | Access audit report and associated documentation are forwarded to client according to organisational requirements and contractual arrangements. |
| | 4.4. | Audit report follow-up with client is provided as required and according to organisational requirements and contractual arrangements. |
| | 4.5. | Copy of access audit report and associated documentation is retained according to organisational and legislative requirements. |
A person demonstrating competency in this unit must satisfy the requirements of the elements, performance criteria, foundation skills and range of conditions of this unit.
The person must also:
conduct an access audit of each of the following different educational facilities:
one primary or secondary school
one higher education institution
develop and apply an access audit checklist for each facility, detailing facility-specific criteria for consideration in audit
provide a report relating to each of the above audits, that:
describes facility accessibility, with clear links to the facility-specific audit checklist criteria
interprets the impact of the full range of disabilities and the limitations that each disability places on the individual’s ability to access the environment
advises on facility compliance with legislative requirements and usability by those with disabilities
fulfils contractual requirements with client
recommends, where required, corrective actions to:
enhance facility accessibility
overcome areas of access non-compliance, including strategies for alternative means of providing full access.
In conducting the above access audits, the person must:
use effective consultation skills with clients and other key stakeholders to confirm and elicit access audit information
read and interpret educational facility plans
interpret and apply legislative requirements relating to disability access, including building legislation and standards for the provision of access, and evaluate the provision of access in relation to those requirements
interpret how the full range of environmental barriers impacts on people with a range of disabilities and impairments
use research skills to source information that assists in developing potential solutions to the provision of adequate access
use measurement tools in line with manufacturer specifications and record collected data accurately
apply and adhere to facility-specific work health and safety (WHS) requirements.
A person demonstrating competency in this unit must demonstrate knowledge of:
key requirements of the following relating to determining accessibility of educational facilities and conducting educational facility access audits:
Australian standards relating to educational facility accessibility, including AS 1428 Design for access and mobility
building legislation, regulations and standards:
Building Code of Australia
DDA
DDA Education Standards
DDA Premises Standards
state or territory capital works regulations
state or territory regulations relating to facility accessibility
fire and WHS legislation relating to safety
disability awareness to inform facility audit, including:
range of disabilities to be considered when conducting facility audit
disability-specific physical barriers to accessing facility and its amenities
disability-specific minimum requirements for enhancing facility accessibility
organisational requirements relating to conducting access audits of educational facilities, including:
client service standards
procedures for developing facility-specific audit checklists
client privacy, confidentiality and security requirements
processes for recording collected audit data and administering records
procedures for writing and storing access audit reports
quality assurance requirements
limitations of own work role, responsibility and professional abilities with regard to above access audits
WHS procedures relating to access audits of educational facilities, including procedures for:
identifying hazards and controlling risks associated with conducting access audits
selecting and using personal protective equipment (PPE) required for above access audits.
The following must be present and available to learners during assessment activities:
equipment:
PPE required for the educational facility access audits specified in the performance evidence
computer and software to access, retrieve, store and distribute audit-specific documentation
specifications:
Australian standards relating to educational facility accessibility, including AS 1428 Design for access and mobility
building legislation, regulations and standards:
Building Code of Australia
DDA
DDA Education Standards
DDA Premises Standards
state or territory capital works regulations
state or territory regulations relating to facility accessibility
fire and WHS legislation relating to safety
manufacturer specifications relating to equipment required to conduct access audit
relationships, including consultation with:
diverse range of clients, including:
educational facility owner or manager
architect, building designer, developer or builder
commonwealth, state or territory department of education representatives
building certifier and surveyor
colleagues.
Timeframe:
in line with timeframe in audit contractual arrangements.
Assessor requirements
As a minimum, assessors must satisfy the assessor requirements in the Standards for Registered Training Organisations (RTOs) current at the time of assessment.