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. | Source and manage a range of information to inform consideration of access solutions. | 1.1. | Sources of information on the effects of disabilities and the interaction of people with disabilities and the built environment are researched and evaluated. |
| 1.2. | Sources of information on compliance requirements for access to and use of the built environment are researched and evaluated. |
| 1.3. | Forums for discussion and debate regarding solutions for providing access to and use of the built environment are researched and evaluated. |
| 1.4. | Processes are put in place to ensure access to and currency of information regarding legislative changes and best practice solutions. |
| 1.5. | Information management system is developed and maintained to ensure currency. |
| 1.6. | Information is shared and discussed with internal or external personnel as required. |
2. | Analyse information to deliver access solutions in the built environment. | 2.1. | Best practice international and national solutions that provide access to and use of the built environment are researched. |
| 2.2. | Solutions are assessed for their capacity to address the requirements of people with differing abilities and disabilities. |
| 2.3. | Potentially suitable solutions are assessed in relation to their cost-effectiveness and compliance with Australian legislation,standards and codes. |
| 2.4. | New and emerging developments in design, construction and fit-out solutions are researched and monitored and relevant information is applied to analysis of requirements for access to and use of the built environment. |
3. | Analyse information regarding compliance requirements for access to and use of the built environment. | 3.1. | Content and application of applicable legislation, codes and standards are analysed in relation to access and use requirements of people with disabilities. |
| 3.2. | Content and application of government policies and urban planning regulations are analysed in relation to ergonomic principles and access and use requirements of people with disabilities. |
| 3.3. | Conflicting compliance provisions and access issues that are not the subject of legislation are identified, and access solutions are analysed and critiqued. |
4. | Critique information and assess its role in the provision of advice. | 4.1. | Professional judgement is used to evaluate the efficacy and efficiency of potential access solutions. |
| 4.2. | Professional colleagues and networks are consulted to share information and critique the efficacy and efficiency of potential access solutions. |
| 4.3. | Research findings on best practice access and use solutions are documented and shared with colleagues and other professionals. |
| 4.4. | Mechanisms are put in place to review and contribute to the updating of professional literature regarding access to the built environment. |
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:
source information from authoritative, current and relevant information sources on each of the following:
effects of disabilities on access
legislative requirements for the provision of access and use
best practice solutions for the provision of access and use
develop and maintain mechanisms and processes for capturing, storing and updating above information
conduct above research and synthesise and evaluate information to inform the provision of advice regarding the development of solutions for access and use
research and critique solutions to two different conflicting compliance provisions and access issues that are not the subject of legislation
document findings of above research and analysis.
A person demonstrating competency in this unit must demonstrate knowledge of:
access and use compliance requirements, including:
codes
guidelines
legislation
local authority policies
protocols
regulations
standards
accessibility requirements relating to equipment used by people with disabilities, such as:
assistance animals
audio frequency induction loops
braille and tactile signage
long white canes
TTY telephones
walking frames
wheelchairs
best practices in access and use, including measures that exceed compliance requirements in relation to:
communication devices
fittings and fixtures
interior design solutions
premises’ design to facilitate access
technological solutions
telecommunications solutions
urban design solutions
gaps and trends in, interrelation of, and conflict between compliance requirements
policy development, legislative and regulatory frameworks relating to access to and use of the built environment
principles of access to and use of the built environment, including:
adaptable design
best practice solutions to access and use requirements
principles of ergonomics and human geometry
range of information, policy and support sources to inform professional work
scope of functions of the human body, including:
auditory and visual processing
cognitive functions
mobility
psychiatric conditions
social construction of disability, including:
effects of restriction of autonomy
institutional models
medical models
social, civic and economic inclusion
types of disabilities and combinations of disabilities and related range of functional limitations, including:
auditory
cognitive
mobility
muscle wasting and weakness
psychiatric
vision.
The following must be present and available to learners during assessment activities:
equipment:
computer and software to undertake research and support an information management system
specifications:
legislation, standards, codes, and guidelines relating to access
national and international literature regarding legislation, the effects of disabilities on access and use, and best practice design solutions
relationships with colleagues:
networking at professional forums.
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.