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 may be assessed either on the job or off the job through an appropriate workplace simulation

Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time

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

Assessment requires access to

a workplace environment or

one that closely resembles normal work practice and replicates the range of conditions likely to be encountered in an educational context in which students with physical disability are enrolled

appropriate documentation, resources and technologies normally used in such an educational environment

principles of practice used within the education organisation

scenarios that replicate difficulties experienced by students with physical disabilities and that provide opportunities for participants to problem solve support

Key aspects of the assessment context for closely replicating a workplace include:

various environments in which the 'student' will need access and require personal support

learning situations in which the participant is to provide appropriate support to meet the needs of the 'student with a physical disability'

Method of assessment:

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of two or more of:

case studies

demonstration

observation

questioning - oral and written

scenarios, simulation or role plays

workplace projects

authenticated evidence from the workplace and/or training courses

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

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 demonstrated knowledge and understanding of:

The effects of physical disabilities on students' learning

Strategies that can be used to support students with physical disabilities in learning

Principles of inclusive education

Assembly and use of adaptive equipment used by a student

Occupational health and safety guidelines for manual handling and hygiene

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate and apply understanding of the causes and effects of physical disabilities

Provide support for a student with physical disability

Cooperate with teachers to develop and implement strategies and adjustments to support learning for a student with physical disability

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:

Communicate effectively, using speaking and listening skills to consult with teachers and other professionals, to interact with students and parents

Work with people from diverse backgrounds and abilities

Apply technology to manage adaptive and mobility equipment

Undertake effective problem solving

Use safe and effective manual handling techniques where required

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.

Commonly used terms in the context of physical disability may include:

Ability:

degree of actual power to perform a particular physical or mental task present in an individual

Adaptive skills/behaviours:

everyday coping skills that students need to take care of themselves and to relate to others in daily living

Attention span:

period of attention or concentration given by an individual to particular task or situation

Augmentative and alternative communication (AAC):

modes of communication, apart from speech, which are used to supplement a person's speech (augmentative communication), or to replace a person's speech (alternative communication)

Classroom environment:

conditions within the classroom, or affecting the classroom, which influence the learning situation, including social, physical, physical and psychological aspects

Disability:

any lack or restriction of the ability to perform an activity in the manner or within the normal range

Generalisation of learning:

this occurs when a skill is learned in one situation and applied in another and allows the student to operate effectively across a variety of environments without having to re-learn behaviours each time there is a change

Handicap:

a disadvantage for an individual resulting from impairment or a disability that limits or prevents the fulfilment of a role that is normal for that individual (dependent on age, sex, social and cultural factors)

Impairment:

any loss or abnormality of parts or functioning of the brain or body

continued ...

Commonly used terms in the context of physical disability (contd):

Memory:

the mental process of retaining and recalling a past act, experience, or impression

Perception:

thinking involved in becoming aware of objects, items, qualities or relations through receiving, processing and interpreting impressions received via the senses

to register information through one or more of the sensory modes and to make meaning of it

Thought processing:

allows students to organise incoming information, to make connections between pieces of information and to interpret symbolic and abstract concepts

it also allows information to be organised for decision-making, communication and action

Physical disability refers to:

Physical impairment or disability which affects a person's ability to move or to coordinate and control movement

It may also involve loss of feeling and/or inability to use certain parts of the body

Different body systems may be involved:

musculoskeletal - involving joints, limbs and associated muscles

neurological - involving central nervous system (brain, spinal cord or nerves that run from the spinal cord)

Causes of physical disability may include:

Cerebral palsy

Spina bifida

Muscular dystrophy

Arthritis

Osteogenesis (brittle bones)

Congenital malformation of the limbs

Some acquired brain injury

Some orthopaedic conditions

Syndromes

Accidents which result in brain injury, spinal injury, loss of limbs or severe burns.

Chronic health problems such as cancer may also affect a student's physical development, resulting in disability

A physical disability may be:

Present from birth (congenital) or acquired later
(e.g. through an accident or illness)

Progressive or non-progressive (this refers to whether or not the condition increases in extent or severity)

Physical disability can affect student development in ways that depend on the specific condition and may include difficulties with:

The ability to move, initiate movement, control movement and/or coordinate movement

Gross motor skills - large groups of muscles in the legs, trunk, neck and arms are involved
The ability to control these muscles affects the student's capacity to sit, stand, roll, reach, walk

Fine motor skills - small muscles in the arms and hand used to perform fine motor skills such as touching grasping and manipulating

Communication - some students with physical disabilities have difficulties with voice production and may need to use augmentative and alternate methods of communication

Emotional well being - the impact of a physical disability on the emotional well being of students will be different for each student and will vary according to life stages and their experiences

Factors which influence a student's self-esteem and emotional status include:

personality of the individual

severity of the impairment

age

degenerative conditions

acquired conditions

family attitude

attitude of the school community

expectations

Social skills - social skills are developed gradually as children play, share activities, share interests and share responsibilities
A physical disability may or may not interrupt this development at any or all stages

Personal care - students with physical disability may need assistance with eating, toileting and other personal needs

Physical disability can affect student learning in ways that depend on the specific condition and may include:

Irregular school attendance:

students with physical disability may be absent from school for significant periods of time

implications for students can be wide ranging:

they miss out on opportunities to learn

friendships between peers develop in their absence

on return they have to readjust to the school routine

they may not be able to keep up with their peers

Difficulties with access to and from the learning environment

these issues may be physical and/or attitudinal and can relate to all aspects of school life:

access to classes, eating areas and school grounds

classroom set-up

portability of learning materials, books and equipment

access to library, laboratories, resource centres, computers

sporting facilities

toilets and change rooms

water fountains

school tuckshop

transport and excursions

camps

work experience placements

school play/concert/other productions

social functions

emergency evacuations

Communication difficulties:

for the student who has difficulty speaking or is unable to speak:

adaptive equipment may be needed

student must learn to use the equipment

additional time required for oral interactions

frustration may develop

behaviour may be affected

concentration may not be sustainable for long periods of time

continued ...

Effects of physical disability on student learning (contd):

Communication difficulties:

For the student who is unable to write:

adaptive equipment may be needed

computer programs may be utilised e.g. a variety of software options including voice recognition typing programs

student may need a note taker and/or scribe.

student may require additional printed resources

Implications of physical disability for effective teaching and learning may include:

Adjustments to the learning environment in order to facilitate access and to accommodate mobility equipment required by students with physical disabilities

Use of inclusive practices and an environment that promotes equity and equality

Personal support requirements, with management of additional adults in the learning environment

Planning needs to incorporate alternate delivery methods and adaptations to ensure students with physical disability have equitable access to learning

Education adjustment programs and education adjustment program profiles (or equivalents) may be required for students with physical disabilities

Provision and use of adaptive technologies and equipment

Specific supportive behaviour strategies may be required to assist students with physical disabilities to cope with additional frustrations and fatigue

Timing of activities may need to be flexible

Raised awareness of health and safety issues in the learning environment

Contingency planning in place in case of emergency

The need to take an unbiased, flexible attitude to solving difficulties

Strategies to support student learning may include:

Larger work sheets

Fewer distracting details on work sheets/posters/wall displays

Working with a buddy

Adapted items to handle to assist with grasp (play, number activities, art project)

Adjustments to games to allow participation

Technology (modified keyboards, special programs)

Hand outs or material available in a digital form to alleviate extensive note taking

Strategies that apply to assessment include:

Adjustments to work sheets

More time to complete an assignment or exam

A scribe to write during an exam

Three years to cover the two year program of years 11 and 12

Different methods of assessment

Education team may include:

Class teacher/s

Principal

Head of department

Head of special education services

Advisory visiting teachers

Education support workers

Nurses

Parents/carers

Occupational therapist

Physiotherapist

Speech-language pathologist

Personal support may include:

Emotional support

Communication

Promoting social interactions

Facilitating the student with physical activities to increase their confidence and independence

Physical support for the student, including:

positioning

transfers

moving from class to class

moving from activity to activity within the class

eating/drinking

personal hygiene

dressing

Health care - both routine and emergency

Preparation for some curriculum activities
e.g. swimming, music, physical education

Assisting the student to manage transport, and/or escorting the student to and from:

school

excursions

camps

sporting events

work experience

Care of equipment

Setting up specific pieces of technology used by the student

Mobility needs and manual handling to lift and/or move some students

Working with a range of manual handling equipment including hoists

Placing splints onto a specified limb

When assisting the student to access the learning environment the underlying principles are:

Maintaining the dignity of the student

Ensuring the safety and comfort of the student

Considering the preferences of the student

Promoting the independence of the student

Planning ahead

Strategies to support student learning may include:

Implementing specific learning/teaching program in cooperation with the teacher/s

Knowing what motivates the student

Having expectations of the student

Incorporating student preferences

Adapting to the preferred learning style of the student

Ensuring, through consultation with the teacher, understanding of:

the purpose of the activity

what strategies are to be used

how the strategies are to be implemented

what level of help is to be given

how help/assistance is to be given

what information is to be recorded and in what format

Communication:

learning how to use a specific communication system

creating opportunities for communication

responding to all communicative attempts

Responsible behaviour

modelling expected behaviours

clearly establishing expectations

offering choices

following through on consequences