Application
This unit of competency specifies the outcomes required to prepare, deliver and evaluate public education sessions on issues relating to access for people with disabilities. It requires the ability to use presentation techniques and communication and interpersonal skills to convey information on the access requirements of the Disability Discrimination Act (DDA) Premises Standards, the Building Code of Australia, and applicable Australian standards.
The unit supports the access consulting service of teaching, lecturing and presenting seminars. It applies to those delivering access education sessions to members of the general public; building developers, owners and managers; other professionals who interact with access consultants, such as building certifiers, architects, building designers and regulatory authorities; community and disability groups; educational institutions; and organisations developing DDA Action Plans.
No licensing, legislative, regulatory, or certification requirements apply to this unit of competency at the time of endorsement.
Elements and Performance Criteria
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. | Prepare to deliver public education session on disability access. | 1.1. | Target group’s information requirements for session are identified. |
1.2. | Specific target group information requirements are researched. | ||
1.3. | Existing resources are reviewed for suitability in relation to information required by target group. | ||
2. | Plan and develop education session. | 2.1. | Intended approach and session outcomes are determined and agreed with sponsor or client. |
2.2. | Presentation strategies, session format and delivery method are selected to suit target group characteristics, subject matter to be presented, available resources and session location. | ||
2.3. | Presentation aids and materials that suit format and purpose of session and enhance audience understanding of key concepts and issues are selected and sourced. | ||
2.4. | Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session. | ||
3. | Deliver education session. | 3.1. | Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience. |
3.2. | Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues. | ||
3.3. | Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement. | ||
3.4. | Key concepts and issues covered during session are summarised. | ||
3.5. | Opportunities are provided for audience members to seek clarification or further explore key concepts and issues. | ||
4. | Evaluate education session. | 4.1. | Feedback on content, format and delivery of session is obtained from session audience, observers or other key people. |
4.2. | Feedback is analysed and adjustments required to improve future sessions are noted. | ||
4.3. | Session outcomes and feedback are conveyed to sponsor or client. | ||
Evidence of Performance
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 prepare and deliver a public education session related to disability access for two different clients. Each session must involve a different topic and a different target group.
During the above work, the person must:
plan and develop effective public education sessions that:
reflect client and target group information requirements and agreed session outcomes
convey current, relevant information on a disability access topic effectively using available resources and presentation aids
deliver accessible and engaging sessions suited to target audience, topic and delivery method that demonstrate:
principles of effective communication
effective use of at least three of the following presentation strategies:
oral presentation of information supported by visual aids
discussion with audience members
questioning that elicits and consolidates audience member understanding
simulation or role play that demonstrates subject matter
demonstration of concept or issue through use of examples or other suitable means
monitor audience response to content and delivery methods throughout each session, and adjust as required
select and implement one of the methods specified in the range of conditions to obtain participant feedback at session end as part of own evaluation process
analyse participant feedback on the session to determine its effectiveness, and document any changes required to improve future sessions.
Each session must be delivered using a different delivery method selected from the following:
face to face
video conference
computer-assisted method, such as webinar or Skype.
In preparing and delivering the above public education sessions, the person must:
use effective consultation skills with clients to confirm and agree session information requirements and intended outcomes
apply organisational policies and procedures, including quality assurance requirements
source and evaluate information relevant to session and target group needs; and organise it in a logical and accessible manner
interpret and integrate regulatory and legislative requirements relating to disability access into session content
interpret the impact of the full range of disabilities and the limitations that each disability places on an individual’s access
interpret how the full range of environmental barriers impacts on people with a range of disabilities and impairments
document sessions in a professional manner and within required timeframe.
Evidence of Knowledge
A person demonstrating competency in this unit must demonstrate knowledge of:
key content of standards, codes and legislation relating to specific public education session on disability access topic, including:
anti-discrimination legislation
Australian standards relating to accessibility, including AS
Building Code of Australia
building legislation, regulations and standards
Disability Discrimination Act (DDA)
DDA Premises Standards
industry code of practice and code of ethics
disability awareness to inform public education session presentation and delivery, including:
range of disabilities to be considered when delivering session topic
disability-specific physical barriers
disability-specific minimum requirements for enhancing accessibility
organisational requirements for preparing and presenting public education sessions, including:
procedures for sourcing and assessing information to inform presentation
procedures for developing public education sessions, including required:
content
format, style, and structure
presentation
quality assurance requirements
key adult learning principles applicable to presentations, including:
group dynamics and processes
learner motivation
presentation techniques, formats and media suitable for conveying session information to participants
key characteristics of target groups for above public education sessions
limitations of own work role, responsibility and professional abilities with regard to above sessions.
Assessment Conditions
The following must be present and available to learners during assessment activities:
equipment, including:
equipment, materials and software packages for making a presentation
hardware to support delivery methods
specifications:
standards, codes and legislation specified in the knowledge evidence
relationship with clients, including:
members of the general public
building developers, owners and managers
other professionals who interact with access consultants, such as building certifiers, architects, building designers and regulatory authorities
community and disability groups
educational institutions
organisations developing DDA Action Plans.
Timeframe:
in line with timeframe established in contractual arrangements for education session.
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.
Foundation Skills
This section describes the language, literacy, numeracy and employment skills essential to performance in this unit but not explicit in the performance criteria. | |
Skill | Performance feature |
Learning skills to: | maintain knowledge of current legislation, codes, standards, regulations, practices and industry updates relating to disability access. |
Oral communication skills to: | present information using verbal and non-verbal communication techniques appropriate to audience and context explain information on legislation and existing and proposed policies and issues relating to access, demonstrating: command of language to elicit and clarify information in a clear and accessible manner communication techniques suited to target group use listening and questioning techniques to gather information required to develop or modify presentations. |
Reading skills to: | read a range of sometimes complex texts, locating and interpreting legislation, regulations and policy documents. |
Writing skills to: | write presentations that: meet client requirements and organisational standards convey information to target audience in an engaging way. |
Initiative and enterprise skills to: | use feedback from others, and analytical and lateral thinking to review current practices and develop new ideas for future sessions facilitate change for greater awareness of disability access. |
Planning and organising skills to: | evaluate and organise information in a logical manner to meet session’s intended use plan, sequence and prioritise session-related work tasks for completion within required timeframes. |
Problem-solving skills to: | interpret audience reactions and change verbal or non-verbal communication style in response. |
Digital literacy skills to: | use the main features and functions of digital tools to prepare and deliver education sessions that reflect client requirements and target group characteristics. |
Range Statement
This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below. | |
Research must include at least two of the following: | reviewing sources of information relating to topic reviewing past presentations on same or related topic speaking to informed individuals or experts. |
Target group characteristics must include: | language, literacy and numeracy needs cultural background educational background or general knowledge gender age physical ability previous experience with session topic. |
Documented must include: | key concepts and issues to be covered techniques to evaluate presentation effectiveness. |
Presentation aids: | must: suit the specific session appeal to diverse learning styles use accessible language not require audience to read for an extensive period of time model good practice principles for disability access, including aids that accommodate: vision impairment through the use of such features as large font size and accessible colour hearing impairment through the use of visual aids that accentuate key session concepts must include at least three of the following aids: audio recordings video clips data projectors with slides paper-based materials, such as handouts and posters photographs, diagrams or charts models whiteboards. |
Adjustments must include at least one of the following: | varying verbal communication, such as language used varying non-verbal communication, such as eye contact. |
Feedback methods must include at least one of the following: | questioning or interviewing participants or observers focus group interviews written feedback from participants review of videotape of presentation. |
Sectors
Access consulting