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Evidence Guide: CHCDIS302A - Maintain an environment to empower people with disabilities

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCDIS302A - Maintain an environment to empower people with disabilities

What evidence can you provide to prove your understanding of each of the following citeria?

Work to enhance the independence and 'self-determination' of the person with a disability

  1. Encourage and support independent action and thinking by the person with the disability
  2. Identify options for action on relevant issues and discuss with the person with the disability and/or their advocate/s /carer
  3. Listen to and act upon decisions and/or preferred options of the person with the disability and/or their advocate/s /carer are within organisation policies and protocols
  4. Provide assistance to person with a disability, their carers and significant others as appropriate to enhance communication of their needs, interests and requirements
Encourage and support independent action and thinking by the person with the disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify options for action on relevant issues and discuss with the person with the disability and/or their advocate/s /carer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to and act upon decisions and/or preferred options of the person with the disability and/or their advocate/s /carer are within organisation policies and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance to person with a disability, their carers and significant others as appropriate to enhance communication of their needs, interests and requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Foster the independence of a person with a disability

  1. Develop and support strategies to promote independence, taking differences into account
  2. Provide on-going support, where required, to maximise independence of person with disability
  3. Encourage colleagues to promote independence of people with disability
  4. Encourage people with disability to participate in appropriate forums and provide them with information and skills to do so
  5. Identify and utilise compensatory aids and modifications in the environment that promote individual strengths and capacities
Develop and support strategies to promote independence, taking differences into account

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide on-going support, where required, to maximise independence of person with disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage colleagues to promote independence of people with disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage people with disability to participate in appropriate forums and provide them with information and skills to do so

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and utilise compensatory aids and modifications in the environment that promote individual strengths and capacities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development and review of policy and legislation related to disabilities and disability services

  1. Encourage people with disability and/or their advocate/s /carer to express their views about policies, legislation and empowerment
  2. Report non-compliance with legislation and/or policy and protocols to an appropriate person
  3. Contribute to review of legislation and policy frameworks
  4. Provide feedback from consumers through appropriate mechanisms
  5. Work as member of team to research and contribute to policies on empowerment
Encourage people with disability and/or their advocate/s /carer to express their views about policies, legislation and empowerment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report non-compliance with legislation and/or policy and protocols to an appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to review of legislation and policy frameworks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback from consumers through appropriate mechanisms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work as member of team to research and contribute to policies on empowerment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

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

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

equipment and resources normally used in the workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Required Skills and Knowledge

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 knowledge of:

Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role

Understanding of the legislative processes related to the rights of people with disability

Strategies for supporting independent action and thinking

Basic principles of person-centred practice

Basic principles of strengths-based practice

Basic principles of active support

Basic principles of lobbying

Strategies for reinforcing the rights of people with disability to contribute and to be heard

Concepts of self-advocacy

Social justice principles

Roles and responsibilities in contributing to the review of legislation and policy frameworks

Principles and practices of public speaking

Mechanisms for providing feedback to consumers

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding and adherence to own work role and responsibilities

Follow organisation policies, protocols and procedures

Liase and report appropriately to supervisor

Demonstrate understanding and application of legislation and policy related to providing services in the disability sector

Promote the self-determination and empowerment of people with disability

Support strengths-based practices

Demonstrate understanding of impact of personal values and attitudes on providing an effective service

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:

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow and give work-related instructions and directions and the ability to seek clarification and comments from clients, colleagues, health professionals and other service providers

industry work roles will require workers to possess a literacy level that will enable them to, read and write client's service delivery plans, record in health records, and write reports and submissions

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess oral communication skills that will enable them to ask questions, clarify understanding, recognise and interpret non-verbal cues, provide information and express encouragement and support and speak in small and large public forums

Apply problem solving skills that require negotiation and mediation skills to resolve problems of a intermediate nature within organisation protocols

Work effectively with clients, colleagues and supervisors.

Implement education programs for individuals and small groups in relation to sexuality

Examine impact of personal values and attitudes on service delivery

Support diversity in relationships and sexual expression

Range Statement

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.

People with disability may include:

Individuals at any stage of the life span

Individuals living in the community, either alone or with family or carers

Individuals living in supported community accommodation

Individuals living in funded residential facilities

Prospective individuals to the service or services

Contexts may include:

An individual's own dwelling

Shared households or group dwellings

Specialist residential facilities

Community centres

Supported employment venues

Open employment venues

Community/government agencies

Policy and legislation may include those related to:

Access and equity

Building codes and standards

Criminal acts

Disability discrimination

Disability service standards

Disability services

Equal employment opportunity

Freedom of information

Guardianship

Occupational health and safety

Privacy

Public health

Restrictive practices

Report may include:

Verbal:

telephone

face-to-face

Non-verbal (written):

progress reports

case notes

incident reports

Forums may include:

Internal and external committees

Seminars

Conferences

Open meetings

Political campaign meetings

Court and tribunal appearances

Strategies for supporting people with disability to express their ideas and opinions may include:

Role modelling

Training

Provision of information to support views

Connecting individual's with lobbyist and people with appropriate expertise

Assistance with preparation of reports/submissions and speech writing

Sexuality and identity needs may include:

Love and affection

Relationships and intimacy

Touch

Physical appearance

Need for privacy and discretion

Access to assistive/protective devices

Safety

Sexual health

Contraception

Pregnancy, child birth and parenting