NTISthis.com

Evidence Guide: CPPACC8001 - Research and analyse access and use requirements for people with diverse 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

 

CPPACC8001 - Research and analyse access and use requirements for people with diverse disabilities

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

Develop and manage a knowledge bank on access to the built environment for people with disabilities.

  1. Sources of information on the requirements of people with disabilities to enable access to and use of the built environment are researched and evaluated.
  2. Sources of information on compliance requirements for access to and use of the built environment are researched and evaluated.
  3. Forums for discussion and debate regarding effects of disabilities on access to and use of the built environment are researched and used.
  4. Processes are put in place to ensure access to and currency of information regarding legislative changes and best practice solutions.
  5. Information management system is developed and maintained to ensure currency and availability of information in knowledge bank.
  6. Information is shared and discussed with internal or external personnel as required.
Sources of information on the requirements of people with disabilities to enable access to and use of the built environment are researched and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sources of information on compliance requirements for access to and use of the built environment are researched and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forums for discussion and debate regarding effects of disabilities on access to and use of the built environment are researched and used.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Processes are put in place to ensure access to and currency of information regarding legislative changes and best practice solutions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information management system is developed and maintained to ensure currency and availability of information in knowledge bank.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is shared and discussed with internal or external personnel as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse effects of disabilities on access to and use of the built environment.

  1. Static and functional anthropometrics of people with physical disabilities are researched, and requirements for access and use are analysed and confirmed.
  2. Functional abilities and needs of people with sensory impairment are researched, and requirements for access and use are analysed and confirmed.
  3. Functional abilities and needs of people with cognitive impairment are researched, and requirements for access and use are analysed and confirmed.
  4. Advancements in ergonomic practices and data are monitored, and information is applied to analysis of requirements for access to and use of the built environment.
Static and functional anthropometrics of people with physical disabilities are researched, and requirements for access and use are analysed and confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Functional abilities and needs of people with sensory impairment are researched, and requirements for access and use are analysed and confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Functional abilities and needs of people with cognitive impairment are researched, and requirements for access and use are analysed and confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advancements in ergonomic practices and data are monitored, and information is applied to analysis of requirements for access to and use of the built environment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse compliance requirements for access to and use of the built environment.

  1. Content and application of legislation, standards and codesare analysed in relation to ergonomic principles and access and use requirements of people with disabilities.
  2. Content and application of government development policies and urban planning regulations are analysed in relation to ergonomic principles and access and use requirements of people with disabilities.
  3. Conflicting compliance provisions and access issues that are not the subject of legislation are identified, and access solutions are analysed and critiqued in suitable forums.
Content and application of legislation, standards and codesare analysed in relation to ergonomic principles and access and use requirements of people with disabilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Content and application of government development policies and urban planning regulations are analysed in relation to ergonomic principles and access and use requirements of people with disabilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conflicting compliance provisions and access issues that are not the subject of legislation are identified, and access solutions are analysed and critiqued in suitable forums.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development of the access consulting sector.

  1. Opportunities for learning and reflection on the needs of people with disabilities and the principles of access and use are sought, and findings and ideas are discussed with colleagues and refined.
  2. Research findings on best practices in access and use provision are documented and shared with colleagues and professionals within the framework of access governance.
  3. Opportunities for participation in professional debate and decision making regarding access and use compliance issues and solutions are sought and contributions made.
  4. Opportunities for improvement of access and use provisions are sought and contributions made.
Opportunities for learning and reflection on the needs of people with disabilities and the principles of access and use are sought, and findings and ideas are discussed with colleagues and refined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research findings on best practices in access and use provision are documented and shared with colleagues and professionals within the framework of access governance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for participation in professional debate and decision making regarding access and use compliance issues and solutions are sought and contributions made.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for improvement of access and use provisions are sought and contributions made.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Develop and manage a knowledge bank on access to the built environment for people with disabilities.

1.1.

Sources of information on the requirements of people with disabilities to enable access to and use of 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 effects of disabilities on access to and use of the built environment are researched and used.

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 and availability of information in knowledge bank.

1.6.

Information is shared and discussed with internal or external personnel as required.

2.

Analyse effects of disabilities on access to and use of the built environment.

2.1.

Static and functional anthropometrics of people with physical disabilities are researched, and requirements for access and use are analysed and confirmed.

2.2.

Functional abilities and needs of people with sensory impairment are researched, and requirements for access and use are analysed and confirmed.

2.3.

Functional abilities and needs of people with cognitive impairment are researched, and requirements for access and use are analysed and confirmed.

2.4.

Advancements in ergonomic practices and data are monitored, and information is applied to analysis of requirements for access to and use of the built environment.

3.

Analyse compliance requirements for access to and use of the built environment.

3.1.

Content and application of legislation, standards and codesare analysed in relation to ergonomic principles and access and use requirements of people with disabilities.

3.2.

Content and application of government development 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 in suitable forums.

4.

Contribute to the development of the access consulting sector.

4.1.

Opportunities for learning and reflection on the needs of people with disabilities and the principles of access and use are sought, and findings and ideas are discussed with colleagues and refined.

4.2.

Research findings on best practices in access and use provision are documented and shared with colleagues and professionals within the framework of access governance.

4.3.

Opportunities for participation in professional debate and decision making regarding access and use compliance issues and solutions are sought and contributions made.

4.4.

Opportunities for improvement of access and use provisions are sought and contributions made.

Required Skills and Knowledge

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.

Develop and manage a knowledge bank on access to the built environment for people with disabilities.

1.1.

Sources of information on the requirements of people with disabilities to enable access to and use of 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 effects of disabilities on access to and use of the built environment are researched and used.

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 and availability of information in knowledge bank.

1.6.

Information is shared and discussed with internal or external personnel as required.

2.

Analyse effects of disabilities on access to and use of the built environment.

2.1.

Static and functional anthropometrics of people with physical disabilities are researched, and requirements for access and use are analysed and confirmed.

2.2.

Functional abilities and needs of people with sensory impairment are researched, and requirements for access and use are analysed and confirmed.

2.3.

Functional abilities and needs of people with cognitive impairment are researched, and requirements for access and use are analysed and confirmed.

2.4.

Advancements in ergonomic practices and data are monitored, and information is applied to analysis of requirements for access to and use of the built environment.

3.

Analyse compliance requirements for access to and use of the built environment.

3.1.

Content and application of legislation, standards and codesare analysed in relation to ergonomic principles and access and use requirements of people with disabilities.

3.2.

Content and application of government development 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 in suitable forums.

4.

Contribute to the development of the access consulting sector.

4.1.

Opportunities for learning and reflection on the needs of people with disabilities and the principles of access and use are sought, and findings and ideas are discussed with colleagues and refined.

4.2.

Research findings on best practices in access and use provision are documented and shared with colleagues and professionals within the framework of access governance.

4.3.

Opportunities for participation in professional debate and decision making regarding access and use compliance issues and solutions are sought and contributions made.

4.4.

Opportunities for improvement of access and use provisions are sought and contributions made.

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:

select and subscribe to or access different reliable sources of information relating to each of the following:

requirements of people with disabilities for access to and use of the built environment

current and proposed compliance requirements

synthesise and evaluate information from above sources regarding:

effects of disabilities on access to and use of the built environment

advancements in ergonomic practices

develop an information management system to underpin own knowledge bank on access issues and solutions

analyse existing and proposed compliance requirements and debate related issues in three different forums

evaluate best practices in access and use provision and discuss in the above forums.

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

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 as they apply to use of the built environment

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

static and functional anthropometrics, including:

measurements of the body dimensions of people both with and without disabilities

reach ranges of people with and without disabilities

step and gait of people with and without disabilities, including people who are blind or vision impaired and using a white cane or a guide dog

visual range capabilities of people with and without vision loss

types of disabilities and combinations of disabilities and related range of functional limitations, including:

auditory

cognitive

mobility

muscle wasting and weakness

psychiatric

vision.

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.

Disabilities must include:

a single disability or combination of disabilities

impairment: problem in body function or structure, such as significant damage or loss

activity limitation: difficulty in executing core functions of self-care, mobility or communication

participation restriction: problem in involvement in life situations, such as school or employment

permanent or temporary disabilities.

Processes must include:

developing and maintaining networks

membership of access-related associations

subscribing to publications, e-forums and websites.

Ergonomic practices and data must include consideration of:

details of wheelchair circulation and reach requirements

scientific study of persons in their own environment to measure their potential to navigate or operate equipment

research data, such as Guide to Ergonomics Principles in the Design and Selection of Office Furniture (AMD 16084) 1990

impact of technologies on ergonomic performance, efficiency and effectiveness.

Legislation, standards and codesmust include:

Australian and international standards relating to access

Australian and international guideline documents relating to access

BCA

Disability Discrimination Act (DDA) and its regulations and amendments

DDA Premises Standards

DDA Transport Standards

DDA Education Standards

state, territory and local authority legislation, regulations and planning requirements.