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Evidence Guide: CPPACC8001A - 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

 

CPPACC8001A - 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:

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

Completed
Date:

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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
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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, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit.

In particular, the person should demonstrate the ability to:

select and subscribe to reliable sources of information on:

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

current and proposed compliance requirements

evaluate new information 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 relevant forums

evaluate best practices in access and use provision and discuss in relevant forums.

Context of and specific resources for assessment

Assessment of essential underpinning knowledge may be conducted in an off-site context and is to comply with regulatory and Australian standards’ requirements.

Resource implications for assessment include access to:

information management systems

relevant industry publications and forums.

Method of assessment

Assessment methods must:

satisfy the endorsed Assessment Guidelines of the CPP07 Property Services Training Package

include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application

reinforce the integration of employability skills with workplace tasks and job roles

confirm that competency is verified and able to be transferred to other circumstances and environments.

Guidance information for assessment

This unit could be assessed on its own or in combination with other units relevant to the job function.

Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.

Assessment processes and techniques should, as far as is practical, take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.

Required Skills and Knowledge

Required skills

language and literacy skills to:

exchange complex information with people from diverse backgrounds using relevant language and format

interpret complex legal and technical documents regarding access to and use of the built environment, such as:

Australian and international standards

Australian and international guideline documents

National Construction Code (NCC) deemed-to-satisfy requirements, performance requirements and alternative solutions

NCC Part A, Part D, Part E, Part F, Part H, and relevant state variations

NCC Guide

Disability Discrimination Act

Disability (Access to Premises – Buildings) Standards, known as the Premises Standards (PS)

research papers

learning skills to:

maintain currency of own professional knowledge

participate in debate on relevant issues

undertake appropriate professional development

numeracy skills to:

calculate and analyse for compliance with complex technical documents, legislation and relevant standards regarding access to and use of the built environment

planning and organising skills to:

manage documentation

ensure currency of legal and regulatory requirements

problem-solving skills to:

analyse access and use issues for people with disabilities

identify gaps and conflicts in compliance requirements and seek resolution

technical skills to visualise environments in three-dimensions (3-D) and conduct cognitive ‘walk through’, applying knowledge of needs of people with disabilities

technology skills to develop and maintain electronic information management system

Required knowledge

access and use compliance requirements, including but not restricted to:

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

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

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Disabilities may 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 may include:

development and maintenance of networks with relevant personnel

membership of relevant associations

subscriptions to relevant publications, e-forums and websites.

Anthropometrics refers to:

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

reach ranges of people both with and without disabilities

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

visual range capabilities of people with and without vision loss.

Ergonomic practices and data may include:

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, codes and standards may include:

Australian and international standards

Australian and international guideline documents

Disability (Access to Premises – Buildings) Standards

Disability Discrimination Act and regulations and amendments

Disability Standards for Accessible Public Transport (DSAPT)

Disability Standards for Education

NCC

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