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Evidence Guide: CPPACC8002A - Research and analyse access solutions for the built environment

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

 

CPPACC8002A - Research and analyse access solutions for the built environment

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

Source and manage a range of information to inform consideration of access solutions.

  1. Sources of information on the effects of disabilities and the interaction of people with disabilities and 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 solutions for providing access to and use of the built environment are researched and evaluated.
  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.
  6. Information is shared and discussed with internal or external personnel as required.
Sources of information on the effects of disabilities and the interaction of people with disabilities and 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 solutions for providing access to and use of the built environment are researched and evaluated.

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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, 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:

source authoritative, current and relevant information about:

effects of disabilities on access

legislative requirements for the provision of access and use

best practice solutions for the provision of access and use

develop and maintain mechanisms and processes for capturing, storing and updating information sources

conduct research and synthesise and evaluate information to inform the provision of advice regarding the development of solutions for access and use

research and critique solutions regarding conflicting compliance provisions and access issues that are not the subject of legislation

document findings of research and analysis for two different projects.

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:

relevant legislation, codes, standards and guidelines

national and international literature regarding legislation, the effects of disabilities on access and use, and best practice design solutions

professional forums to develop and share knowledge.

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

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

Disability Discrimination Act

research papers

learning skills to:

maintain currency of own professional knowledge

participate in debate on relevant issues

undertake appropriate professional development

update and manage information systems

numeracy skills to interpret complex technical documents regarding access to and use of the built environment

planning and organising skills to:

manage sources of information

ensure relevant personnel receive updates on 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

analyse access solutions that meet the requirements of codes and standards, including developing deemed-to-satisfy and performance-based solutions in line with the NCC

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:

capture data for site appraisals or audits

develop and maintain information management system

prepare and present data and reports

research the buildability of solutions

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 and human geometry

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

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 deviation 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.

Built environment may include:

new or renovated premises, including:

commercial

public

private

recreational

communication systems

fittings and fixtures

parks, gardens and open spaces, including walking tracks and horse riding trails

public byways, including roads, bicycle lanes and pedestrian paths

public transport stops, stations and vehicles

tunnels.

Processes may include:

development and maintenance of networks with relevant personnel

membership of relevant associations

peer review of specific projects

subscription to relevant publications, e-forums and websites.

Best practice international and national solutions may include:

communication devices

fittings and fixtures

interior design solutions

premises’ design to facilitate access

technological solutions

telecommunications solutions

urban design solutions.

Legislation, codes and standards may include:

Australian and international standards

Australian and international guideline documents

Disability Discrimination Act and regulations and amendments

Disability (Access to Premises – Buildings) Standards

Disability Standards for Accessible Public Transport (DSAPT)

Disability Standards for Education

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

NCC, including:

deemed-to-satisfy solutions

formulation of performance-based alternative solutions.