Design for people with disabilities and the elderly Evidence Guide

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Evidence Guide: LMFID5008A - Design for people with disabilities and the elderly

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

LMFID5008A - Design for people with disabilities and the elderly

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

Analyse the project brief

Applicable OHS, legislative and organisational requirements relevant to designing for residential spaces are verified and complied with
Project brief is reviewed, confirmed and clarified with client
Parameters for the project are assessed and confirmed
Resources are selected appropriate to work requirements and checked for operational effectiveness
Communication with others is established and maintained
Relevant research is conducted to gain all information which may be used to inform the design process
All required information is accessed and interpreted to inform the design process

Applicable OHS, legislative and organisational requirements relevant to designing for residential spaces are verified and complied with

Completed
Date:

Teacher:

Evidence:

Project brief is reviewed, confirmed and clarified with client

Completed
Date:

Teacher:

Evidence:

Parameters for the project are assessed and confirmed

Completed
Date:

Teacher:

Evidence:

Resources are selected appropriate to work requirements and checked for operational effectiveness

Completed
Date:

Teacher:

Evidence:

Communication with others is established and maintained

Completed
Date:

Teacher:

Evidence:

Relevant research is conducted to gain all information which may be used to inform the design process

Completed
Date:

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Evidence:

All required information is accessed and interpreted to inform the design process

Completed
Date:

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Evidence:

Obtain client information

Site analysis of the residential environment is conducted to assess work requirements
Nature of the disability or age reducing senses are assessed
Clients' health professionals are liaised with to ascertain any further requirements
Themes and concepts are presented and discussed with the client in accordance with their capacity
Products, materials and finishes are proposed and discussed with the client
Colour options are proposed and discussed with the client
Restrictions and timelines are ascertained from the client
Lifestyle requirements are assessed and confirmed with the client
Product quantities and qualities are calculated in accordance with client budget information

Site analysis of the residential environment is conducted to assess work requirements

Completed
Date:

Teacher:

Evidence:

Nature of the disability or age reducing senses are assessed

Completed
Date:

Teacher:

Evidence:

Clients' health professionals are liaised with to ascertain any further requirements

Completed
Date:

Teacher:

Evidence:

Themes and concepts are presented and discussed with the client in accordance with their capacity

Completed
Date:

Teacher:

Evidence:

Products, materials and finishes are proposed and discussed with the client

Completed
Date:

Teacher:

Evidence:

Colour options are proposed and discussed with the client

Completed
Date:

Teacher:

Evidence:

Restrictions and timelines are ascertained from the client

Completed
Date:

Teacher:

Evidence:

Lifestyle requirements are assessed and confirmed with the client

Completed
Date:

Teacher:

Evidence:

Product quantities and qualities are calculated in accordance with client budget information

Completed
Date:

Teacher:

Evidence:

Design space

Intended function of the domestic space is ascertained from the client taking into account the position of doors and windows and any physical requirements
Performance and characteristics of products are assessed and reviewed in accordance with client requirements
Existing conditions of the domestic space are analysed for current or previous usage and any special requirements for access or egress
Environmental considerations are analysed in respect of the space
Cultural considerations are evaluated in respect of the space
Ergonomic, anthropometric and proxemic principles are assessed in respect of the space, the intended products and client special requirements
Costs associated with purchasing and obtaining the products are analysed and reported
Sketches and drawings are completed and prepared for use by contractors and for positioning of products and accessories

Intended function of the domestic space is ascertained from the client taking into account the position of doors and windows and any physical requirements

Completed
Date:

Teacher:

Evidence:

Performance and characteristics of products are assessed and reviewed in accordance with client requirements

Completed
Date:

Teacher:

Evidence:

Existing conditions of the domestic space are analysed for current or previous usage and any special requirements for access or egress

Completed
Date:

Teacher:

Evidence:

Environmental considerations are analysed in respect of the space

Completed
Date:

Teacher:

Evidence:

Cultural considerations are evaluated in respect of the space

Completed
Date:

Teacher:

Evidence:

Ergonomic, anthropometric and proxemic principles are assessed in respect of the space, the intended products and client special requirements

Completed
Date:

Teacher:

Evidence:

Costs associated with purchasing and obtaining the products are analysed and reported

Completed
Date:

Teacher:

Evidence:

Sketches and drawings are completed and prepared for use by contractors and for positioning of products and accessories

Completed
Date:

Teacher:

Evidence:

Plan space

Supplies necessary to complete the project are sourced and costed
Suitable contractors are sourced and quotes obtained
Specifications for materials and processes are developed
Work plan is developed and evaluated
Costings and timelines are compiled and developed into a full project proposal
Proposal terms and conditions are negotiated with the client

Supplies necessary to complete the project are sourced and costed

Completed
Date:

Teacher:

Evidence:

Suitable contractors are sourced and quotes obtained

Completed
Date:

Teacher:

Evidence:

Specifications for materials and processes are developed

Completed
Date:

Teacher:

Evidence:

Work plan is developed and evaluated

Completed
Date:

Teacher:

Evidence:

Costings and timelines are compiled and developed into a full project proposal

Completed
Date:

Teacher:

Evidence:

Proposal terms and conditions are negotiated with the client

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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Effectively design for at least two spaces to cater for people with disabilities or the elderly to provide the client with cost effective options which inform the project brief development Effectively apply design elements and principles in designing for people with disabilities and the elderly Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for designing for people with disabilities and the elderly Communicate effectively and work safely with others in the work area
Context of and specific resources for assessment	The application of competency is to be assessed in the workplace or realistically simulated workplace Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context Assessment is to comply with relevant regulatory or Australian Standards requirements The following resources should be made available: workplace location or simulated workplace materials and equipment relevant to designing for people with disabilities and the elderly in domestic environments specifications and work instructions
Method of assessment	Assessment must satisfy the endorsed assessment guidelines of the Furnishing Industry Training Package Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application Assessment may be applied under project related conditions (real or simulated) and require evidence of process Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances Assessment may be in conjunction with assessment of other units of competency
Guidance information for assessment

Required Skills and Knowledge

Required skills

applying principles and elements of design

communicating design concepts

translating needs into design solutions

documenting and transferring information

reading, interpreting and following information on work specifications, standard operating procedures and work instructions, and other reference material

maintaining accurate records

communicating within the workplace

drawing using manual and computer based techniques

sequencing operations

meeting specifications

clarifying and checking taskrelated information

carrying out work according to OHS practices

Required knowledge

State or Territory OHS legislation, regulations, standards and codes of practice relevant to the full range of processes for designing for people with disabilities and the elderly

organisational and site standards, requirements, policies and procedures for designing for people with disabilities and the elderly

Australian Standards and the Building Code of Australia

elements and principles of design

creativity and artistic relevance

ergonomics, anthropometrics, proxemics and aesthetic values

types of equipment and procedures for their safe use, operation and maintenance

characteristics of materials, products and defects

computer programs

design themes and design development

colours, furnishings and decorations

disabilities and age considerations

sketching and drawing

procedures for the recording, reporting and maintenance of workplace records and information

appropriate mathematical procedures for estimation and measurement

environmental protection requirements

established communication channels and protocols

problem identification and resolution

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.
OHS requirements	are to be in accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures. Requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling including lifting and carrying
Legislative requirements	are to be in accordance with applicable legislation from all levels of government that affect organisational operation. Requirements may include but not be limited to award and enterprise agreements, industrial relations, Australian Standards, confidentiality and privacy, OHS, the environment, equal opportunity, anti-discrimination, relevant industry codes of practice, duty of care and heritage
Organisational requirements	may include but not be limited to legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)
Project brief	may include but not be limited to client needs and objectives, client aims and objectives and criteria for evaluation, milestones, organisational or personal profiles and aims, image requirements and function, target market, budget, timeline, consultation requirements and colour requirements
Client	may include but not be limited to suppliers, manufacturers, private clients, colleagues, retailers or the public
Parameters	may include but not be limited to scope of brief, approval to make changes (legislative and planning), effect or feel trying to be achieved, functionality (short and long term), budget restrictions and established timelines
Resources	may include but not be limited to computers, computer software, design software, computer aided drafting (CAD) software, colour boards, storyboards, swatches, Pantone Matching System (PMS), journals (directions magazines), artistic equipment and products and model making equipment
Communication	may include but not be limited to verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language
Site analysis	may include but not be limited to a visit to the domestic building (house or other) to achieve a feel for the intention of the project brief and how services may be affected by it, recording information and taking photos
Disabilities	may include but not be limited to physical disabilities which have rendered a person to a wheelchair or walking frame, dementia or other intellectual disabilities
Reducing senses	may include but not be limited to senses reduced by the cause of age such as reduced eyesight, loss of colour recognition, perception of space, reduced strength and capacity to move around easily, reduced sense of touch to tactile surfaces and reduced capacity to hear
Themes	may include but not be limited to variations of colour ways (based on directions media), furnishing trends and decoration trends
Concepts	may include but not be limited to ideas generated to respond to the project brief and client requirements through both ideation drawings or sketching and written explanation
Products	may include but not be limited to furniture, soft furnishings, floor treatments, curtain treatments, built-in cabinetry or fittings, light fittings, lamps and picture framing
Material	may include but not be limited to solid timber (native and imported), manufactured timber products, plastic, metal, alloys, stones, glass, textiles, fibreglass, foam, cardboard, paper products or any other manipulable substance
Finishes	may include but not be limited to paints, waxes, lacquers, stains, pigments, oils, plastic coatings, veneers, ceramics, stone, glass, textiles and other textures
Colours	may include but not be limited to colour principles, psychology, fundamentals, coordination, perception, contrast, harmony, effects on space, formulas and colour wheels
Restrictions	may include but not be limited to laws, regulations or policies which may affect a project or those working on it, such as local government planning approval, work site entry legislation, licensing, heritage laws or health care requirements
Timelines	may include but not be limited to the agreed project time span set and agreed for the project
Lifestyle requirements	may include but not be limited to influences such as physical capacity, religious, climatic, societal, lifestyle, living conditions, infrastructure, status and habitude
Quality	may include but not be limited to an inspection system for ensuring that pre-determined quality standards are being met, highlighting non-conformances requiring intervention
Spaces	may include but not be limited to domestic environments with rooms such as bedrooms, living spaces, multi-purpose rooms, storage rooms, studies, garages, rumpus rooms, media rooms, entertainment areas, halls and pantries
Physical requirements	may include but not be limited to wheelchair turning requirements, height of basins, showers, mirrors, benches, shower space for wheelchair, toilet access, handgrips or rails, lights for deafness, increased lighting, higher magnifying mirrors and non-slip tiles
Performance and characteristics	may include but not be limited to assessment of products to determine if they meet the requirements of the intended end use application and how well they do it, and the durability and composition of the product
Existing conditions	may include but not be limited to traffic flow, architectural features, style, furniture placement and electrical outlets and features
Access and egress	may include but not be limited to ensuring door widths will accept wheelchairs, ramps are established to allow for rise or fall from exits and entrances
Environmental considerations	may include but not be limited to how the use of raw materials effects the ecology and environment and how its continued use will effect the area it has been sourced from, energy consumption in achieving the material, greenhouse gases created, waste levels, resource utilisation and transport effects. Similarly what impact will be felt by reducing or stopping material from the source
Cultural considerations	may include but not be limited to demography, geography (local, regional, national), religious, climatic, societal, cultural, lifestyle, attitudinal, gratification, honour, living conditions, infrastructure, status and habitude
Ergonomics	may include but not be limited to the study of the efficiency of persons in their living environment
Anthropometrics	may include but not be limited to the scientific study of the measurements of the human body
Proxemics	may include but not be limited to the study of socially conditioned spatial factors in ordinary human relations
Costs	may include but not be limited to the cost of products and materials together with the cost of obtaining them either locally, interstate or overseas
Sketches and drawings	may include but not be limited to hand drawn images or ideation drawings completed freehand, drafted technical drawings or drawings produced on computer using CAD software packages. These usually contain project specifications
Accessories	may include but not be limited to trinkets, ceramics, trays, vases, carvings, baskets, pots, plants, candles, clocks, silverware, mirrors, frames, screens, floral displays, haberdashery, glassware, fireplace items, gifts, hand crafts, water features, photographs, pottery, personal items, statues, book ends, bowls and bottles
Supplies	may include but not be limited to paints, furnishings, decorations and other internal fit-out products
Contractors	may include builders, painters, tilers, carpet layers, sanders, cabinetmakers, curtain makers, picture framers, electricians, plumbers and plasterers
Quoting	may include but not be limited to a price for a project taking account of the sizes associated with the project, the cost of materials, labour and overheads

NTISthis.com

Evidence Guide: LMFID5008A - Design for people with disabilities and the elderly

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

LMFID5008A - Design for people with disabilities and the elderly

Analyse the project brief

Obtain client information

Design space

Plan space

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _