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Evidence Guide: SISCCRD303A - Facilitate inclusion for people with a disability

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

 

SISCCRD303A - Facilitate inclusion for people with a disability

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

Identify needs of clients with a disability.

  1. Identify individual preferences in consultation with client according to organisational policies and procedures and relevant legislation.
  2. Identify support requirements of people with a disability in consultation with appropriate personnel.
  3. Identify potential and real barriers to participation and identify strategies to address them.
  4. Access and provide information on options and services available to people with a disability.
  5. Assist in developing community awareness of the needs of people with a disability.
Identify individual preferences in consultation with client according to organisational policies and procedures and relevant legislation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify support requirements of people with a disability in consultation with appropriate personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential and real barriers to participation and identify strategies to address them.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and provide information on options and services available to people with a disability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in developing community awareness of the needs of people with a disability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist people with a disability to participate in networks.

  1. Identify key people and organisations that can help people with a disability maximise their independence and inclusion.
  2. Communicate roles and responsibilities of key people and their organisations to people with a disability using appropriate communication strategies.
  3. Assist people with a disability to participate in their own personal networks.
  4. Identify opportunities to develop and maintain supportive connections with key people on an individual basis according to organisational policies and procedures.
Identify key people and organisations that can help people with a disability maximise their independence and inclusion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate roles and responsibilities of key people and their organisations to people with a disability using appropriate communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist people with a disability to participate in their own personal networks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities to develop and maintain supportive connections with key people on an individual basis according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify recreation opportunities for people with a disability.

  1. Identify individual's current skills and interests and identify recreation opportunities which provide maximum chance of participation.
  2. Identify strategies to link people with a disability to recreation opportunities.
  3. Provide information and resources, including assistive technology, to facilitate participation in recreation activities.
  4. Identify and establish effective environments for participation of people with a disability.
  5. Monitor, review and adjust the strategies that link people with a disability to recreation opportunities.
  6. Identify opportunities beyond the program or activity and communicate them to people with a disability.
Identify individual's current skills and interests and identify recreation opportunities which provide maximum chance of participation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies to link people with a disability to recreation opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and resources, including assistive technology, to facilitate participation in recreation activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and establish effective environments for participation of people with a disability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor, review and adjust the strategies that link people with a disability to recreation opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities beyond the program or activity and communicate them to people with a disability.

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

Evidence of the following is essential:

applies principles and practices of social justice, anti-discrimination and equal access to identify the needs and opportunities for participation in recreation activities and networks for people with a disability

identifies strategies to align recreational opportunities with the specific requirements and needs of people with a disability and organisational objectives

monitors strategies to facilitate recreational opportunities for people with a disability and adjusts accordingly.

Context of and specific resources for assessment

Assessment must ensure:

identifying and addressing support requirements, within the bounds of legislative and organisational constraints, for those with the sort of disability or needs that are commonly encountered in the candidate's current or intended work environment

access to people with disabilities to enable the identification of individual needs

access to key people and organisations that support people with a disability

access to relevant sources of information about recreational services and options for people with a disability

access to relevant legislation and organisational policies and procedures concerning inclusion processes.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of the candidate interacting with people with disabilities and community organisations and networks to identify recreational opportunities

oral or written questioning to assess candidate's knowledge of factors that affect access and participation of people with disabilities

third-party reports from a supervisor detailing candidate's work performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISCCRD301A Facilitate community development through recreational activities.

Required Skills and Knowledge

Required skills

communication skills to:

interact and build rapport with people with a disability to identify their needs

consult key stakeholders to identify networks and opportunities for participation

convey information about available services and options

problem-solving skills to:

identify recreation opportunities to enhance participation of people with a disability

apply and review strategies to link them to appropriate activities and networks

research skills to identify sources of information and resources available to people with a disability

teamwork skills to liaise with members of the community and other stakeholders to identify and source opportunities for participation

Required knowledge

legislation and organisational policies and procedures that:

enable non-discriminatory treatment of people with a disability

identify and meet individual preferences according to the principles and practices of social justice

social, political, cultural and historical issues that affect, or are relevant to, access and participation issues for people with a disability

resources required for the effective participation of people with a disability

specific recreation opportunities and activities appropriate to people with a disability

relevant modified equipment and activities appropriate to people with a disability

community organisations, services and activities that provide recreation opportunities for people with a disability

barriers that affect the access and participation of people with a disability to enable the development of strategies to overcome these

community inclusion principles to enable effective participation of clients with a disability

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.

Organisational policies and procedures may include:

occupational health and safety

community inclusion principles

communication protocols

ethical practices

principles of social justice

advocacy

practices to address cross cultural issues

roles of volunteer staff.

Relevant legislation may include:

occupational health and safety

equal opportunity

anti-discrimination

privacy.

Support requirements may include:

physical

sensory

intellectual

psychiatric

cultural and linguistic

logistical

income

family systems.

Barriers to participation may include:

cultural

family

religious

community perceptions

impact of disability on participation

communication difficulties

transport

time and resource constraints

confidence

support services available.

Keypeople and organisations may include:

community groups

support groups.

Communication strategies may include:

verbal

non verbal

visual

sensory

tactile.