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Evidence Guide: SRCCRD006B - Implement community inclusion processes 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

 

SRCCRD006B - Implement community inclusion processes for people with a disability

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

Plan community support in conjunction with people with a disability

  1. Identify individual preferences
  2. Determine individual's current skills and identify opportunities which provide maximum chance of success
  3. Provide information on options and services available to people with a disability
  4. Identify support requirements of people with a disability
  5. Utilise appropriate communication styles
Identify individual preferences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine individual's current skills and identify opportunities which provide maximum chance of success

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information on options and services available to people with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify support requirements of people with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise appropriate communication styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Empower people with a disability to communicate their needs and choices

  1. Use positive images of people with a disability to ensure positive interactions
  2. Assist people with a disability to develop their personal networks
  3. Provide information and resources to facilitate participation in recreation activities for people with a disability, including assistive technology
  4. Utilise strategies which respect difference in communications
  5. Identify and establish effective environments for empowering people with a disability
Use positive images of people with a disability to ensure positive interactions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist people with a disability to develop their personal networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and resources to facilitate participation in recreation activities for people with a disability, including assistive technology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise strategies which respect difference in communications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and establish effective environments for empowering people with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist people with a disability to establish relationships with key people

  1. Identify key people and organisations that can assist people with a disability
  2. Clearly communicate roles and responsibilities of these people and their organisations to people with a disability, including reasonable community expectation
  3. Provide strategies to develop and maintain relationships with key people on an individual basis
Identify key people and organisations that can assist people with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly communicate roles and responsibilities of these people and their organisations to people with a disability, including reasonable community expectation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide strategies to develop and maintain relationships with key people on an individual basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies for linking people with a disability to recreation opportunities

  1. Create opportunities to develop supportive connections
  2. Identify potential and real barriers to participation and implement effective strategies to address them
  3. Monitor and review the strategies utilised to link people with a disability to recreation opportunities
  4. Develop further strategies to maximise independence and inclusion
  5. Identify and communicate opportunities beyond the program/activity to people with a disability
Create opportunities to develop supportive connections

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential and real barriers to participation and implement effective strategies to address them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review the strategies utilised to link people with a disability to recreation opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop further strategies to maximise independence and inclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and communicate opportunities beyond the program/activity to people with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

identify preferred communication styles of people with a disability

identify barriers which affect the access and participation of people with a disability

determine and implement strategies to overcome barriers which affect the access and participation of people with a disability

assist people with a disability to establish relationships with key peopl

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

SRCCRO010B Conduct a recreation program for people with a disability

Required knowledge and skills

Required knowledge

Anti-discrimination and Equal Opportunity legislation

Relevant modified equipment and activities

Community organisations, services and activities that provide recreation opportunities

Social, political, cultural, historical issues that affect or are relevant to people with a disability

Barriers which affect the access and participation of people with a disability

Strategies to overcome barriers which affect the access and participation of people with a disability

Community inclusion principles

Required skills

Written and verbal communication skills in order to effectively communicate with people with a disability

Application of the Disability Discrimination Act

Ability to analyse and interpret information appropriate to determine strategies to overcome historical, cultural or physical factors which affect the access and participation of people with a disability

Interpersonal skills in order to build rapport with people with a disability

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

genuine clients with a disability, ie, not the peers of the learner, in a community recreation setting

Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

-

2

1

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques -

Solving problems -

Using technology -

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Required Skills and Knowledge

Not applicable.

Range Statement

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Barriers to participation

[all categories]

cultural values

family structures

extended family responsibilities

family ideals

religious beliefs

place of recreation within

culturally and linguistically diverse communities

Australian community

impact of disability on participation

communication strategies

level of literacy and numeracy

transport

income

confidence

support services available

Communication styles

should be appropriate to the person's

age

preferred method of communication

physical or cultural factors

sensory or intellectual impairment, eg, vision or hearing loss

People with a disability

needs and requirements will vary according to

type of disability

physical

sensory

intellectual

psychiatric

factors such as

cultural and linguistic diversity

rural/remote environment

income

gender

sexuality

age

family systems

religion