Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCDIS301A, 'Work effectively with people with a disability'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively with people with a disability' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Demonstrate an understanding of the delivery of quality services for people with disabilities | 1.1 | Demonstrate understanding of key issues facing people with disabilities and their carers |
1.2 | Work with understanding of the context of policy, regulatory, legislative and legal requirements as they apply to the area of disability work | ||
1.3 | Demonstrate commitment to access and equity principles | ||
1.4 | Take into account personal values and attitudes regarding disability when planning and undertaking work with people with disabilities | ||
1.5 | Demonstrate understanding of different impacts on clients of specific disabilities, including acquired and developmental disabilities | ||
2 | Communicate effectively with people with a disability | 2.1 | Identify specific communication needs of people with a disability including, where appropriate: identifying and using techniques, devices and aids specific to each person with a disability translation and language interpreters cultural interpreters referral to specialists |
2.2 | Identify areas of mistrust or conflict that may require conflict resolution | ||
2.3 | Identify need to include additional people including trusted friends, case workers, family members or adults | ||
2.4 | Select from a range of appropriate communication strategies and employ to: establish rapport exchange information facilitate resolution of issues defuse potentially difficult situations | ||
2.5 | Apply effective communication where appropriate to provide a brief intervention | ||
2.6 | Give feedback and advice in a way which reflects current identified good practice | ||
2.7 | Show due regard to individual differences, needs and rights in communicating with clients and colleagues | ||
2.8 | Communicate referrals to other staff, manager or specialist services as appropriate to ensure duty of care responsibilities are met in situations where break downs in communication occur | ||
3 | Demonstrate the capacity to support rights, interests and needs of people with disabilities | 3.1 | Demonstrate understanding of strategies that assist people with disabilities to exercise their rights and independence |
3.2 | Acknowledge different client requirements and adapt approach to address specific requirements of each person, using positive practices in all interactions with people with disabilities | ||
3.3 | Comply with legal responsibilities and duty of care | ||
3.4 | Report situations that may pose health or safety issues according to organisation procedures | ||
3.5 | Apply different models for working in the sector as required to meet client needs | ||
4 | Demonstrate the capacity to provide support across a range of disability types | 4.1 | Apply fundamental knowledge of physical and psychological stages of human development |
4.2 | Apply fundamental knowledge of factors that may enhance or inhibit human development | ||
4.3 | Demonstrate understanding of a range of support practices for people with an intellectual disability, sensory disability, neurological impairment, acquired brain injury, physical disability or developmental delay | ||
4.4 | Demonstrate understanding and application of support practices for a range of types of disability | ||
5 | Respond to situations of risk or potential risk to people with disabilities | 5.1 | Identify and respond to situations of risk and report to appropriate people |
5.2 | Report uncharacteristic or inappropriate behaviour | ||
5.3 | Report situations of risk which may adversely effect the health of people with disabilities | ||
5.4 | Identify indications of possible abuse and/or neglect and report according to organisation policy and protocol | ||