Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Current practices, philosophies and theories, including: the social model of disability the impact of social devaluation on an individual's quality of life competency and image enhancement as a means of addressing devaluation practices which focus on the individual person strengths-based practice active support person-centred practice rightful place in community community education and capacity building self determination Foundation knowledge of lifespan development Concepts and their relationship, including: vulnerability power independence Basic knowledge of assessment processes relating to skills development and maintenance Knowledge of assessments processes and protocols used by the organisation/service Understanding of communication needs, strategies and resources Principles of access and equity Principles and practices of confidentiality Tools, equipment and other resources used in the learning process Various teaching and learning strategies Strategies for identifying and maximising informal learning opportunities Services and resources available to people with special learning needs Basic knowledge of: task analysis prompting, principles of prompting and fading prompting strategies to create independence reinforcers motivators to learn common de-motivators and blocks Understanding of maintenance techniques and generalisation Understanding of incidental learning |