The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential 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

This describes the essential skills and knowledge and their level required for this unit.

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:

Effects of hearing loss on development and the ability to learn

Appreciation of the culture of the deaf community

The difference between Auslan and signed English and their uses

Needs of the student with a hearing disability

Commonly used technology

Role of the scribe or interpreter

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate and apply knowledge of causes of hearing disability

Work with understanding of the effects of hearing disability on listening, language development, speech, communication and learning

Use strategies in a learning environment to support students with a hearing disability

Be aware of emergency procedures used in the education facility

In addition, the candidate must be able 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 the ability to:

Communicate using a range of inclusive and active language and literacy skills (e.g. verbal, non-verbal, written and electronic mediums)

Maintain confidentiality

Display teamwork skills

Use observation and record-keeping skills

Display management skills

Use problem solving skills

Manage listening devices

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Hearing disability can affect student development and learningof:

Communication skills

Language

Listening skills

Speech

Learning skills

Social interaction skills

Effective teaching practices may include:

Design the learning environment to minimise noise

Positioning of students with a hearing disability to:

maximise use of residual hearing

enable use of other senses (e.g. sight)

Assessment and delivery adjustments

Use additional resources (visual or human)

Use strategies to enable language acquisition

Teachers and professionals involved may include:

Class teachers

Teachers of students with a hearing disability

Speech-language pathologists

School counsellor/guidance officer

Support teachers

Audiologists

Considerations to support students with a hearing disability may include:

Repeating and rephrasing verbal information

Checking for understanding of information

Clarify and explain misunderstandings

Model correct language use

Encourage a range of communication skills (non-verbal)

Stand in front of the student

Use strategies suited to the students preferred learning style

Allow extra time for tasks

Model appropriate social behaviour

Avoid generalisations regarding students with a hearing disability

Manage listening devices may include:

Understanding how to turn devices on and off

Recognise technical problems

Change batteries

Preventative measures (e.g. take device off when student is swimming)

Refit a device

Advise parents of difficulties

Analysis of information may include:

Understanding the student's needs

Providing accurate and informative notes

Notes are structuredmay include:

Paragraphs

Dot points

Diagrams

Headings and sub headings

Columns and tables

Abbreviations agreed with the student

Strategies to alert students with a hearing disability to emergency situations may include:

Flashing lights

Ensure all students can make and understand emergency signals

Provide all students with signals to assist students with a hearing disability respond to directions, environmental changes, traffic etc

Use sirens that emit a warning signal that moves through a range of tones

Evacuation and lockdown procedures includes:

Evacuation:

respond to a siren, alarm, sign, signal

leave building by nearest exit

leave belongings behind

follow displayed routes

walk quickly to assembly area

remain in designated area until accounted for

Lockdown:

respond to a siren, alarm, sign, signal

close/lock doors and windows

block vents

stay calm

wait for all clear