List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. |
1. | Develop and manage a knowledge bank on access to the built environment for people with disabilities. | 1.1. | Sources of information on the requirements of people with disabilities to enable access to and use of the built environment are researched and evaluated. |
1.2. | Sources of information on compliance requirements for access to and use of the built environment are researched and evaluated. |
1.3. | Forums for discussion and debate regarding effects of disabilities on access to and use of the built environment are researched and used. |
1.4. | Processes are put in place to ensure access to and currency of information regarding legislative changes and best practice solutions. |
1.5. | Information management system is developed and maintained to ensure currency and availability of information in knowledge bank. |
1.6. | Information is shared and discussed with internal or external personnel as required. |
2. | Analyse effects of disabilities on access to and use of the built environment. | 2.1. | Static and functional anthropometrics of people with physical disabilities are researched, and requirements for access and use are analysed and confirmed. |
2.2. | Functional abilities and needs of people with sensory impairment are researched, and requirements for access and use are analysed and confirmed. |
2.3. | Functional abilities and needs of people with cognitive impairment are researched, and requirements for access and use are analysed and confirmed. |
2.4. | Advancements in ergonomic practices and data are monitored, and information is applied to analysis of requirements for access to and use of the built environment. |
3. | Analyse compliance requirements for access to and use of the built environment. | 3.1. | Content and application of legislation, standards and codesare analysed in relation to ergonomic principles and access and use requirements of people with disabilities. |
3.2. | Content and application of government development policies and urban planning regulations are analysed in relation to ergonomic principles and access and use requirements of people with disabilities. |
3.3. | Conflicting compliance provisions and access issues that are not the subject of legislation are identified, and access solutions are analysed and critiqued in suitable forums. |
4. | Contribute to the development of the access consulting sector. | 4.1. | Opportunities for learning and reflection on the needs of people with disabilities and the principles of access and use are sought, and findings and ideas are discussed with colleagues and refined. |
4.2. | Research findings on best practices in access and use provision are documented and shared with colleagues and professionals within the framework of access governance. |
4.3. | Opportunities for participation in professional debate and decision making regarding access and use compliance issues and solutions are sought and contributions made. |
4.4. | Opportunities for improvement of access and use provisions are sought and contributions made. |
A person demonstrating competency in this unit must satisfy the requirements of the elements, performance criteria, foundation skills and range of conditions of this unit.
The person must also:
select and subscribe to or access different reliable sources of information relating to each of the following:
requirements of people with disabilities for access to and use of the built environment
current and proposed compliance requirements
synthesise and evaluate information from above sources regarding:
effects of disabilities on access to and use of the built environment
advancements in ergonomic practices
develop an information management system to underpin own knowledge bank on access issues and solutions
analyse existing and proposed compliance requirements and debate related issues in three different forums
evaluate best practices in access and use provision and discuss in the above forums.
A person demonstrating competency in this unit must demonstrate knowledge of:
access and use compliance requirements, including:
codes
guidelines
legislation
local authority policies
protocols
regulations
standards
accessibility requirements relating to equipment used by people with disabilities, such as:
assistance animals
audio frequency induction loops
braille and tactile signage
long white canes
TTY telephones
walking frames
wheelchairs
best practices in access and use, including measures that exceed compliance requirements
gaps and trends in, interrelation of, and conflict between compliance requirements
policy development, legislative and regulatory frameworks relating to access to and use of the built environment
principles of access to and use of the built environment, including:
adaptable design
best practice solutions to access and use requirements
principles of ergonomics as they apply to use of the built environment
range of information, policy and support sources to inform professional work
scope of functions of the human body, including:
auditory and visual processing
cognitive functions
mobility
psychiatric conditions
social construction of disability, including:
effects of restriction of autonomy
institutional models
medical models
social, civic and economic inclusion
static and functional anthropometrics, including:
measurements of the body dimensions of people both with and without disabilities
reach ranges of people with and without disabilities
step and gait of people with and without disabilities, including people who are blind or vision impaired and using a white cane or a guide dog
visual range capabilities of people with and without vision loss
types of disabilities and combinations of disabilities and related range of functional limitations, including:
auditory
cognitive
mobility
muscle wasting and weakness
psychiatric
vision.
The following must be present and available to learners during assessment activities:
equipment:
computer and software to undertake research and support an information management system
specifications:
industry publications and forums
sources of information on:
requirements of people with disabilities for access to and use of the built environment
current and proposed compliance requirements
relationships with colleagues:
networking at professional forums.
Assessor requirements
As a minimum, assessors must satisfy the assessor requirements in the Standards for Registered Training Organisations (RTOs) current at the time of assessment.