This unit describes the performance outcomes, skills and knowledge required to follow a range of Deaf protocols and customs to interact with the Deaf community in a culturally appropriate and sensitive way.

It requires the ability to develop knowledge about the major features of the Deaf community and its culture and values, especially the value of signed languages. This knowledge underpins appropriate interactions with the Deaf community when conversing in Auslan.

This unit applies to individuals who use Auslan to converse with others at any level of proficiency.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Source various definitions of the Deaf community and interpret criteria for membership.
Obtain information on different groups within the Deaf community, including those who are Deafblind to develop a broad understanding of the community.
Identify the role of hearing people in the Deaf community.
Source information on community and advocacy organisations and their role in the Deaf community.
Determine own position within the Deaf community.
Use a range of sources to identify various cultural values of the Deaf community.
Identify and compare own personal values with Deaf community values to understand different values.
Identify English, Scottish and Irish influences on the evolution of Auslan.
Identify how sign language was brought to and used in Australia and how the term 'Auslan' was introduced.
Seek information on the evolution and preservation of Auslan.
Identify the value of signed languages in Deaf communities.
Identify various attitudes within the Deaf community towards manual systems of communication.
Use terms related to Deafness that comply with Deaf customs.
Use attention-getting techniques during interactions that comply with Deaf protocols.
Use Deaf protocols for participating and turn taking in group discussions.
Use Deaf protocols for interrupting ongoing conversations.

Assessment Cover Sheet

PSPLAN003 - Source information on Deaf culture, and communicate according to Deaf protocol

Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

PSPLAN003 - Source information on Deaf culture, and communicate according to Deaf protocol

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: