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 eg verbal nonverbal written and electronic mediums

Maintain confidentiality

Display teamwork skills

Use observation and recordkeeping skills

Display management skills

Use problem solving skills

Manage listening devices

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 andor 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 schoolcentre 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Hearing disability can affect student development and learningof:

Effective teaching practices may include:

Teachers and professionals involved may include:

Considerations to support students with a hearing disability may include:

Manage listening devices may include:

Analysis of information may include:

Notes are structuredmay include:

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

Evacuation and lockdown procedures includes: