- CHCDIS507C - Design and adapt surroundings to group requirements
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCDIS507C Mapping and Delivery Guide
Design and adapt surroundings to group requirements
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | CHCDIS507C - Design and adapt surroundings to group requirements |
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Description | This unit describes the knowledge and skills required by staff to design and implement measures to maximise convenience of use of various physical settings in the community at large for people with disabilities as a group through assessing and adapting locations and designing new locations | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit may apply to work with people with a disability in a range of community service contexts | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not Applicable | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Assess locations |
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Element: Design and/or use appropriate aids |
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Element: Design new location to group requirements |
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Evidence Required
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.
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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions Consistency in performance should consider the particular requirements of services and workplaces |
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 Resources required for assessment of this unit include access to: a relevant workplace or an appropriately simulated environment where assessment may take place relevant organisation policy, protocols and procedures equipment and resources normally used in the workplace |
Method of assessment may include: | Observation in the workplace Written assignments/projects Case study and scenario analysis Questioning Role play simulation |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
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.
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: Organisation policies and procedures relating to the design and adoption of group surroundings Impact of disabilities on people with disabilities Occupational health and safety guidelines Ergonomics Range of available aids Depending on the work role or services provided, specific knowledge of particular groups or issues may be required alcohol and other drugs (AOD) abuse cultural and linguistic diversity risk of self-harm women men community education Aboriginal and Torres Strait Islander people mental health |
Essential skills: It is critical that the candidate demonstrate the ability to: Identify specific requirements of people with disabilities Apply consultation requirements relating to proposed adaptations Demonstrate application of skills in: designing assessment communication with individuals and groups |
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. | |
Locations may refer to: | Workplaces Community centres Residences Educational and recreational facilities Various service facilities |
Examples of physical exit and entry issues involve: | Curbs Lifts Lighting Signs |
Environmental support may involve: | Volunteers Co-workers Training officers being trained to support the person with a disability |
Examples of assessment processes include: | Job or activity analysis Task analysis |
Expert assistance may come from: | Architects Builders Other specialists |
Examples of boards of management include: | Appointed management committees Elected management committees Chief executive officers |
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 |
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Assess group's requirements in the context of the existing location with active participation of people with disabilities and other staff involved | |||
Assess physical entry and exit and discuss any problems with active participation of people with disabilities involved | |||
Identify requirements for aids, environmental modification and support and develop strategies to deal with these with active participation of people with disabilities involved | |||
Recognise and explain individual and cultural differences relating to assessment of locations, and develop strategies to deal with these | |||
Discuss options for adaptations and design of aids and justify choices | |||
Design appropriate aids according to group requirements | |||
Carry out adaptations to location and environment in response to identified group requirements | |||
Put in place a process for evaluation and review of adaptations, including setting dates and identifying people to contribute | |||
Actively involve people with disabilities, significant others and other support staff in process of identifying building requirements | |||
Plan and note physical entry and exit with group's requirements in mind | |||
Identify and record requirements for aids, environmental design and support, and strategies to deal with these | |||
Recognise own limitations and seek expert assistance where necessary | |||
Make reports and recommendations on building requirements to managers or boards of management | |||
Recognise and describe individual and cultural differences impacting on the design of locations and develop strategies to deal with these |
Forms
Assessment Cover Sheet
CHCDIS507C - Design and adapt surroundings to group requirements
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
CHCDIS507C - Design and adapt surroundings to group requirements
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: