The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Assess learning ability and needs of person with disability
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Work with the person with a disability and relevant others and within job role boundaries, to assess person's skill development/maintenance needs using recognised assessment/planning tools Completed |
Evidence:
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Identify skills developmentand/or maintenance opportunities for inclusion in individualised plans Completed |
Evidence:
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Document assessment outcomes in line with organisation guidelines Completed |
Evidence:
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Make referrals to other staff or specialist services as appropriate Completed |
Evidence:
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Develop person-centred skill development/maintenance plan
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Using appropriate communication techniques, engage the person with a disability in identifying their learning goals Completed |
Evidence:
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Identify and describe a range of learning strategies and opportunities to address person's goals Completed |
Evidence:
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Develop formal person-centred skills development/ maintenance plans using appropriate methodology and, where appropriate, in conjunction with other relevant personnel Completed |
Evidence:
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Document person-centred skills development/ maintenance plans in the person's support plan Completed |
Evidence:
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Implement skills development/ maintenance plan
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Work with the person with a disability to implement skills learning and maintenance strategies in a manner that is motivating and empowering and demonstrates respect for the person Completed |
Evidence:
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Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way Completed |
Evidence:
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Access and utilise equipment and resources as required to facilitate the learning process Completed |
Evidence:
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Maintain records to demonstrate achievements against person-centred skills development or maintenance plan and assist with monitoring and review Completed |
Evidence:
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Evaluate skills development and review plan
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Monitor progress and provide feedback to person with disability and/or their advocate/s regarding progress towards learning objectives Completed |
Evidence:
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Review records as a basis for evaluating effectiveness of person-centred skills development/ maintenance plan and make changes as required Completed |
Evidence:
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Identify opportunities to maintain and enhance skills in an ongoing way Completed |
Evidence:
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Use incidental learning opportunities to enhance skills development
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Identify situations as potential informal learning opportunities and encourage learning Completed |
Evidence:
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Withdraw support to an appropriate level as directed in order to encourage experiential learning Completed |
Evidence:
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Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format Completed |
Evidence:
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Provide encouragement when person with disability takes initiative in learning situation Completed |
Evidence:
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Identify and describe a range of informal learning opportunities in context of organisation policies and procedures Completed |
Evidence:
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