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Evidence Guide: CHCDIS507C - Design and adapt surroundings to group requirements

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

CHCDIS507C - Design and adapt surroundings to group requirements

What evidence can you provide to prove your understanding of each of the following citeria?

Assess locations

  1. Assess group's requirements in the context of the existing location with active participation of people with disabilities and other staff involved
  2. Assess physical entry and exit and discuss any problems with active participation of people with disabilities involved
  3. Identify requirements for aids, environmental modification and support and develop strategies to deal with these with active participation of people with disabilities involved
  4. Recognise and explain individual and cultural differences relating to assessment of locations, and develop strategies to deal with these
Assess group's requirements in the context of the existing location with active participation of people with disabilities and other staff involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess physical entry and exit and discuss any problems with active participation of people with disabilities involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify requirements for aids, environmental modification and support and develop strategies to deal with these with active participation of people with disabilities involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and explain individual and cultural differences relating to assessment of locations, and develop strategies to deal with these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and/or use appropriate aids

  1. Discuss options for adaptations and design of aids and justify choices
  2. Design appropriate aids according to group requirements
  3. Carry out adaptations to location and environment in response to identified group requirements
  4. Put in place a process for evaluation and review of adaptations, including setting dates and identifying people to contribute
Discuss options for adaptations and design of aids and justify choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design appropriate aids according to group requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out adaptations to location and environment in response to identified group requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Put in place a process for evaluation and review of adaptations, including setting dates and identifying people to contribute

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design new location to group requirements

  1. Actively involve people with disabilities, significant others and other support staff in process of identifying building requirements
  2. Plan and note physical entry and exit with group's requirements in mind
  3. Identify and record requirements for aids, environmental design and support, and strategies to deal with these
  4. Recognise own limitations and seek expert assistance where necessary
  5. Make reports and recommendations on building requirements to managers or boards of management
  6. Recognise and describe individual and cultural differences impacting on the design of locations and develop strategies to deal with these
Actively involve people with disabilities, significant others and other support staff in process of identifying building requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and note physical entry and exit with group's requirements in mind

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and record requirements for aids, environmental design and support, and strategies to deal with these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise own limitations and seek expert assistance where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make reports and recommendations on building requirements to managers or boards of management

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and describe individual and cultural differences impacting on the design of locations and develop strategies to deal with these

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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
See additional information for assessors regarding the following:

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

Range Statement

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