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Evidence Guide: CHCRH503A - Develop leisure and health programs for clients with special needs

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

 

CHCRH503A - Develop leisure and health programs for clients with special needs

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

Identify and assess the specific requirements of special needs clients in leisure and health programs

  1. Actively involve client with a special need, significant others and support staff and encourage them to participate in the assessment process
  2. Identify all relevant information on the persons special needs and his/her personal requirements and record according to organisation procedures
Actively involve client with a special need, significant others and support staff and encourage them to participate in the assessment process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify all relevant information on the persons special needs and his/her personal requirements and record according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the role of leisure and health programs in enhancing the well being of special needs client/s

  1. Promote benefits of leisure and health programs to stakeholders, target groups and within the organisation to maximise client well being
  2. Implement appropriate evaluation and monitoring processes to ensure ongoing client benefits
Promote benefits of leisure and health programs to stakeholders, target groups and within the organisation to maximise client well being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate evaluation and monitoring processes to ensure ongoing client benefits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan required resources

  1. Identify the appropriateness of facilities
  2. Identify and gather or modify materials and equipment that are appropriate for the individual according to the plan
  3. Identify specialist resources according to the plan and request as needed
  4. Plan and utilise additional resources according to available finances
Identify the appropriateness of facilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and gather or modify materials and equipment that are appropriate for the individual according to the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify specialist resources according to the plan and request as needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and utilise additional resources according to available finances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create an environment which fosters participation of special needs client/s in leisure and health program

  1. Develop program in consultation with all involved to meet the desired outcomes and goals identified in client needs assessment
  2. Review current program to identify its appropriateness for the individual
  3. Gather detailed information to identify individual's needs
  4. Develop strategies for ongoing communication and review with all those involved
Develop program in consultation with all involved to meet the desired outcomes and goals identified in client needs assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review current program to identify its appropriateness for the individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather detailed information to identify individual's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies for ongoing communication and review with all those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage and develop strategies to meet the requirements of special needs client/s participating in leisure and health programs

  1. Demonstrate innovative approach to ways to meet the requirements of special needs clients
  2. Show empathic attitude to specific requirements of special needs clients
  3. Support leisure and health programs in a manner that supports the person's strengths and interests
  4. Support leisure and health programs in a manner that supports duty of care and legislative requirements
  5. Support leisure and health programs according to risk management plan
  6. Support active integration of special needs clients into the community and community activities through provision of special requirements where possible
Demonstrate innovative approach to ways to meet the requirements of special needs clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show empathic attitude to specific requirements of special needs clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support leisure and health programs in a manner that supports the person's strengths and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support leisure and health programs in a manner that supports duty of care and legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support leisure and health programs according to risk management plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support active integration of special needs clients into the community and community activities through provision of special requirements where possible

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 person being assessed must provide evidence of specified essential knowledge as well as skills

This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

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

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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes

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

Related units:

This unit should be assessed after or in conjunction with related units:

CHCDIS301A Work effectively with people with disabilities

CHCAC318A Work effectively with older people

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:

Theories of development in special needs clients

Different approaches to program planning and development

Criteria for selecting a specific programming approach

Assessment of key variables to guide decision-making about programming approach

Respect for different expectations of client, significant others and support staff

Detailed knowledge of facilitating a variety of leisure and health activities

Up-to-date information and a range of sources of information is assessed as resources for program development

Relevant quality improvement and accreditation system principles

Inclusion - non-discriminatory practices and associated legislation

Knowledge of development - build on strengths of individual

Issues such as integration, segregation and contemporary approaches relating to client groups with a range of special needs including physical, emotional, cognitive, sensory, communication, psychiatric and disadvantage

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify and assess the specific requirements of special needs clients in leisure and health programs

Promote the role of leisure and health programs

Plan required resources

Follow a leisure and health plan

Create an environment which fosters participation

Manage and develop strategies to meet the requirements of special needs client/s

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:

Outline a personal philosophy about the use of leisure and health programs to promote special needs clients well being, social justice and equity

Demonstrate application of skills in:

observation

communication skills

consultative process

identification of local community resources

occupational health and safety (OHS) principles and practices

cultural awareness

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.

Special needs clients may include:

Disabled

Mental health

Aboriginal and Torres Strait Islander

Youth

Mature aged/seniors

Ethnic/cultural

HIV/AIDS

Logistic requirements include:

Transport

Venue

Special requirements may include:

Individual differences/needs/wants/abilities

Communication skills and techniques

Specific equipment/apparatus requirements

Transportation needs

Appropriate staff ratios/training/expertise

Stakeholders / significant others may include:

Care givers

Relatives/friends/partners

Medical and nursing personnel/specialists

Health practitioners

Support networks

Multi-disciplinary team members

Management