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Units

Nationally Recognised Training

CHCDIS301C Work effectively with people with a disability

Recognition of Prior Learning (RPL)

EasyRPL is the Leading provider of Recognition of Prior Learning (RPL) for CHCDIS301C Work effectively with people with a disability. We focus on Skills Recognition for the full qualification. If required we can organise gap training where needed.

Descriptor

This unit describes the knowledge and skills required as an introduction to working and communicating with people with a disability

Applications

This unit may apply to work with people with a disability in a range of community service contexts

Required Skills

Essential skills:
It is critical that the candidate demonstrate the ability to:
- Demonstrate understanding of:
- the rights and responsibilities of people with disabilities
- stereotypes that may exist about people with disabilities
- the impact of own attitudes on working with people with disabilities
- Make informed observations and report appropriately
- Respond to situations of risk or potential risk

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:
- Apply skills in interpersonal communication with clients and other stakeholders
- Communicate effectively with people with a range of different disabilities
- Recognise and act upon opportunities to enhance sustainability in the workplace

Required Knowledge

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:
- Awareness and understanding of consent and strategies utilised to determine ability to consent
- Awareness of discriminatory actions
- A range of developmental and acquired disabilities, including:
- acquired brain injury
- autism spectrum disorder
- cognitive disability
- developmental delay
- intellectual disability
- neurological impairment
- physical disability
- sensory disability, including hearing, vision impairment
- speech/language disability
- Common risks to safety
- Communication needs, strategies and resources in relation to people with disabilities
- Consumer needs and rights including duty of care
- Different types of requirements likely to be associated with different disabilities
- Fundamental knowledge of stages of biological and psychological development of the human being throughout the lifespan
- Indicators of abuse and/or neglect in relation to people with disabilities
- Networks in the disability sector
- Principles and practices of:
- access and equity
- confidentiality
- empowerment/disempowerment in relation to people with disabilities
- Relevant legislation, regulations and policies, including legalities associated with using restrictive and prohibitive practices
- Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability
- Role of guardianship board, public trustee and independent advocate
- Varying emotional, relationship building and dependence and independence issues and responses associated with differing life stages
- Underpinning philosophies and values, including:
- commitment to empowering clients
- commitment to meeting the needs and upholding the rights of clients
- community education and capacity building
- competency and image enhancement as a means of addressing devaluation
- delivery of person-centred services
- holistic and client-centred approach
- practices which focus on the individual person
- rightful place in community
- self determination
- strengths-based support
- the impact of social devaluation on an individual's quality of life
- the social model of disability

Critical aspects for assessment and evidence requird to demonstrate competency in this unit

The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the particular workplace context

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.


Context includes:
Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients
Economic context e.g. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs
Facts/myths about disability
Historical context of work e.g. changing attitudes, changing approaches to working with clients
Political context e.g. government policies and initiatives
The relevant statutory framework


Stages of human development may relate to:
Stages of cognitive development
Stages of physical development
Stages of psychosocial development


Issues may include:
Access to services for people with disabilities and their carers
Family and carer issues
Grief and loss
Support in meeting individual needs and personal goals of people with disabilities


Different models for working in the sector may include:
Advocacy
Behaviour management
Business services support
Case management
Community access
Community development and education
Employment support
Health promotion
Home based support
Lifestyle support
Peer support/self help
Residential services
Respite care
Working with families


The underpinning values and philosophies of the sector may include:
A holistic and person-centred approach
Commitment to empowering clients
Commitment to meeting the needs and upholding the rights of clients
Community education
Delivery of appropriate services


Different client requirements may depend upon:
Type of disability, including:
cognitive
intellectual
physical
psychiatric
sensory
Support availability including:
education and training
employment
family
financial
physical, emotional and behavioural
Presence of a chronic illness/condition


Policy and legislative requirements include:
Disability Discrimination Act and associated standards
Disability Service Standards
Disability Services Acts (Commonwealth and State)
Equal employment opportunity principles
Guardianship Board
Medical legislation
Medication regulations
Nurses Act
Office of the Public Advocate
Privacy Act
Restrictive practices legislation


Commitment to access and equity principles includes:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
Client oriented culture
Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual
Implementation of person-centred practices


Rights include principles expressed in:
Charters of human rights
Disability standards
Freedom from discrimination
Freedom of information


Rights include:
Access to complaint mechanisms
Choice to participate
Common law
Confidentiality
Freedom of association
Friendship
Privacy
To be treated in a dignified, safe and comfortable manner
To express own feelings


Interests include:
Accommodation
Financial
Recreation
Services


Appropriate people include:
Administrators
Carers
Colleagues
Disability services
Emergency services
Health care services
Health workers
Home and community care services
Relatives
Supervisors


Behaviours of concern may include but are not limited to:
Physical aggression to self and/or others
Problems associated with eating
Refusal to accept services
Repetitive actions or questions
Resistance to personal care
Sexually inappropriate behaviour
Sleep disturbances
Social withdrawal
Socially inappropriate behaviour
Verbal disruption
Wandering or intrusiveness


Respond to situations of risk in the context of the work role may include:
Identifying risks
Providing information on risks or potential risks
Risk minimisation
Strategies for preventing abuse of people with disabilities

Licensing & Regulatory Information

Not Applicable

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