DRAFT- CXSLEA402Provide support to learners with disability

CXSLEA402Provide support to learners with disability

Modification History

Release / Comment
Release 1 / New unit of competency.

Application

This unit describes the skills and knowledge a vocational trainer or assessor requires to provide support to learners with disability undertaking vocational education and training, and who may face challenges in accessing or participating in learning.

This unit applies to individuals who teach, train, assess and develop resources for the delivery of vocational education and training.

No licensing, legislative or certification requirements apply to this unit at the time of publication. Competence in this unit does not indicate that a person is a qualified specialist disability service provider or practitioner.

Unit Sector

Cross Sector Skill

Elements and Performance Criteria

Elements
Elements describe the essential outcomes. / Performance Criteria
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the learner profile and support needs of learners with disability / 1.1 Identify the specific learning needs of the learner in consultation with the individual, and any other relevant stakeholders.
1.2 Identify any real or potential barriers to participation in learning that exist for the individual learner.
2. Plan support for learners with disability / 2.1 Access current organisational policies and legislative requirements and identify obligations for supporting learners with disability.
2.2 Identify teaching practices, support strategies or reasonable adjustments that can increase access to learning and address barriers to participation in learning and assessment for a learner with disability.
2.3 Consult with individual learner and agree on teaching strategies and supports to implement.
2.4 Identify support services or facilities that can be accessed, both internal and external to the organisation, to address individual learner needs.
2.5 Identify where additional support required is beyond scope of teaching role and refer to specialist support as needed.
3. Provide support during delivery of training to learners with disability / 3.1 Identify and assemble required resources to implement agreed strategies and support.
3.2 Implement planned support strategies during delivery of teaching to meet the support needs of the individual learner.
3.3 Implement any reasonable adjustments and/or alterations in line with learner needs, current legislative requirements and organisational procedures.
4. Review and improve delivery of support to learners with disability / 4.1 Review and evaluate effectiveness of support provided to meet individual learner needs in accordance with organisational requirements.
4.2 Seek feedback from the learner on teaching practices, support strategies or reasonable adjustments.
4.3 Improve the delivery of teaching practices, support strategies or reasonable adjustments in accordance with learner feedback and organizational requirements.

Foundation Skills

This section describes those language, literacy and numeracy and employment skills that are essential to performance.

Skill / Performance
Criteria / Description
Reading / 2.1-2.2, 2.5, 3.1, 4.1 /
  • Accesses, reads and interprets documentation relevant to the learning context

Writing / 2.3-2.4, 3.2-3.3, 4.1, 4.3 /
  • Develops and maintains workplace documentation accurately and in response to required needs

Oral Communication / 1.1-1.2, 2.3-2.4, 3.3, 3.4, 4.2 /
  • Uses communication techniques to build rapport and explore requirements
  • Discusses and seeks information using appropriate structure and language for the particular audience
  • Uses questioning and active listening to clarify or confirm understanding

Navigate the world of work / 2.1-2.5, 3.1-3.4, 4.1-4.3 /
  • Recognises and follows organisational protocols, policies and procedures relevant to own role

Interact with others / 1.1-1.2, 2.3-2.4, 3.2-3.4, 4.1-4.2 /
  • Uses inclusive and collaborative techniques to seek feedback, negotiate and consult with a range of stakeholders

Get the work done / 1.1-1.3, 2.1-2.5, 3.1-3.4, 4.1-4.3 /
  • Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
  • Identifies and responds to problems and opportunities for improvement and considers options for different approaches
  • Plans, organises and implements strategies required to achieve learning plans

Unit Mapping Information

(Unit mapping information to be provided once unit has been finalised)

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

  • Consult a minimum of two learners with different disabilities, utilisng a person-centred approach to identify learning needs and strategies and supports that can be implemented to meet their specific individual needs.
  • Develop, implement and review teaching strategies and supports to meet the individual needs of learners with disability.
  • Access and implement necessary resources or technologies to support learners with disability, including at least two of:
  • Adaptive and assistive technologies.
  • Alternative and augmentative communication techniques or devices.
  • Adapted education resources and materials.
  • Assistive equipment.
  • Implement reasonable adjustments and alterations within the training environment to meet the specific individual needs of learners with disability.
  • Review effectiveness of supports and strategies implemented and make changes in alignment with learner feedback and identified improvements.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • Current legislation and standards for working with learners with disability, including:
  • Disability Discrimination Act 1992.
  • Disability Standards for Education
  • Regulation on reasonable adjustment.
  • Standards for RTOs 2015.
  • Other anti-discrimination legislation.
  • Organisation protocols, policies and procedures for providing support to learners with disability, making changes to delivery of training to facilitate equal access and inclusion, and responding to disclosure of disability.
  • Different types of disability, as outlined in the Disability Discrimination Act 1992.
  • Environmental and structural impacts oninclusion and participation in learning for individuals with various disabilities.
  • Potential and actual barriers to learning for learners with disability.
  • Reasonable adjustments that can be implemented to support learners with disability to participate in learning and assessment.
  • Assistive technologies, equipment, devices and aids that can be implemented within the learning environment to support learnerswith disability.
  • Communication strategies that can be implemented to meet the communication needs and preferences of people with disability, including augmentative and alternative communication methods and aids.
  • Accurate, respectful and non-discriminatory language to refer to disability.
  • Organisational policies and procedures for maintaining confidentiality for learners with disability.
  • Different methods and strategies for delivery of support during teaching and assessment for learners with disability, including best practice examples.
  • Supports, specialist services, resources, aids and facilities, both internal and external to the organisation, which can be implemented to assist people with disability in participating in learning.
  • Organisational processes and protocols for referral to additional supports and specialist services.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the context of the relevant sector’s work environment. Competency should be demonstrated in a range of actual or simulated work contexts, and include access to:

  • Interaction with others.
  • Legislation and standards for meeting the needs of people with disability.
  • Organisational protocols and procedures for supporting learners with disability.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Implementation Guide

(TBA)

1

PwC’s Skills for Australia