DRAFT- CXSLEA403 Plan and implement accessible training for learners with disability

CXSLEA403Plan and implement accessible training for learners with disability

Modification History

Release / Comment
Release 1 / New unit of competency.

Application

This unit describes the skills and knowledge a vocational trainer and/or assessor requires to effectively deliver vocational education and training that is accessible to learners with disability.

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. Where bold and italicised text is used, further information is detailed in the range of conditions section.
1. Interpret responsibilities and requirements relevant to delivering training to learners with disability / 1.1 Access organisational policies, current legislative requirements, codes and standards, and identify accompanying obligations for working with learners with disabilities.
1.2 Identify the access requirements and learning needs of people with different disabilities and assess implications for the delivery of training.
2. Design accessible training / 2.1 Identify own attitudes and biases towards disability and outline steps to minimise their potential impact on the delivery of training to learners with disability.
2.2 Identify potential barriers to equal access and inclusion for learners with disability that may exist within the delivery of training.
2.3 Investigate strategies and resources that can be implemented within the delivery of training to address barriers to access and participation for learners with disability.
2.4 Recognise limitations of own knowledge and skills in addressing accessibility and inclusion for learners with disability, and refer to specialist support providers and services as needed.
3. Deliver accessible training / 3.1 Implement changes to delivery of training to support equal access and inclusion for learners with disability.
3.2 Integrate specialist support, including staff or equipment, into the training environment as needed by learners with disability.
3.3Report situations which may pose a health or safety issue to learners or staff, according to organisational procedures.
4. Review and improve accessibility of training / 4.1 Request feedback from learners with disability on accessibility of training in accordance with organisational requirements.
4.2 Assess implemented strategies and document opportunities for improvement in accordance with organisational requirements.
4.3 Adjust aspects of delivery of training based on feedback and assessment.

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill / Performance
Criteria / Description
Reading / 1.1-1.2, 2.3, 4.2 /
  • Accesses, reads and interprets documentation and information relevant to the learning context, including program documents, learning materials, policies and procedures

Writing / 3.1, 3.4, 4.3 /
  • Develops and maintains workplace documentation accurately and in response to required needs

Oral Communication / 3.2-3.4, 4.1 /
  • 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 / 1.1-1.2, 2.2-2.3, 3.1-3.4, 4.1-4.3 /
  • Recognises and follows organisational protocols, policies and procedures relevant to own role

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

Get the work done / 2.3, 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

Range of Conditions

This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below.

Delivery of training must include all of the following: /
  • Mode of delivery
  • Duration and scheduling
  • Assessment resources, methods and timing
  • Learning resources
  • Physical resources

Unit Mapping Information

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

Performance Evidence

Before competency can be determined, individuals must demonstrate they can perform the following according to the standards defined in this unit’s elements, performance criteria and range of conditions:

  • Develop an implementation plan to address accessibility requirements and learning needs for a cohort that includes learners with disability. The plan should include at least four of:
  • Adapting teaching strategies and methods.
  • Adapting program structure.
  • Adapting training curriculum.
  • Adapting communication strategies.
  • Adapting learning resources and materials.
  • Adapting layout of physical learning environment.
  • Adapting assessment tasks and formats, and/or offering alternative assessment options.
  • Implementing assistive equipment or assistive technologies within the training environment.
  • Implement reasonable adjustment within training environment to meet specific individual needs of a learner with disability.
  • Analyse the impact of own attitudes and teaching practices on inclusion and equal access for learners with disability.
  • Access resources required to implement outlined changes to delivery of training, including any specialist support provisions required to meet needs of learners with disability.
  • Communicate appropriately with learners with disability, including:
  • Identifying and using communication techniques suited to their communicative abilities and preferences.
  • Implementing augmentative and alternative communication strategies or devices.
  • Using appropriate and respectful language.
  • Maintaining confidentiality.
  • Review and adjust changes to delivery of training to improve accessibility and inclusion for learners with disability, based on learner feedback and evaluation of success outcomes.

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.
  • Regulation on reasonable adjustment.
  • Standards for RTOs 2015.
  • Disability Standards for Education
  • Other current 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.
  • The different types of disability, as outlined in the Disability Discrimination Act 1992.
  • Environmental and structural impacts on inclusion 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 people with disability undertaking learning and assessment.
  • Communication techniques that can be implemented to meet the communication needs of people with disability, including augmentative and alternative communication methods and aids.
  • Accurate, respectful and non-discriminatory language to refer to disability.
  • Examples of best practice for delivering education, training and assessment to learners with disability.
  • Different methods and strategies for delivery of teaching and assessment.
  • Different formats for presentation of learning information and materials.
  • Supports, specialist services, resources, aids and facilities that 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:

  • Case study or information on a real student cohort, including learners with diverse disabilities.
  • Current legislation and standards for accessibility.
  • 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