Unit of competency Outline

Date retreived
22/07/2026 6:19 AM AWST

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Design and adapt surroundings to group requirements

Design and adapt surroundings to group requirements

Unit of competency
National Code
CHCDIS507C
State Code
D2410
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
090509 - Care For The Disabled
Original Release Date
15/10/2014
Nominal Hours
30
Description
DescriptorThis unit describes the knowledge and skills required by staff to design and implement measures to maximise convenience of use of various physical settings in the community at large for people with disabilities as a group through assessing and adapting locations and designing new locations
Notes
Elements and Performance Criteria
1. Assess locations
  • 1.1 Assess group's requirements in the context of the existing location with active participation of people with disabilities and other staff involved
  • 1.2 Assess physical entry and exit and discuss any problems with active participation of people with disabilities involved
  • 1.3 Identify requirements for aids, environmental modification and support and develop strategies to deal with these with active participation of people with disabilities involved
  • 1.4 Recognise and explain individual and cultural differences relating to assessment of locations, and develop strategies to deal with these
2. Design and/or use appropriate aids
  • 2.1 Discuss options for adaptations and design of aids and justify choices
  • 2.2 Design appropriate aids according to group requirements
  • 2.3 Carry out adaptations to location and environment in response to identified group requirements
  • 2.4 Put in place a process for evaluation and review of adaptations, including setting dates and identifying people to contribute
3. Design new location to group requirements
  • 3.1 Actively involve people with disabilities, significant others and other support staff in process of identifying building requirements
  • 3.2 Plan and note physical entry and exit with group's requirements in mind
  • 3.3 Identify and record requirements for aids, environmental design and support, and strategies to deal with these
  • 3.4 Recognise own limitations and seek expert assistance where necessary
  • 3.5 Make reports and recommendations on building requirements to managers or boards of management
  • 3.6 Recognise and describe individual and cultural differences impacting on the design of locations and develop strategies to deal with these
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
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
Replaces
State Code National Code Title Type
S3125 CHCDIS7B Design and adapt surroundings to group requirements Unit of competency