Application

This unit describes the performance outcomes, skills and knowledge required to provide person-centred services to people with disability with complex or special support needs under the supervision of a relevant professional.
This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

What You'll Learn

Assessment Requirements

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
• evaluate and prioritise the needs of at least three people with complex or special support needs and develop individualised plans to meet their needs
• coordinate the delivery, monitoring, evaluation and review of at least three individualised plans.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
• factors that would lead to someone being classified as having complex needs rather than basic needs
• basic physiology and psychology as they apply to disability types
• basic nutrition guidelines and principles as they apply to a range of disability types and when to refer to supervisor or practitioner
• common issues and challenges facing people with disability including:
• systemic and structural issues
• abuse, neglect and exploitation
• discrimination and stigma
• manifestations and presentation of common health problems as well as potential behavioural challenges associated with different disability types
• formal and informal assessment approaches for assessment of people with complex and special needs
• legislative, statutory, professional and ethical standards related to development of individualised plans
• restrictive practice:
• types of regulated restrictive practices:
• seclusion
• chemical restraint
• mechanical restraint
• physical restraint
• environmental restraint
• unregulated restrictive practices
• human rights considerations for use of restrictive practices
• principles of the National Framework for Reducing and Eliminating the Use of Restrictive Practices in the Disability Service Sector
• role of the National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission in regulating use of restrictive practices
• when it is acceptable to use restrictive practices
• role of behaviour support practitioner in developing behaviour support plan that includes restrictive practices
• consequences of unauthorised use of restrictive practices
• positive proactive approaches to support that eliminate the need to use restrictive practices
• physical, psychological and emotional risks related to the use of restrictive practices
• processes for reporting changes in behaviour that may require review of the restrictive practices in the behaviour support plan
• documentation of use of restrictive practices:
• organisational policies and procedures
• regulatory and legislative requirements for documentation
• role of family members, carers, community service providers and others in developing and managing individualised plans
• organisational policies and procedures for:
• developing and managing individualised plans
• documenting information
• seeking feedback from stakeholders
• monitoring and evaluating individualised plans.

Assessment Conditions

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.
Assessment must ensure access to:
• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies
• organisational policies and procedures
• individualised plans and any equipment outlined in the plans
• opportunities for engagement with people with disability.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Foundation Skills

• {'skill': 'Foundation Skills', 'description': 'Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.'}

Related Units

• CHCEDS052 — Deliver elements of teaching and learning programs
  Same training package
• CHCSAC009 — Support the holistic development of children in school age care
  Same training package
• CHCEDS044 — Support development of student research skills
  Same training package
• CHCCDE017 — Support collaborative planning processes
  Same training package
• CHCEDU012 — Facilitate couple processes in group work
  Same training package
• CHCECE033 — Develop positive and respectful relationships with children
  Same training package