TAEXDB411 — Plan and implement individual support plans for learners with disability
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What an assessment for TAEXDB411 must cover
52 assessable components: 4 elements (12 performance criteria), 4 performance evidence and 31 knowledge evidence requirements, plus 5 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.
Elements & performance criteria
1 Identify and communicate support processes available to individual learners with disability
- 1.1Identify and confirm learning support processes and reasonable adjustments available for learners with disability
- 1.2Communicate availability and benefits of learning support processes and reasonable adjustments to individual learners with disability
2 Establish individual support plans for individual learners with disability
- 2.1Consult with individual learners to identify their learning goals, capabilities, preferences and needs
- 2.2Discuss and agree preferred learning options with individual learners
- 2.3Consult with learners to determine learning and assessment support needs including required reasonable adjustments
- 2.4Document the agreed individual support plan for learners with disability
3 Implement support plans for individual learners with disability
- 3.1Identify and source resources required to implement individual support plan within scope of own role and responsibilities
- 3.2Identify and source required resources that are outside scope of own role and responsibilities according to organisational policies and procedures
- 3.3Ensure agreed supports, strategies, and reasonable adjustments are implemented during learning and assessment processes according to legislative and regulatory requirements and current standards
- 3.4Address or escalate implementation issues according to organisational policies and procedures and work health and safety (WHS) requirements
4 Monitor and revise support plans for individual learners with disability
- 4.1Consult individual learners, and all those involved in support plan implementation, and evaluate the effectiveness of implemented individual support plan
- 4.2Agree and document required updates to individual support plan to support successful participation in learning and assessment
Performance evidence
- plan, document and implement an individual support plan for at least 3 different learners with disability.
- consult with each learner using a person-centred approach on at least 2 occasions to identify learning and assessment support needs based on the individual’s self-expression and preferences
- consult with each learner using a person-centred approach on at least 2 occasions to monitor the effectiveness of implemented supports and strategies
- consult with others responsible for providing support to learners with disability on at least 2 occasions.
Knowledge evidence
- legislative and regulatory requirements and current standards for working with learners with disability, including:
- Standards for Registered Training Organisations (RTOs) 2015 (or their successor), or other state or territory legislation that applies to RTOs
- Disability Standards for Education
- Disability Discrimination Act
- Disability Services Act
- United Nations Convention on the Rights of Persons with Disabilities
- Australia’s Disability Strategy
- work health and safety (WHS) requirements
- organisational protocols, policies and procedures for:
- discussing learner support needs, including anonymous options
- providing individual support to learners with disability
- implementing reasonable adjustments for learners with disability
- responding to disclosure and sharing of information about disability
- maintaining confidentiality, privacy and dignity of learners with disability
- sreferring to specialist services required for individual support plans
- persons covered by the Disability Discrimination Act
- key components of individual learning support plans for learners with disability, including:
- agreed learning opportunities
- required training, learning and assessment strategies, and specific related learning supports
- required resources and reasonable adjustments
- social and medical models of disability
- potential and actual barriers to learning for learners with different types of disability, including those that may be present in the structure of learning and learning environment
- course demands and requirements, work placement demands and any inherent requirements for undertaking learning
- definition of ‘reasonable adjustment’ within the organisational context, taking note of the organisation’s size, capabilities and resource base
- different training and assessment methods, strategies and reasonable adjustments that can be implemented to provide additional support to learners
- assistive technologies, equipment, devices, aids and other resources required for the support plans developed in the performance evidence
- principles of a person-centred approach to providing support to learners with a disability
- communication strategies and tools required when communicating with learners with a disability, including:
- augmentative and alternative communication methods and aids
- inclusive language and person-first expressions
- common student services, resources, support providers and specialists, both internal and external to the organisation, required for support plans in the performance evidence.
Foundation skills
- Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role to access and exchange information
- Reading: Sources, analyses and interprets documentation and information relevant to the learning context to identify relevance for individual support plan
- Oral communication: Uses communication techniques to build rapport with learners with disability and explore their learning options, identify support needs and reasonable adjustments, and agree on individual support plans
- Self-management: Selects and uses appropriate protocols when communicating with others to seek or share information
- Self-management: Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.
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Real, unedited Auditori output (RIIHAN201E shown), branded for a sample RTO:
Questions about assessing TAEXDB411
What does an assessment tool for TAEXDB411 need to cover?
To satisfy the Principles of Assessment and Rules of Evidence, an assessment for TAEXDB411 needs to address all 52 unit components: 4 elements with 12 performance criteria, 4 performance evidence requirements, 31 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.
How does Auditori generate an assessment tool for TAEXDB411?
Auditori pulls the current release of TAEXDB411 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.
Is the first assessment tool really free?
Yes. Every new account includes one free credit — enough to generate the complete assessment tool for TAEXDB411 — with no card and no subscription required. After that it's pay-as-you-go per unit.
Can I check my existing TAEXDB411 assessment instead of generating a new one?
Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of TAEXDB411, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.
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