Certificate IV in Disability Support

All academic programs have inherent requirements. These are the fundamental learning outcomes or core capabilities that students must demonstrate in order to successfully complete a course. While adjustments can be made to support participation, there are limits where adjustments would compromise academic integrity, professional standards, or participant safety.

Equitable Learning Adjustments and Inherent Requirements

The Equitable Learning Service (ELS) supports students who may be impacted by a disability, long-term illness, mental health condition, or other circumstances that affect their ability to access learning on the same basis as others. ELS works collaboratively with students to assess their learning needs and develop Equitable Learning Plans (ELPs) that outline reasonable adjustments.

About the Certificate IV in Disability Support

The CHC43121 Certificate IV in Disability Support reflects the role of individuals in a range of community settings and people's homes, who provide support in a manner that empowers people with disabilities to achieve greater levels of independence, self-reliance, community participation and wellbeing. Workers promote a person-centred approach, work according to and may contribute to an individualised plan, and work without direct supervision. They may be required to supervise and/or coordinate a small team.

This program is delivered over eighteen (18) weeks through blended delivery (one day face-to-face and one day online per week). Students will participate in classroom-based and online learning activities, role plays, simulations, and assessments that replicate workplace tasks in the disability support sector.

There is a mandatory practical placement requirement. Students must demonstrate performance evidence in simulation prior to undertaking workplace demonstration.

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Students must be able to understand and respond to verbal communication in classroom, simulation, and workplace settings. This includes listening to instructions, engaging in discussions, role plays, and responding clearly and appropriately.

Clear communication skills are necessary to:

Contribute to class discussions and group projects
Role play scenarios involving disability support and participant interaction
Communicate effectively with clients, carers, and supervisors during placement

Students must read and interpret a variety of materials, including policies, individualised plans, case studies, and NDIS documentation. Writing requirements include producing clear and accurate case notes, reports, reflections, and documentation to workplace standards.

Students must maintain concentration and recall knowledge during learning activities and workplace tasks. They need to problem-solve in practical situations, apply person-centred approaches, and follow policies and procedures.

Students will be exposed to scenarios involving sensitive or challenging content, such as supporting people with complex needs. They must manage stress, respond appropriately in diverse settings, and maintain respectful and professional engagement.

All applicants must complete a Language, Literacy, and Numeracy (LLN) assessment prior to enrolment. The required Australian Core Skills Framework (ACSF) levels for this program are:

Language and Literacy: Level 3
Numeracy: Level 3

These skills are applied throughout the course in simulations, placement tasks, written reports, and problem-solving activities.

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Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.

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Certificate IV in Disability Support