Children's Education and Care - Draft 3 Validation

CHCECE046_ Implement strategies for the inclusion of all children Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE046

UNIT TITLE

Implement strategies for the inclusion of all children

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to promote inclusion and diversity and to plan, implement and monitor individual support strategies.

 

This unit applies to educators working at a leadership level in a regulated children’s education and care service in Australia. Work is undertaken collaboratively according to the philosophy of the service and involves providing guidance to others.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Promote inclusion and inclusive practices.

 

 

    1. Make curriculum decisions that promote inclusion and equitable and effective participation of all children.
    2. Interact with children and families in ways that demonstrate belief in children’s capacity to succeed and achieve learning outcomes.
    3. Identify and use opportunities to develop own professional knowledge about inclusive practice.
    4. Support all children to fully participate as valued members of the group.
    5. Encourage others to adopt inclusive attitudes and practices through modelling and pro-active communication.
    6. Identify and reflect on practices that relate to inclusion, equity and diversity and use outcomes to inform improvements.
  1. Identify barriers affecting children’s participation.
    1. Recognise and investigate barriers to learning for individual children.
    2. Collect and use data that assists in understanding of the barrier to learning.
    3. Develop a holistic understanding of child’s needs in collaboration with others and use this information for planning.
  1. Develop individual plan for support and inclusion.

 

 

 

    1. Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making decisions.
    2. Develop and document the inclusion plan in consultation with other professionals and the family.
    3. Adapt the environment, routines and curriculum to facilitate inclusion of the child.
  1. Implement plan to meet the child’s needs.
    1. Support the child and family’s entry into the service through positive and supportive communication.
    2. Assess and reflect on the level of support provided on a regular basis and adjust actions based on assessment.
    3. Communicate with, and provide support to others, to implement agreed strategies.
    4. Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies.
    5. Respond to the daily needs of children with additional needs and seek assistance as required.
  1. Monitor and evaluate strategies.
    1. Monitor child’s progress through observation and critical reflection.
    2. Identify any barriers to the strategies being implemented and trial alternative strategies that may address barriers.
    3. Identify and discuss issues of concern with relevant colleagues and family members based on the goals of the plan.
    4. Seek and gain family permission prior to consulting with other professionals regarding the child.
    5. Implement strategies designed or suggested by family or other professionals.
    6. Ensure communication occurs within a culturally and linguistically responsive framework.
    7. Closely monitor new strategies and the impact of these on the child.
    8. Use evaluation outcomes to inform future practice.

3 Comments

Establish and maintain constant information exchange with family and appropriate community members a

"4.4 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies. 4.5 Respond to the daily needs of children with additional needs and seek assistance as required. If we are truly interested in children with additional needs (disability/illness) we need to also be mindful of the contributions and needs of their siblings. Siblings Australia has more information available re this."

Kate Strohm 28.08.2020 09.55AM

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2 Replies

"Siblings are part of the family. I do not see that this is within the scope of the service unless the sibling is also enrolled at the service. I'm not sure what is intended here."

Suzanne Boyce 02.10.2020 03.41PM

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"I am reflecting on the situation where one child has a disability and whilst there is a lot of rhetoric about working with families, in most cases, siblings of the child with disability are overlooked, both in terms of their contributions and needs. They can often help with the inclusion of the CWD but they can also be at risk in terms of their own inclusion. Of course, it is more relevant if both sib and the CWD is in the same service but if people are interested in children at risk of exclusion the whole family needs to be considered and how those relationships might be strengthened. It is complex. If a child sibling is in a service there is a chance that their education outcomes might be affected if they have a CWD at home, even if the latter is not in the service. As I said it is complex, but sometimes knowing more about the whole family in a meaningful way can assist educators to meet the needs of students"

Kate Strohm 02.10.2020 04.12PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Writing skills to:

  • record information and observations according to organisational procedures.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage with children, families, colleagues and community members to build rapport.

Initiative and enterprise skills to:

  • determine methods of relaying information in a culturally appropriate manner.

Teamwork skills to:

  • share information to provide support in line with organisational policies and procedures.

Technology skills to:

  • obtain information, and document support plans using digital media.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for CHCECE046 Implement strategies for the inclusion of all children

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:

  • use critical reflection to evaluate three different areas of practice in the service in terms of how well they support inclusion and inclusive practices
  • promote inclusion in both of the following contexts:
    • curriculum development
    • interpersonal communication
  • develop, implement and review a plan for support and inclusion for at least one child.

1 Comments

Remove 'how well'

"I think including the words 'how well' here is unethical - it is unethical to ask a student to assess how well a service does in any aspect. Remove the words 'how well'. They can look at the service's practices, but it is not their job to decide 'how well' they perform. 'in terms of how well they support inclusion and inclusive practices'"

Sarah Cook 22.09.2020 09.06AM

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Knowledge evidence

KNOWLEDGE EVIDENCE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
    • educational program and practice
    • physical environment
    • relationships with children
    • partnerships with families and community
  • legal and ethical considerations that impact practice around inclusion at a leadership level:
    • key provisions of anti-discrimination legislation
    • human rights framework
    • positive guidance and behaviour guidance research
    • privacy, confidentiality and disclosure requirements
  • ways to promote inclusion across different areas of practice:
    • curriculum
    • communication with children, colleagues and families:
      • challenging bias
      • modelling behaviour
      • providing examples
      • provoking children’s thinking
  • behaviours that show respect for diversity
  • types of additional needs or barriers to participation that may be identified, how to develop full understanding of these, and the implications for the role of the educator:
    • behavioural or psychological disorders
    • child at risk of harm or illness
    • family circumstances and needs
    • health problems
    • physical, sensory or developmental disability
  • different backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs
  • factors that may impact the inclusion of the child and their family
  • strategies for individual support and inclusion:
    • how these are developed
    • initial and ongoing consultation and communication with families and others
    • how the child's and family's right to privacy is respected
    • monitoring of progress
  • critical reflection:
    • what is critical reflection
    • why and how educators use critical reflection
    • what makes for meaningful critical reflection.

3 Comments

Remove the guidance word fron the competency.

"Behaviour needs to be supported, not guided. A strengths based approach would suggest that the term guidance is not used."

Suzanne Boyce 02.10.2020 03.58PM

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Critical reflection

"Critical reflection is included in many units, however, this one appears to be very specific. As an inclusion unit it would normally be one of the last units of a diploma, as students need to build their relationships with children first, therefore, it would make sense to remove this KE and insert in a different unit that would be completed at the start of the course."

Sandra Phipps 02.10.2020 03.51PM

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046 behaviour guidance

"The KE states: 'legal and ethical considerations that impact practice around inclusion at a leadership level: positive guidance and behaviour guidance research'. I wonder if the reference to research should be removed so it is about legal and ethical practice, or if the dot point should stand alone so be 'positive guidance and behaviour guidance research' as its own KE?"

Debbie Conway 25.08.2020 02.03PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to curriculum development, planning and review/reflection may be demonstrated outside of the service.

 

Skills related to the implementation of support plans may be demonstrated through simulated activities and scenarios.

 

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

 

Assessment must ensure access to:

  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • organisational standards, policies and procedures for:
    • educational program and practice
    • relationships with children
  • educators for collaboration and to whom guidance is provided on inclusion
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

2 Comments

The use of scenarios

"Could the use of scenarios be included for situations where there may not be a suitable child within a service. A simulated environment is not suitable for assessmng this competency."

Suzanne Boyce 02.10.2020 03.54PM

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1 Reply

"Agreed, you can be very detailed in the scenario which would accommodate a range of inclusion considerations."

Sandra Phipps 02.10.2020 03.56PM

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