Children's Education and Care - Draft 3 Validation

CHCEDS051_Facilitate learning for students with disabilities Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS051

UNIT TITLE

Facilitate learning for students with disabilities

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to work inclusively, and contribute to the planning and implementation of learning support strategies for students with disabilities. This includes ensuring that students’ health and safety is maintained at all times.

 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by state and territory legislation.

 

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. Establish the context for working with students with disabilities.
    1. Identify and access organisational policies and procedures and regulatory requirements for working with students with a disability.
    2. Recognise and reflect on how personal values and attitudes towards disability may impact working with students.
    3. Use reflection to inform own ways of working and improvements in practice.
  1. Use inclusive practices.
    1. Use appropriate and non-discriminatory language.
    2. Use strategies to enhance all students’ sense of belonging to encourage participation.
    3. Interact with all students in ways that show respect for individual rights, opinions and student confidentiality.
    4. Identify and take steps that support a safe learning environment for all students.
    5. Identify and use opportunities to promote a sense of belonging for students with disability.
  1. Provide support to teachers.
    1. Use knowledge of individual students to provide input on goals and support strategies for the student.
    2. Gather and accurately record data as directed by the teacher.
    3. Identify, prepare and maintain resources that support the learning of students with disabilities.
  1. Contribute to individual behaviour plans.

       

    1. Provide observations of students to inform individual behaviour plans.
    2. Contribute to student development meetings using a collaborative and constructive approach.
    3. Implement agreed support strategies with teacher guidance.
  1. Respond to situations of risk or potential risk.
    1. Report behaviours which may pose a health or safety issue to students or staff, according to organisational policies and procedures.
    2. Respond to behaviours of immediate risk using predetermined strategies where available and report to appropriate personnel.
    3. Identify and report uncharacteristic behaviour to teachers or other team members according to organisational policies and procedures.
    4. Take appropriate steps to maintain personal safety of self and others.
    5. Evaluate actions taken in response to incidents of risk.

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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 below.

SKILLS

DESCRIPTION

Reading skills to:

  • Interpret organisational strategies, policies and procedures and regulatory requirements. 

Writing skills to:

  • Record information and observations according to established procedures.

Oral communication skills to:

  • Use listening and questioning to seek information and confirm understanding.

Initiative and enterprise skills to:

  • Proactively seek opportunities to improve own work practice.

Teamwork skills to:

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

UNIT MAPPING INFORMATION

Pending

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS051 Facilitate learning for students with disabilities.

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:

  • undertake a process of reflection on working with students with disabilities and discuss that reflection on one occasion with an educational professional
  • demonstrate inclusive practices in three different student interactions
  • contribute to, and implement, support strategies for one student with a disability using collaborative approaches at each stage of the process
  • respond appropriately to two different situations where there is a risk to the health and safety of the student or others.

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • legal and ethical requirements for working with students with disabilities and how they impact individual work practice:
    • access and equity
    • anti-discrimination
    • consent, in terms of an awareness and understanding of its meaning and strategies used to determine ability to consent 
    • confidentiality and privacy
    • child protection
    • duty of care
    • safety and risk
  • organisational policies and procedures for working with students with a disability
  • potential impacts of own values, attitudes and experiences on perspectives about disability
  • barriers and challenges for students with a disability
  • inclusive practice:
    • what it is and what it is not
    • how to develop and consistently use it
  • types of disability, the language used to describe them and their potential impacts on learning:
    • acquired brain injury
    • autism spectrum disorder
    • cognitive disability
    • developmental delay
    • intellectual disability
    • neurological impairment
    • physical disability
    • sensory disability
    • speech/language disability
  • principles of holistic and individual-centred care
  • support strategies for different types of disability
  • individual behaviour plans:
    • what they are
    • how they are developed
    • how they are implemented and monitored
  • ways to discuss the implications of an identified disability.

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • student interactions and support activities must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.

 

Skills related to reflection may be demonstrated outside of the workplace.

 

Skills related to risk may be demonstrated using simulated activities.

 

Interactions with students must be supervised by a teacher or other educational professional.

 

Assessment must ensure access to:

  • student information to inform planning
  • teaching and learning resources
  • individual behaviour plans
  • organisational policies and procedures for students with disabilities
  • students with disabilities in a school
  • colleagues for guidance and collaboration.

 

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

LINKS

 

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