Children's Education and Care - Draft 3 Validation

CHCEDS056_Provide support to students with autism spectrum disorder Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS056

UNIT TITLE

Provide support to students with autism spectrum disorder

APPLICATION

This unit describes the performance outcomes, skills and knowledge to provide support to students who have education needs associated with an autism spectrum disorder (ASD).

 

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

Education Support

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. Research autism spectrum disorder.
    1. Identify and access current and authoritative sources of information about autism spectrum disorder (ASD) and its diagnosis.
    2. Source and review information on the ways in which students with ASD learn.
    3. Identify effective teaching and learning practices that meet individual needs based on research undertaken.
  1. Provide support to teachers.
    1. Contribute to goal setting for the student as part of the education team based on knowledge of ASD.
    2. Identify and prepare resources for individual students with ASD within scope of own work role.
  1. Provide support to students.
    1. Support the student to have positive social interactions appropriate techniques.
    2. Support teaching strategies used by the teacher through modelling and reinforcement.
    3. Identify and discuss student progress with the teacher and other professionals.
    4. Identify situations that pose a risk to safety of self, the student and others and follow organisational procedures.

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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:

  • Comprehend the content of unfamiliar documents relating to ASD.

Writing skills to:

 

  • Record information according to organisational policies and procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport
  • Use listening and questioning to seek information and confirm understanding.

Initiative and enterprise skills to:

  • Anticipate the need for intervention or diversion in order to support students with ASD.

UNIT MAPPING INFORMATION

Pending

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS056 Provide support to students with autism spectrum disorder.

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:

  • contribute to planning of support for one or more students with ASD
  • prepare two learning resources for use with students with ASD
  • provide support to one student with ASD.

1 Comments

dot 3

"provide support to one student with ASD. should be 'provide support to one student with typical ASD characteristics' as there are many students who are treated as ASD but have a formal diagnosis as something else or nothing at all (known as 'undiagnosed')"

Adam Green 11.09.2020 12.47PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • ASD and its effects on development and learning
  • different roles of people supporting students with ASD and the required collaboration between them:
    • education support worker
    • teachers
    • other professionals
  • legal and ethical requirements:
    • anti-discrimination and inclusion
    • disability
    • child safety
    • confidentiality
  • historical context for ASD and current perspectives on:
    • causes
    • diagnosis
    • treatments / therapies
  • school’s policy for working with students with ASD
  • types of learning resources used with people with ASD and their key features:
    • modified materials
    • technology
  • ways to support teaching strategies:
    • contributing observations
    • ensuring understanding
    • following teacher example
  • communication techniques for engaging students with ASD in the education context
  • positive behaviour support techniques for students with ASD.

5 Comments

Assessment conditions-access to students with ASD

"This is a core unit and assessment conditions define access to students with ASD in a school. It means candidate can't do placement if the teacher is not providing opportunity to work with ASD student. In that case, this shouldn't be core unit. "

Shikha Bhatnagar 11.09.2020 01.23PM

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1 Reply

"totally agree with this as in many schools the students with ASD are not supported by our students or their programs are disturbed by our students needing to be involved and support them. Surely the child's needs are more important (stability, same support person etc)"

Jennifer Kenny 15.09.2020 06.33AM

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historical

"remove 'historical' as it is irrelevant"

Adam Green 11.09.2020 12.49PM

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ABA

"The main program used for ASD in OECD is Applied Behavioural Analysis so I think this should be a knowledge point at least."

Adam Green 11.09.2020 12.48PM

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1 Reply

"disagree with this as may be used in some areas but definitely not widespread in many schools"

Jennifer Kenny 15.09.2020 06.32AM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • provision of support must be directly observed by the assessor on 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 resource development may be demonstrated outside of the workplace.

 

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

 

Assessment must ensure access to:

  • information technology for research and resource development
  • internet
  • organisational policies and procedures for working with students with ASD
  • students with ASD in a school
  • colleagues for guidance and collaboration.

 

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

LINKS

 

8 Comments

students with ASD in a school

"this should be students with ASD characteristics. Imagine organising a placement and saying have you got a student with ASD in this school/class? How unprofessional and unacceptable to a good relationship with the school. We must be pragmatic and understand that every school has students with the characteristics of ASD and allow that. If our students are placed in classes with 5 and 6 year olds many students would not have diagnoses yet (we are in the country not a large city/metropolitan area and the diagnoses can take years!!!!!!!!!!"

Jennifer Kenny 15.09.2020 06.42AM

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direct observation

"third party reports are critical for this as the teacher knows the child and will know how well our students have supported that child using the appropriate strategies designed for that child. we will not know that from observation."

Jennifer Kenny 15.09.2020 06.38AM

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direct observation

"this requirement shows no understanding of the children's needs. I regularly observe students (vet students) and it is really challenging to set up a safe situation (for the child) to be observed. we will have most schools say no to this and then the situation becomes untenable both for us and them."

Jennifer Kenny 15.09.2020 06.36AM

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Direct observation

"Consider 'Direct observation must be used except in cases where it is not possible for the assessor to observe the candidate working with a student with ASD due to the concern of negative reactions (i.e. meltdown). If direct observation is not undertaken, the assessor visits the school to authenticate third party reports by speaking face to face with the class teacher. Direct observation may refer to observation of students with ASD or ASD characteristics where undiagnosed.'"

Adam Green 11.09.2020 12.54PM

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1 Reply

"absolutely agree with this"

Jennifer Kenny 15.09.2020 06.34AM

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"Recent Industry Consultation feedback from a large Primary School in the Northern suburbs of Melbourne indicated this assessment requirement was not considered practical. The child maybe away on the days of the assessor visit or they may be having a bad day and not wish to cooperate. An assessor (stranger) in the classroom could also elevate anxiety levels of a child with ASD. Other issues mentioned related to maintaining privacy of information & inconvenience upon classroom teacher and his/her ability to maintain a calming environment. At present assessors make little disruption to classroom settings. Alternative assessment strategies recommended were: a Third Party Report / Observation Checklist or Research Project working directly with a supervisor / specialists within the school."

Edita Didic 09.09.2020 04.56PM

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Direct observation

"This is a core unit and a good one but "Direct Observation" may not be feasible to achieve. The trainee Teacher aide may not be scheduled to work with that student o that day, the student may be absent, there may not be any ascertained in the school. It is too narrow a field but the unit would be fine if just observed by the supervising teacher and recorded in the 3rd party report"

Tamara Tennant 08.09.2020 11.18AM

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Direct observation

" Having to observe someone support a student with autism has a range of challenges to be dealt with: such as an intensely negatively reaction from the student to being observed by a stranger, disruption to the whole class, possibly leading to ongoing consequences for the rest of the day or even week. Also, irregular absences can often make DO’s a challenge to organise. If the candidate can document their support for a student with ASD in the written form, is a direct observation a must, especially considering that many other areas of support require a direct observation. Also, the teacher can provide feedback verifying the support provided. "

Bernadette McMullan 19.08.2020 01.20PM

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