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CHCEDS051_Facilitate learning for students with disabilities Draft 2 Aug 19
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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 in classroom settings in schools, with students aged between five and 18 years, but may also work in other education settings within the community.
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
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
"reflection" and other non-core activities
"This is pervasive in the CHC courses. There seems to be a move away from core skills that TAs needs (that industry demand) and towards useless tasks such as "undertake a process of reflection on working with students with disabilities and discuss that reflection on one occasion with an educational professional" -> stick to what TAs need to know to do their job day to day - we don't teach pilots, plumbers or anyone else this stuff and they are in people's homes. Stick to strategies, techniques and background knowledge. There is so much garbage in this now and it drives everyone in the real world crazy. For example, while we spend half our time 'reflecting' only a small portion of the unit is actually about disabilities, medication, strategies, common treatments, symptoms etc. Half the knowledge section is about legal and ethical requirements, policies etc. which is just not what people need and not what a TA or a teacher working with TAs would say they need."
Adam Green 20.08.2019 05.29PM
terminology - education adjustment profile
"Hello, I have worked in three states and the only one that I know of that uses the terminology (exactly) is Queensland. Is this an accepted term in other states?"
Jennifer Kenny 16.08.2019 06.02AM
"You are correct EAP is QLD specific and even then other forms are used. In most states they use IEPs, IBPs and other versions such as IBMPs (Individual beh. management plans). There are many differnet terms. We just say 'behaviour plans' for this reason."
Adam Green 20.08.2019 05.25PM
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:
Writing skills to:
Oral communication skills to:
Initiative and enterprise skills to:
Teamwork skills to:
UNIT MAPPING INFORMATION
CHCEDS025 Facilitate learning for students with disabilities
LINKS
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:
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
ASSESSMENT CONDITIONS
Skills must be demonstrated in the workplace:
Skills related to reflection and risk 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:
Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.
add
""must be directly observed by the assessor on at least one occasion" could be modified to "must be directly observed by the assessor who physically attends the classroom, on at least one occasion""
Adam Green 20.08.2019 02.21PM
"Assessors shouldn't need to directly observe students in the classroom (face to face). Observations can be completed using technological methods. Direct observing is a real issue for rural students. "
Anna Hannouche 11.09.2019 10.39AM
access to education adjustment profiles and similar information
"In many schools that students do work placement in they are NOT permitted access to IEPs and other documentation about students. Can this be simulated to allow for this?"
Jennifer Kenny 16.08.2019 06.07AM
"Agree. TAs often come into the classroom and follow what the teacher asks them to do. Some schools barely allow the teacher to look at confidential records."
"I agree. Some schools do not allow their TAs to access IEPs or other personal information related to learning, behaviour etc."
Rita Hermansen 03.09.2019 11.34AM
"I agree. Also our students are only training ESWs so will have less access than the qualified ESW. "
Robyn Blaikie 09.09.2019 01.43AM