Search

Education Support Draft 2 Validation

CHCEDS051_Facilitate learning for students with disabilities Draft 2 Aug 19

Please scroll down to review the various sections of this document. You can leave a comment by clicking on .
You can choose to be notified when someone else comments by clicking on
You can unsubscribe from notifications by clicking on

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 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

0 Comments

This section doesn't have any comments.

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 accurate and non-discriminatory language.
    2. Include all students in group activities.
    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 raise awareness of barriers for students with disabilities.
  1. Provide support to teachers.
    1. Use knowledge of 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 education adjustment profiles.
    1. Provide observations from knowledge of student to inform education adjustment profile.
    2. Contribute to profile 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 situations which may pose a health or safety issue to students or staff, according to organisational policies and procedures.
    2. Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel.
    3. Identify and report uncharacteristic or inappropriate 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.

3 Comments

"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

You need to login to post a reply. or Register

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 need to login to post a reply. or Register

1 Reply

"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

You need to login to post a reply. or Register

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

CHCEDS025 Facilitate learning for students with disabilities

LINKS

 

0 Comments

This section doesn't have any comments.

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.

0 Comments

This section doesn't have any comments.

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
  • education adjustment profiles:
    • what they are
    • how they are developed
    • how they are implemented and monitored
  • ways to discuss the implications of an identified disability.

0 Comments

This section doesn't have any comments.

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 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:

  • student information to inform planning
  • curriculum information
  • teaching and learning resources
  • education adjustment profiles
  • organisational policies and procedures for students with disabilities
  • students with disabilities in an educational organisation
  • colleagues for guidance and collaboration.

 

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

LINKS

 

6 Comments

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

You need to login to post a reply. or Register

1 Reply

"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

You need to login to post a reply. or Register

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

You need to login to post a reply. or Register

3 Replies

"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."

Adam Green 20.08.2019 02.21PM

You need to login to post a reply. or Register

"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

You need to login to post a reply. or Register

"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

You need to login to post a reply. or Register

Get in touch

SkillsIQ - Capable People Make Clever Business

SkillsIQ Limited acknowledges the financial support received by the Commonwealth to operate as a Skills Service Organisation. SkillsIQ Limited does not represent industry, the Commonwealth, or the Department of Employment, Skills, Small and Family Business.

SkillsIQ would like to respectfully acknowledge the Traditional Owners of the land and sea throughout Australia and extend that respect to Elders past and present. SkillsIQ also recognises those whose ongoing effort to protect and promote Aboriginal and Torres Strait Islander cultures will leave a lasting legacy for future Elders and leaders.

Sitemap | Privacy Policy | Terms and Conditions | Website by PDQ Design | Powered by Pegboard

© Copyright 2019 SkillsIQ Ltd. All Rights Reserved.