Education Support Draft 2 Validation

CHCEDS056_Provide support to students with autism spectrum disorder Draft 2 Aug 19

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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 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

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 that explores the difficulties experienced by students with ASD.
    3. Identify the implications of the disorder on effective teaching and learning practices 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 students with ASD within scope of own work role.
  1. Support students.
    1. Support the student to have positive social interactions through use of established techniques.
    2. Support teaching strategies used by the teacher through modelling and reinforcement.
    3. Identify and discuss issues with the teacher and other professionals based on student progress.
    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:

  • 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

CHCEDS031 Provide support to students with autism spectrum disorder

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.

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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 inclusiveness
    • disability
    • child safety
    • confidentiality
  • historical context for ASD and current perspectives on:
    • causes
    • diagnosis
    • treatments / therapies
  • education facility’s policy for working with people 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.

1 Comments

Comment

"Excellent!"

Adam Green 20.08.2019 05.35PM

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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 in an educational organisation with ASD
  • colleagues for guidance and collaboration.

 

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

LINKS

 

5 Comments

simulation

"Two suggestions: 1. Allowance for simulation is essential for this unit. ASD students do not like change and having a new people on placement is one thing, having an assessor come in and sit and stare could trigger behavioural issues such as tantrums and running from the school - it doesn't take much. I like the line from previous (current) units and could be amended to "where tasks cannot be observed due to potential to adverse reactions by people with ASD, simulation may be used or evidence may be sought from the supervising teacher" 2. Many students are undiagnosed for various reasons (normally parents don't want the label or they have some but not enough characteristics to be diagnosed formally). TAs work with these students A LOT and can present even more challenges than when diagnosed. "assessment may include students who are undiagnosed but have one or more traits of a person with diagnosed ASD" or similar"

Adam Green 20.08.2019 05.43PM

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2 Replies

"I would support this comment, simulation would support meeting performance criteria where it is not optimum to action requirements in the school setting due to individual circumstances"

Susan Werner 22.08.2019 11.33AM

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"I really like what Adam is saying here. I believe there needs to be another acceptable mode of evidence gathering re: simulation etc. "

Rita Hermansen 03.09.2019 11.37AM

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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 02.22PM

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1 Reply

"Why do assessors need to physically attend the classroom to observe students? There are many technological methods that can be used instead. We need to consider rural students as well as the cost of an assessor visiting students multiple times. This needs to considered or the cost of courses will be prohibitive."

Anna Hannouche 11.09.2019 12.04PM

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