Education Support Draft 2 Validation

CHCEDS057_Support students with additional needs in the classroom Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS057

UNIT TITLE

Support students with additional needs in the classroom

APPLICATION

This unit describes the skills and knowledge required by an education support worker to support students with recognised additional needs in classrooms where there are students with a mix of abilities and needs.

 

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 within 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

0 Comments

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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. Work with others to support students with additional needs.
    1. Identify own roles and responsibilities and those of others involved in supporting students with additional needs.
    2. Cooperate with others to provide support to students.
    3. Share information with others to facilitate student support in accordance with organisational policies and procedures.
  1. Support individual students with additional needs.
    1. Reflect on own personal values and attitudes regarding additional needs when working with students.
    2. Show respect, empathy and acceptance for individual differences in dealings with students.
    3. Acknowledge and accommodate individual student needs in the approach to teaching and learning.
    4. Provide students with encouragement in order to promote their positive self-concept and self-esteem.
    5. Identify the role, purposes and content of individual education programs to address additional needs.
    6. Use language, equipment, materials and strategies suited to individual student needs.
    7. Follow individual education programs planned by teachers for particular students, and recommend amendments as appropriate.
  1. Support the rights, interests and needs of students with disabilities as part of the education team.

 

    1. Recognise the key issues facing students with disabilities and their carers.
    2. Apply the context of policy, regulatory and legal requirements to working with students with a disability.
    3. Demonstrate a commitment to access and equity principles in all work.
    4. Apply understanding of the effects that specific disabilities may have on student learning.
    5. Investigate and use strategies that assist students with disabilities to exercise their rights and independence.
  1. Assist with classroom programs to support students with additional needs.
    1. Identify and follow classroom strategies and programs used to support individual students.
    2. Assist with the modification of general activities to meet individual student needs where necessary.
    3. Assist with whole class activities as directed by teacher.
    4. Use behaviour management strategies and techniques appropriate to student and as directed by teacher.
    5. Take appropriate steps to maintain personal safety of self and others.
  1. Contribute to learning opportunities.
    1. Identify and support strategies used by teachers to encourage problem-solving by students.
    2. Identify and support strategies used by teachers to assist development of independence and social skills in students.
    3. Observe and take opportunities to encourage and support incidental learning by students.
    4. Provide suggestions to teachers to improve learning opportunities of students based on observations.
    5. Gather and record data as directed by the teacher.
    6. Provide constructive advice and feedback to students.

3 Comments

PC 5.4

"5.4 Provide suggestions to teachers to improve learning opportunities of students based on observations. I am mindful of student teacher aides offering ‘suggestions’ to the teacher. It’s more the way it can come across. I would rather see this incorporated as feedback. For example: ‘Provide feedback to teachers regarding additional strategies that could be used to improve learning opportunities of students based on observations’. "

Brigette Hall 21.08.2019 10.31AM

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1 Reply

"I agree, Brigette. Provide feedback as opposed to provide suggestions is more fitting to the SLSO role."

Sarah Walker 22.08.2019 01.39PM

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Consider edits

"Delete “Reflect on own personal values and attitudes” -> there is no evidence that unconscious bias training or anything along those lines has any positive effect and students suffer from hawthorn effects and participant bias when providing responses (giving assessors what they want to hear to pass) making the task redundant. 3.3 “Demonstrate a commitment to access and equity principles in all work.” I have no issues with this except for the “Demonstrate a commitment” which sounds like a pledge or something. Why not simply say “conduct oneself in the workplace in accordance with equity principles” 5.5 “Gather and record data as directed by the teacher.” TAs don’t really record data (should be “information’) some do, some don’t but not worth assessing as it is usually just ticks on a page for example. "

Adam Green 20.08.2019 04.44PM

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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 content of teacher planning documents.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

Self-management skills to:

  • Interpret information from written and/or verbal directions and action appropriately.

Technology skills to:

  • Use computers and digital media to record, monitor and report on student progress according to organisational procedures.

UNIT MAPPING INFORMATION

CHCEDS016 Support students with disabilities in the classroom environment

CHCEDS018 Support students with additional needs in the classroom environment

LINKS

 

3 Comments

Foundation skills - technology

"Technology skills to: ‘Use computers and digital media to record, monitor and report on student progress according to organisational procedures’. This may be completed digitally in some cases but not all. This could be quite difficult to assess in the workplace (but may be able to be done so in a case study scenario). I’m not sure that it should be explicitly listed like this in the foundation skills. If it was expanded to supporting learning (rather than just recording, monitoring and reporting) it would be manageable. "

Brigette Hall 21.08.2019 10.12AM

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Communication

"Please consider adding: building rapport with children, and give evidenced based observations to supervisors, teachers"

Sue McElroy 09.08.2019 10.49AM

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1 Reply

"Rapport is good! I think TAs don'y do much formal observation work, at least my experience - they are way too busy for that stuff. I think that is child care related."

Adam Green 20.08.2019 04.46PM

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Performance evidence

TITLE

Assessment Requirements for CHCEDS057 Support students with additional needs in the classroom.

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:

  • implemented support strategies planned by the teacher for two individual students with additional needs, including:
    • demonstrating inclusive practices and a collaborative approach to providing support
    • using appropriate language, materials and equipment
    • modifying or adapting activities to suit individual student needs
    • providing advice and feedback to students
  • assisted with whole class activities on two occasions.

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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 additional needs 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
  • role and responsibilities of an education support worker and specific understanding of own work role and responsibilities
  • organisational policies and procedures for working with students with additional needs
  • potential impacts of own values, attitudes and experiences on perspectives about students with additional needs
  • features of an inclusive approach
  • communication and collaboration requirements between different people involved in student learning and its importance in providing support for additional needs
  • reasons that some students may require additional support:
    • cognitive challenges
    • physical capacity
    • emotional issues
    • medical conditions
    • psychological conditions
    • social issues
  • support strategies for different types of additional needs
    • adjustments to program or activities
    • adaptations to resources
    • use of assistive technologies
    • behavioural support techniques
    • individual or peer support
    • structuring of tasks
    • arrangement of learning space
  • individual learning plans:
    • what they are
    • how they are developed
    • how they are implemented and monitored
  • classroom safety considerations and how to respond within the scope of the education support role.

1 Comments

remove

"Suggestion to remove"potential impacts of own values, attitudes and experiences on perspectives about students with additional needs " as for reasons in previous comments. Also think trainers get too carried away with this and forget to teach about real strategies."

Adam Green 20.08.2019 04.48PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace.

  • support activities with students 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.

 

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

 

Assessment must ensure access to:

  • student information on which support is based
  • curriculum information
  • teaching and learning resources
  • documentation templates for student reporting
  • organisational policies and procedures
  • students in an educational organisation
  • colleagues for guidance and collaboration.

 

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

LINKS

 

4 Comments

Assessment conditions - direct observation and third party reports

"This information provided here is nice and clear. I like that the direct observation requirement is detailed as ‘supporting students’ and other aspects of the evidence may be collected by other means as explicitly described. There has been consideration of how this assessment can occur. "

Brigette Hall 21.08.2019 10.21AM

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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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2 Replies

"As per a previous comment of mine, Why limit to direct observations in classrooms?? Schools are now utilising software to deliver live session, I am aware of a School in Tasmania that has multiple campuses and delivers subjects via video conference. I see no reason why this cannot be implemented in the delivery of this Unit, Technology exists today that can be used so an assessor can view a Student studying this course through real time viewing"

Lucas Bendt 22.08.2019 01.02PM

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"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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