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CHCEDS057_Support students with additional needs in the classroom Draft 2 Aug 19
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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
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
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
"I agree, Brigette. Provide feedback as opposed to provide suggestions is more fitting to the SLSO role."
Sarah Walker 22.08.2019 01.39PM
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
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:
Self-management skills to:
Technology skills to:
UNIT MAPPING INFORMATION
CHCEDS016 Support students with disabilities in the classroom environment
CHCEDS018 Support students with additional needs in the classroom environment
LINKS
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
Communication
"Please consider adding: building rapport with children, and give evidenced based observations to supervisors, teachers"
Sue McElroy 09.08.2019 10.49AM
"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
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:
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
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
ASSESSMENT CONDITIONS
Skills must be demonstrated in 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.
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
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
"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
"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