Assessor Resource

CHCEDS310A
Support learning for students with disabilities

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit is intended to provide an introduction to working with students that have a recognised disability

This unit is intended to provide an introduction to working with students that have a recognised disability

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Developmental and acquired disabilities

Different student requirements according to different disabilities

Holistic and individual-centred care

Student needs and rights including duty of care

Principles of empowerment/disempowerment in relation to students with disabilities

Principles of access and equity

Principles and practice s of confidentiality

Awareness of discriminatory actions

Common risks to safety

Role of advocacy bodies

Awareness and understanding of consent and strategies used to determine ability to consent

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply understanding of the rights of students with disabilities and the responsibilities of the education team

Demonstrate understanding of stereotypes that may exist about people with disabilities

Be aware of the impact of own attitudes on working with students with disabilities

Demonstrate understanding of the different responsibilities of teaching staff and education support workers working with students with disabilities

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Communicate effectively with students, teachers, parents/carers

Demonstrate empathy and sensitivity to diversity

Read and understand reference material

Interpret information from written and/or verbal directions

Evaluate risk situations

Identify problems and choose effective solutions

Use a flexible approach to learning and teaching situations

Adapt the environment to the needs of the students

Manage time

Use technology to support student learning

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Key issues include:

Access to services for students with impairments and their carers

Meeting individual needs and personal goals of students with impairments

Family and carer issues

Grief and loss

Policy regulatory, and legal requirements may include:

Education legislation

Disability services legislation

Anti-discrimination legislation

Privacy legislation

Equal employment opportunity principles

Guardianship requirements

Individual rights

Disability service standards

Access and equity policies of the organisation

Medication regulations and organisation policies

Workplace health and safety legislation

Different student requirements may be identified from, for example:

Education adjustment program profile

Negotiated education plan

Context includes:

Relevant statutory framework

Historical context of work, e.g. changing attitudes

Changing social context of work, e.g. individual centred approach, changing societal views, approaches to working with students with disabilities

Political context, e.g. government policies and initiatives

Economic context, e.g. the current economic situation as it relates to and affects students with impairments and the subsequent impact on their needs

Facts/myths about impairments

Assess and equity includes:

A student oriented culture

A non-discriminatory approach to all students, their families and friends, the general public and co-workers

Ensuring the work undertaken caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual

Effects of disability on student learning may include:

Progression through stages may be slower

Students may experience plateaux in learning

Student may take longer to learn

Student may experience a lowered ceiling to the complexity of concepts learned

Dependence on specific learning style may become more pronounced

Student may have impaired capacity for sensory intake and perception

Student may experience reduced learning without access to special equipment or methods

Fatigue associated with the disability may impact on learning

Absence from school related to the disability

Gaps in experiences brought about by the disability

Strategies to support students with disabilities may include:

Acting as a point of contact from parents

Building the student's self-esteem and confidence by providing positive responses and encouraging risk-taking in activities that assist with development

Identifying the knowledge, skills, interest and experiences of the student

Demonstrating respect for the student

Providing supportive socialisation activities

Providing minimal and least intrusive cues to assist the student perform tasks and manage their own behaviour

Controlling the input of new information to avoid overwhelming the student

Providing opportunities for students to practice new skills

Using non-verbal signals and gestures to help communicative competence

Assisting with daily classroom based learning activities including listening to students read, assisting with maths and other tasks as guided by the teacher

Assisting with withdrawal activities as directed by the teacher

Assisting with practical activities such as art, music, sewing, cooking and sport

Toileting and positioning students with physical disabilities

Feeding and assisting students with personal hygiene

Rights include:

Privacy

Confidentiality

Common law

To be treated in a dignified, safe and comfortable manner

The right to learn

To express their own feelings

Friendship

Freedom of association

Choice to participate

Assess to complaint mechanisms

Accommodating student requirements may include:

Providing adjustments to curriculum, communication, learning environment and access etc that are necessary for the student to participate meaningfully in curriculum and school activities

Providing age-appropriate activities

Catering for different learning styles

Giving more time to learn

Providing experiences and language development as a base for learning

Providing learning experiences based on the student's existing cognitive framework

Applying alternative strategies

Working with parents and other professionals to provide a supportive environment

Education adjustment program profile refers to:

A process used to demonstrate the types of adjustments to:

curriculum

communication

social participation/emotional well being

health and personal care

safety

learning environment/access

that are being provided for students with impairments to learn, participate and progress towards planned outcomes in relation to his/her same age peers

Rather than focusing on the students' disabilities, this process focuses on the adjustments that need to be made at school to facilitate the student's presence, participation, access and achievement of education outcomes

Respond to situations of risk in the context of the education support role may include:

Identifying risks and appropriate strategies to deal with risks as part of the education team

Providing information on risks or potential risks

Risk minimisation

Implementing strategies for preventing abuse of students with disabilities

Appropriate personnel include:

Teachers

Principals

Head of department

Colleagues

Visiting health workers and /or therapists

administrators

Inappropriate behaviour may include:

Behaviour that places self or others at risk

Behaviour that interferes with learning that the student could reasonably be expected to control

Behaviour that endangers the health or well being of others

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Apply understanding of the key issues facing students with disabilities and their carers 
Apply the context of policy, regulatory, and legal requirements to working with students with a disability 
Demonstrate a commitment to access and equity principles 
Consider personal values and attitudes regarding disability when working with students 
Apply understanding of the effects that specific disabilities may have on student learning 
Apply understanding of strategies that assist students with disabilities to exercise their rights and independence 
Acknowledge and accommodate different student requirements in the team approach 
Gather and record data as directed by the teacher 
Identify and apply the support requirements of individual students 
Report situations which may pose a health or safety issue to students or staff according to organisation procedures 
Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel 
Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed 

Forms

Assessment Cover Sheet

CHCEDS310A - Support learning for students with disabilities
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCEDS310A - Support learning for students with disabilities

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: