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

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 do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Diversity

Roles and responsibilities of the teacher/s and the education support worker

Effects of learning difficulties and learning disabilities

Relevant legislation, policies and standards that regulate education service delivery, occupational health and safety, behaviour support and anti-discrimination

Language, literacy and numeracy support strategies appropriate to the phase of learning

Support appropriate to a range of learning situations for students with learning difficulties or learning disabilities

Essential skills:

It is critical that the candidate demonstrate the ability to

Contribute to the education team and participants in planning for students with learning difficulties and/or disabilities

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Communicate using a range of verbal and non-verbal, written and technological techniques

Use inclusive language

Maintain confidentiality

Work as part if a team

Practise self management

Use problem solving strategies

Set up and use adaptive technologies required by students

Adapt education resources to meet the needs of students with learning difficulties

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.

Learning difficulties and learning disabilities refer to:

Barriers that limit some students access to, participation in and outcomes from the curriculum

Learning difficulties:

short-term or persistent problems in one of more of the areas of literacy, numeracy and learning how to learn

Learning disabilities:

learning difficulties with a neurological basis of persistent, long-term problems and high support needs in one of more of the areas of literacy, numeracy and learning how to learn

idiosyncratic learning styles that are determined by the nature of a specific disorder that inhibits learning

Learning difficulties associated with literacy may include:

Written language difficulties:

expression

organisation

coherency

mechanics

Reading difficulties:

semantic and syntactic cues

grapho-phonic cue

studying

Speaking and listening:

understanding social contexts

Learning difficulties associated with numeracy may include:

Working with measurement

Working with number

Chance, algebra, patterns and space

Money

Learning difficulties associated with learning how to learn may include:

Knowing about learning

Knowing about themselves as learners

Learning difficulties associated with attention deficit disorder (ADD) and attention deficit and hyperactivity disorder (ADHD) may include:

Ability to concentrate and retain information be affected by difficulties in:

attending to detail

sustaining attention

organising tasks

memory retention

Behaviours that interfere with learning:

amount and level of talking

impulsive responses

need for planned 'motor breaks'

Learning difficulties associated with conditions affecting processing visual information may include:

Visual closure

Visual-spatial relationships

Form discrimination

Visual discrimination

Visual memory

Visual integration

Visual pursuit and tracking

Education team may include:

Class teachers

Education support workers

Heads of department

Head of special education services

Principal

Specialists

Expectations for students may include:

Progress and development

Participating in activities with peers

Adoption of strategies and techniques to supplement intrinsic abilities

Effective learning outcomes that fulfil students' potential

Strategies may include:

Adjustments to activities

Adjustments to program

Adaptations to resources

Use of technologies

Behaviour modification techniques

One-on-one support

Peer support

Allowing individual time for completion of tasks

Arrangement of the learning space

Minimal distractions

Resources may include:

Computers

Software

Concrete learning materials

Adapted learning materials

Charts and posters

Lists

Assistive technologies may include:

Computer hardware

Software that 'speaks' the words that are typed

Spelling checkers

Editing programs

Spectacles

Line guides

Calculators

Tape recorders