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 teachers 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 antidiscrimination

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 andor 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 nonverbal 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 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 andor 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 schoolcentre 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

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

Learning difficulties and learning disabilities refer to:

Learning difficulties associated with literacy may include:

Learning difficulties associated with numeracy may include:

Learning difficulties associated with learning how to learn may include:

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

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

Education team may include:

Expectations for students may include:

Strategies may include:

Resources may include:

Assistive technologies may include: