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Elements and Performance Criteria

Required Skills

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

Developmental milestones

Disability Discrimination Act

Historical context of disability

Impact on families with a child with a disability

Principles of inclusive practice and policies

Cultural beliefs and expectations regarding abilities disabilities gender roles etc

Relevant codes of ethics

Individualised child centred programming

Negotiation skills

Organisation standards policies and procedures

Racial Discrimination Act

Universal Declaration on the Rights of The Child

Impact of settlement for newly arrived CALD families

Cultural contexts and views of care and education

Essential skills

It is critical that the candidate demonstrate the ability to

Assess for and meet additional needs in consultation with the child where appropriate and others

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

Demonstrate application of skills including

Negotiation skills

Cross cultural communication skills

Literacy skills needed to develop a plan for inclusion

Evidence Required



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 Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement including a childcare workplace childrens services resources and equipment the local environment

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

Related units	This unit is recommended but not required to be assessed in conjunction with related units CHCFCA Support emotional and psychological development in early childhoodor CHCFC504A Support emotional and psychological development in early childhood or CHCFCA Support emotional and psychological development in middle childhood CHCFC514A Support emotional and psychological development in middle childhood and CHCRFA Work in partnership with families to care for the child CHCRF511A Work in partnership with families to care for the child CHCICA Establish and implement plans for developing cooperative behaviour CHCIC510A Establish and implement plans for developing cooperative behaviour

Range Statement



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.

Children with additional needs may include needs due to:	Language difficulties Physical, sensory or developmental disability Health problems Behavioural or psychological disorders Family circumstances and needs A child recently arrived in Australia from a very different culture Children who have experienced torture and/or trauma Children who have suffered dislocation A child whose culture is different from the culture of the centre Child at risk of harm or illness Unknown diagnosis Known diagnosis Cultural/religious practices Communication difficulties Giftedness

Communication difficulties of a child may be due to:	Trauma, violence and crises Disabilities e.g. Hearing, visual, speaking Health problems and disorders Learning problems Deprivation of sensory stimulation Children learning English as a second language

Investigate child's behaviour and expressed emotionsincludes:	Level and type of social interaction with adults and other children Anxieties and aggression Withdrawn/silent children

Concerns about a child may be discussed with:	The child Parent/s, families, community members when culturally appropriate Field workers/ resource workers/early intervention service staff/medical staff Supervisor/coordinator/director School staff Other care providers

Plan in consultationmay include:	Parents Family members/community members (where culturally appropriate ) Care givers Referral agencies Staff Child Resources available Staffing levels Skills of current staff Transport vehicles Access to venue Financial considerations of parents Languages spoken by workers

Adapt service may involve developing the capacity of the service and include:	Gaining additional funds Sups workers or resource workers Changes to routines Special equipment Training in relevant care practices Alterations to venue Bicultural support workers Inclusion support facilitators Provision of linguistically appropriate information

The plan may be discussed with others at:	A staff meeting Conference of workers, parents, staff of other services (where culturally appropriate ) One to one consultation Referral from a service/agency Enrolment with no referral