Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS016 Mapping and Delivery Guide
Support learning for students with disabilities in a classroom environment

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCEDS016 - Support learning for students with disabilities in a classroom environment
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required as an introduction to working with students that have a recognised disability. 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.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Apply understanding of the delivery of services for students with disabilities
  • Recognise 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 in all work
  • Consider personal values and attitudes regarding disability when working with students
  • Apply understanding of the effects that specific disabilities may have on student learning
       
Element: Support the rights, interests and needs of students with disabilities as part of the education team
  • Investigate and use strategies that assist students with disabilities to exercise their rights and independence
  • Acknowledge and accommodate different student requirements in the team’s approach to teaching and learning
  • Gather and record data as directed by the teacher
  • Identify and apply the support requirements of individual students
       
Element: Respond to situations of risk or potential risk to students with disabilities
  • 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
  • Take appropriate steps to maintain personal safety of self and others
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Apply understanding of the delivery of services for students with disabilities

1.1 Recognise the key issues facing students with disabilities and their carers

1.2 Apply the context of policy, regulatory and legal requirements to working with students with a disability

1.3 Demonstrate a commitment to access and equity principles in all work

1.4 Consider personal values and attitudes regarding disability when working with students

1.5 Apply understanding of the effects that specific disabilities may have on student learning

2. Support the rights, interests and needs of students with disabilities as part of the education team

2.1 Investigate and use strategies that assist students with disabilities to exercise their rights and independence

2.2 Acknowledge and accommodate different student requirements in the team’s approach to teaching and learning

2.3 Gather and record data as directed by the teacher

2.4 Identify and apply the support requirements of individual students

3. Respond to situations of risk or potential risk to students with disabilities

3.1 Report situations which may pose a health or safety issue to students or staff, according to organisation procedures

3.2 Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel

3.3 Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed

3.4 Take appropriate steps to maintain personal safety of self and others


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Apply understanding of the delivery of services for students with disabilities

1.1 Recognise the key issues facing students with disabilities and their carers

1.2 Apply the context of policy, regulatory and legal requirements to working with students with a disability

1.3 Demonstrate a commitment to access and equity principles in all work

1.4 Consider personal values and attitudes regarding disability when working with students

1.5 Apply understanding of the effects that specific disabilities may have on student learning

2. Support the rights, interests and needs of students with disabilities as part of the education team

2.1 Investigate and use strategies that assist students with disabilities to exercise their rights and independence

2.2 Acknowledge and accommodate different student requirements in the team’s approach to teaching and learning

2.3 Gather and record data as directed by the teacher

2.4 Identify and apply the support requirements of individual students

3. Respond to situations of risk or potential risk to students with disabilities

3.1 Report situations which may pose a health or safety issue to students or staff, according to organisation procedures

3.2 Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel

3.3 Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed

3.4 Take appropriate steps to maintain personal safety of self and 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
 
Recognise 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 in all work 
Consider personal values and attitudes regarding disability when working with students 
Apply understanding of the effects that specific disabilities may have on student learning 
Investigate and use strategies that assist students with disabilities to exercise their rights and independence 
Acknowledge and accommodate different student requirements in the team’s approach to teaching and learning 
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 
Take appropriate steps to maintain personal safety of self and others 

Forms

Assessment Cover Sheet

CHCEDS016 - Support learning for students with disabilities in a classroom environment
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

CHCEDS016 - Support learning for students with disabilities in a classroom environment

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: