|
|
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 Family and carer issues Grief and loss Meeting individual needs and personal goals of students with impairments |
| |
Policy regulatory, and legal requirements may include: | Access and equity policies of the organisation Anti-discrimination legislation Disability service standards Disability services legislation Education legislation Equal employment opportunity principles Guardianship requirements Individual rights Medication regulations and organisation policies Privacy legislation Workplace health and safety legislation |
| |
Different student requirements may be identified from, for example: | Education adjustment program profile Negotiated education plan |
| |
Context includes: | Changing social context of work, e.g. individual centred approach, changing societal views, approaches to working with students with disabilities 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 Historical context of work, e.g. changing attitudes Political context, e.g. government policies and initiatives Relevant statutory framework |
| |
Assess and equity includes: | A non-discriminatory approach to all students, their families and friends, the general public and co-workers A student oriented culture 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: | Absence from school related to the disability Dependence on specific learning style may become more pronounced Fatigue associated with the disability may impact on learning Gaps in experiences brought about by the disability Progression through stages may be slower Student may experience a lowered ceiling to the complexity of concepts learned Student may experience reduced learning without access to special equipment or methods Student may have impaired capacity for sensory intake and perception Student may take longer to learn Students may experience plateaux in learning |
| |
Strategies to support students with disabilities may include: | Acting as a point of contact from parents Assisting with withdrawal activities as directed by the teacher 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 practical activities such as art, music, sewing, cooking and sport Building the student's self-esteem and confidence by providing positive responses and encouraging risk-taking in activities that assist with development Controlling the input of new information to avoid overwhelming the student Demonstrating respect for the student Feeding and assisting students with personal hygiene Identifying the knowledge, skills, interest and experiences of the student Providing minimal and least intrusive cues to assist the student perform tasks and manage their own behaviour Providing opportunities for students to practice new skills Providing supportive socialisation activities Toileting and positioning students with physical disabilities Using non-verbal signals and gestures to help communicative competence |
| |
Rights include: | Assess to complaint mechanisms Choice to participate Common law Confidentiality Freedom of association Friendship Privacy The right to learn To be treated in a dignified, safe and comfortable manner To express their own feelings |
| |
Accommodating student requirements may include: | Applying alternative strategies Catering for different learning styles Giving more time to learn 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 Providing experiences and language development as a base for learning Providing learning experiences based on the student's existing cognitive framework 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: communication curriculum health and personal care learning environment/access safety social participation/emotional well being 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 Implementing strategies for preventing abuse of students with disabilities Providing information on risks or potential risks Risk minimisation |
| |
Appropriate personnel include: | Administrators Colleagues Head of department Principals Teachers Visiting health workers and /or therapists |
| |
Behaviours of concern may include: | Behaviour that endangers the health or well being of others Behaviour that interferes with learning that the student could reasonably be expected to control Behaviour that places self or others at risk |
| |