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Evidence Guide: CHCECE021 - Implement strategies for the inclusion of all children

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCECE021 - Implement strategies for the inclusion of all children

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote inclusion

  1. Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children
  2. Demonstrate a belief in children’s capacity to succeed in all interactions with families and children
  3. Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes
  4. Develop own professional knowledge and work in partnership with families, communities and other services and agencies
  5. Support all children regardless of background, gender, age or ability to fully participate as valued members of the group
  6. Assist, support and encourage each child’s efforts to participate
  7. Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice
Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a belief in children’s capacity to succeed in all interactions with families and children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop own professional knowledge and work in partnership with families, communities and other services and agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support all children regardless of background, gender, age or ability to fully participate as valued members of the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist, support and encourage each child’s efforts to participate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect diversity

  1. Value different capacities and abilities, and respect differences in families’ home lives
  2. Recognise that diversity contributes to the richness of society and provide children with opportunities to explore this richness
  3. Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions
  4. Draw children’s attention to issues of fairness relevant to them
  5. Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.
  6. Engage children in discussions about respectful and equal relations
Value different capacities and abilities, and respect differences in families’ home lives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise that diversity contributes to the richness of society and provide children with opportunities to explore this richness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draw children’s attention to issues of fairness relevant to them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage children in discussions about respectful and equal relations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify children with barriers to learning

  1. Investigate child’s barrier to learning
  2. Collect and use data to form an accurate understanding of the barrier to learning
  3. Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions
Investigate child’s barrier to learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect and use data to form an accurate understanding of the barrier to learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan for support and inclusion

  1. Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child
  2. Develop the plan in consultation with other professionals and the family
  3. Adapt the environment and routines to ensure inclusion of all children with additional needs
  4. Constantly reflect on the effectiveness of the plan and its impact on the child
Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the plan in consultation with other professionals and the family

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt the environment and routines to ensure inclusion of all children with additional needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constantly reflect on the effectiveness of the plan and its impact on the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to meet the child’s additional needs

  1. Support child’s entry into the service
  2. Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
  3. Encourage others to adopt inclusive attitudes and practices
  4. Communicate with and provide support to others to implement strategies
  5. Investigate and trial strategies that may address barriers
  6. Implement strategies designed or suggested by family or other professionals
  7. Respond to the daily needs of children with additional needs and seek assistance as required
Support child’s entry into the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the level of support provided on a regular basis and adjust accordingly if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage others to adopt inclusive attitudes and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with and provide support to others to implement strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and trial strategies that may address barriers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies designed or suggested by family or other professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to the daily needs of children with additional needs and seek assistance as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review strategies

  1. Share information about progress among all concerned
  2. Identify and discuss issues of concern
  3. Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies
  4. Seek and gain family permission prior to consulting with others regarding the child
  5. Ensure communication occurs within a culturally and linguistically responsive framework
  6. Closely monitor new strategies and the impact of these on the child
  7. Identify and respond to any barriers to the strategies being implemented
Share information about progress among all concerned

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss issues of concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and gain family permission prior to consulting with others regarding the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure communication occurs within a culturally and linguistically responsive framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Closely monitor new strategies and the impact of these on the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respond to any barriers to the strategies being implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to meet the child’s additional needs

  1. Support child’s entry into the service
  2. Reflect on the level of support provided on a regular basis and adjust accordingly if necessary
  3. Encourage others to adopt inclusive attitudes and practices
  4. Communicate with and provide support to others to implement strategies
  5. Investigate and trial strategies that may address barriers
  6. Implement strategies designed or suggested by family or other professionals
  7. Respond to the daily needs of children with additional needs and seek assistance as required
Support child’s entry into the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the level of support provided on a regular basis and adjust accordingly if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage others to adopt inclusive attitudes and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with and provide support to others to implement strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and trial strategies that may address barriers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies designed or suggested by family or other professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to the daily needs of children with additional needs and seek assistance as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

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

1. Promote inclusion

1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children

1.2 Demonstrate a belief in children’s capacity to succeed in all interactions with families and children

1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes

1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies

1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group

1.6 Assist, support and encourage each child’s efforts to participate

1.7 Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice

2. Respect diversity

2.1 Value different capacities and abilities, and respect differences in families’ home lives

2.2 Recognise that diversity contributes to the richness
of society and provide children with opportunities to explore this richness

2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions

2.4 Draw children’s attention to issues of fairness relevant to them

2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.

2.6 Engage children in discussions about respectful and equal relations

3. Identify children with barriers to learning

3.1 Investigate child’s barrier to learning

3.2 Collect and use data to form an accurate understanding of the barrier to learning

3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions

4. Develop a plan for support and inclusion

4.1 Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child

4.2 Develop the plan in consultation with other professionals and the family

4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs

4.4 Constantly reflect on the effectiveness of the plan and its impact on the child

5. Implement strategies to meet the child’s additional needs

5.1 Support child’s entry into the service

5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary

5.3 Encourage others to adopt inclusive attitudes and practices

5.4 Communicate with and provide support to others to implement strategies

5.5 Investigate and trial strategies that may address barriers

5.6 Implement strategies designed or suggested by family or other professionals

5.7 Respond to the daily needs of children with additional needs and seek assistance as required

6. Monitor and review strategies

6.1 Share information about progress among all concerned

6.2 Identify and discuss issues of concern

6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies

6.4 Seek and gain family permission prior to consulting with others regarding the child

6.5 Ensure communication occurs within a culturally and linguistically responsive framework

6.6 Closely monitor new strategies and the impact of these on the child

6.7 Identify and respond to any barriers to the strategies being implemented

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

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

1. Promote inclusion

1.1 Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children

1.2 Demonstrate a belief in children’s capacity to succeed in all interactions with families and children

1.3 Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes

1.4 Develop own professional knowledge and work in partnership with families, communities and other services and agencies

1.5 Support all children regardless of background, gender, age or ability to fully participate as valued members of the group

1.6 Assist, support and encourage each child’s efforts to participate

1.7 Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice

2. Respect diversity

2.1 Value different capacities and abilities, and respect differences in families’ home lives

2.2 Recognise that diversity contributes to the richness
of society and provide children with opportunities to explore this richness

2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions

2.4 Draw children’s attention to issues of fairness relevant to them

2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.

2.6 Engage children in discussions about respectful and equal relations

3. Identify children with barriers to learning

3.1 Investigate child’s barrier to learning

3.2 Collect and use data to form an accurate understanding of the barrier to learning

3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions

4. Develop a plan for support and inclusion

4.1 Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child

4.2 Develop the plan in consultation with other professionals and the family

4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs

4.4 Constantly reflect on the effectiveness of the plan and its impact on the child

5. Implement strategies to meet the child’s additional needs

5.1 Support child’s entry into the service

5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary

5.3 Encourage others to adopt inclusive attitudes and practices

5.4 Communicate with and provide support to others to implement strategies

5.5 Investigate and trial strategies that may address barriers

5.6 Implement strategies designed or suggested by family or other professionals

5.7 Respond to the daily needs of children with additional needs and seek assistance as required

6. Monitor and review strategies

6.1 Share information about progress among all concerned

6.2 Identify and discuss issues of concern

6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies

6.4 Seek and gain family permission prior to consulting with others regarding the child

6.5 Ensure communication occurs within a culturally and linguistically responsive framework

6.6 Closely monitor new strategies and the impact of these on the child

6.7 Identify and respond to any barriers to the strategies being implemented