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

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

 

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

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

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply understanding of the delivery of services for students with disabilities

  1. Recognise the key issues facing students with disabilities and their carers
  2. Apply the context of policy, regulatory and legal requirements to working with students with a disability
  3. Demonstrate a commitment to access and equity principles in all work
  4. Consider personal values and attitudes regarding disability when working with students
  5. Apply understanding of the effects that specific disabilities may have on student learning
Recognise the key issues facing students with disabilities and their carers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate a commitment to access and equity principles in all work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consider personal values and attitudes regarding disability when working with students

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

  1. Investigate and use strategies that assist students with disabilities to exercise their rights and independence
  2. Acknowledge and accommodate different student requirements in the team’s approach to teaching and learning
  3. Gather and record data as directed by the teacher
  4. Identify and apply the support requirements of individual students
Investigate and use strategies that assist students with disabilities to exercise their rights and independence

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather and record data as directed by the teacher

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and apply the support requirements of individual students

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

  1. Report situations which may pose a health or safety issue to students or staff, according to organisation procedures
  2. Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel
  3. Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed
  4. Take appropriate steps to maintain personal safety of self and others
Report situations which may pose a health or safety issue to students or staff, according to organisation procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take appropriate steps to maintain personal safety of self and others

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. 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

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. 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