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Evidence Guide: CHCEDS031 - Provide support to students with autism spectrum disorder

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

 

CHCEDS031 - Provide support to students with autism spectrum disorder

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

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research autism spectrum disorder

  1. Document the historical context and current research relating to autism spectrum disorder
  2. Identify and document the processes of establishing a diagnosis of ASD
  3. Report on the difficulties experienced by students with ASD
  4. Identify the implications of the disorder on effective teaching and learning practices
Document the historical context and current research relating to autism spectrum disorder

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and document the processes of establishing a diagnosis of ASD

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report on the difficulties experienced by students with ASD

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify the implications of the disorder on effective teaching and learning practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide support to students with autism spectrum disorder

  1. Work with the education team to assist the student with ASD
  2. Work as a team member to implement education programs
  3. Support the student to have positive social interactions
Work with the education team to assist the student with ASD

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work as a team member to implement education programs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support the student to have positive social interactions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide support to teachers of students with autism spectrum disorder

  1. Contribute to goal setting for the student as part of the education team
  2. Support the teaching strategies used by the teacher
  3. Discuss issues with the teacher and other professionals as required
  4. Identify, maintain, prepare and use suitable resources for students with ASD
  5. Take appropriate steps, if required, to maintain personal safety of self and others
Contribute to goal setting for the student as part of the education team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support the teaching strategies used by the teacher

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss issues with the teacher and other professionals as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify, maintain, prepare and use suitable resources for students with ASD

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take appropriate steps, if required, 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. Research autism spectrum disorder

1.1 Document the historical context and current research relating to autism spectrum disorder

1.2 Identify and document the processes of establishing a diagnosis of ASD

1.3 Report on the difficulties experienced by students with ASD

1.4 Identify the implications of the disorder on effective teaching and learning practices

2. Provide support to students with autism spectrum disorder

2.1 Work with the education team to assist the student with ASD

2.2 Work as a team member to implement education programs

2.3 Support the student to have positive social interactions

3. Provide support to teachers of students with autism spectrum disorder

3.1 Contribute to goal setting for the student as part of the education team

3.2 Support the teaching strategies used by the teacher

3.3 Discuss issues with the teacher and other professionals as required

3.4 Identify, maintain, prepare and use suitable resources for students with ASD

3.5 Take appropriate steps, if required, 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. Research autism spectrum disorder

1.1 Document the historical context and current research relating to autism spectrum disorder

1.2 Identify and document the processes of establishing a diagnosis of ASD

1.3 Report on the difficulties experienced by students with ASD

1.4 Identify the implications of the disorder on effective teaching and learning practices

2. Provide support to students with autism spectrum disorder

2.1 Work with the education team to assist the student with ASD

2.2 Work as a team member to implement education programs

2.3 Support the student to have positive social interactions

3. Provide support to teachers of students with autism spectrum disorder

3.1 Contribute to goal setting for the student as part of the education team

3.2 Support the teaching strategies used by the teacher

3.3 Discuss issues with the teacher and other professionals as required

3.4 Identify, maintain, prepare and use suitable resources for students with ASD

3.5 Take appropriate steps, if required, to maintain personal safety of self and others