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Evidence Guide: CHCEDS417A - Facilitate learning for students with disabilities

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

 

CHCEDS417A - Facilitate learning for students with disabilities

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

Comply with policies, procedures and legislation addressing work with students with disabilities

  1. Identify legislative requirements
  2. Use work practices that meet requirements of policies, proceduresand legislation related to working with students with disabilities
  3. Review conduct in compliance with policies, procedures and legislative requirements
  4. Undertake communications with parent/guardian / carer in accordance with responsibilities of the role and within organisation policies
Identify legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use work practices that meet requirements of policies, proceduresand legislation related to working with students with disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review conduct in compliance with policies, procedures and legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake communications with parent/guardian / carer in accordance with responsibilities of the role and within organisation policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate inclusive practices

  1. Use accurate and non-discriminatory language
  2. Include all students in group activities
  3. Display respectful interactions with all students
  4. Ensure all students have access to a safe learning environment
  5. Demonstrate value for the rights and opinions of all students
Use accurate and non-discriminatory language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include all students in group activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Display respectful interactions with all students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all students have access to a safe learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate value for the rights and opinions of all students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify implications of student learning

  1. Identify and describe the nature of a range of disabilities
  2. Explain the effects of a range of disabilities on student development and learning
  3. Discuss the implications of an identified disability
Identify and describe the nature of a range of disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the effects of a range of disabilities on student development and learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the implications of an identified disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to the teacher of students with disabilities

  1. Use knowledge of students to assist teacher set goals for the student
  2. Gather and record data as directed by the teacher
  3. Develop support strategies for individuals to enable the achievement of learning goals
  4. Identify, prepare and maintain resources to support the delivery of education programs
Use knowledge of students to assist teacher set goals for the student

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and record data as directed by the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop support strategies for individuals to enable the achievement of learning goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, prepare and maintain resources to support the delivery of education programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to an education adjustment profile for students with disabilities

  1. Raise awareness of social and academic barriers for students with disabilities
  2. Provide observations to inform education adjustment profile
  3. Contribute to education adjustment profile meetings
  4. Implement the education program
Raise awareness of social and academic barriers for students with disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide observations to inform education adjustment profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to education adjustment profile meetings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the education program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Relevant legislation, policies and standards that regulate education service delivery, occupational health and safety, behaviour support and anti-discrimination

Basic understanding of at least four (4) disabilities

Implications for learning of one (1) disability

Accurate language relevant to the range of disabilities

Organisation processes for provision of support to students with disabilities

Support appropriate to a variety of learning situations for students with disabilities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply broad knowledge of a range of disabilities and the ways they affect development and learning

Demonstrate understanding of the effects of one disability on effective classroom practice

Implement education adjustment with understanding of its application

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Communicate effectively using a range of inclusive skills (verbal, non-verbal, written, electronic)

Maintain confidentiality

Participate in team work

Take observations and maintain records

Problem solve and self manage

Use adaptive and/or mobility equipment

Range Statement

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.

Policies, proceduresand legislationmay include:

National, state/territory and local government legislative requirements affecting the education setting operation

Disability standards for education

Copyright legislation

Privacy legislation

Freedom of Information legislation

National and/or international standards

Awards, enterprise agreements and/or relevant industrial instruments

The educational organisation's processes (e.g. goals, values, systems, policies, procedures, reporting etc)

Communications with parent/guardian/carer may include:

Face-to-face meeting

Telephone calls

Informal conversations

Written communications (paper/electronic)

Learning environment should :

Be safe and supportive

Be relevant to the cultural context of student learning

Encourage community engagement and participation

Encourage students to actively engage in learning

Be relevant, flexible and inclusive

Demonstrate diversity and provide social justice

Disabilities may include:

Autism spectrum disorder

Hearing disability

Intellectual disability

Physical disability

Speech language disability

Vision disability

Multiple disabilities

Health related disabilities

Effects may include varied levels of :

Social skills

Motor skills

Risk taking skills

Emotional development

Behaviour

Growth

Cognitive development

Reliance on one sensory input

Communication skills

Identity awareness

Implications for classroom teaching and learning may include:

Adjustments to teaching and learning programs

Redesign of the learning environment

Alternate teaching strategies

Personal support requirements

Provide and use assistive technology and equipment

Flexible timeframes

Behaviour support strategies

Health and safety issues

Contingency planning

Specialist support staff contributions

Use of an inclusive curriculum

Knowledge of students may include:

Preferences and interests

Impact of disability on learning

Future goals

Communication style

Changing health status

Achievements

Challenges

History

Support strategies may include:

Peer support

Small group and individual support/teaching

Interpreting/transliterating

Note taking

Volunteer tutoring

Activities designed by a specialist

Use of assistive technologies

Vocational learning opportunities

Social learning opportunities

Resources may include:

Large print texts

Braille machines

Embossers

Specialised computer hardware and software

Wheelchairs and mobility equipment

Headphones

Sensory materials

Personal care equipment

Hoists

Signs

Visual displays

Games, puzzles, activities to meet specific needs

Interpreters

Mattresses and linen

Health related equipment

Specialist support workers

Daily communication books

Positioning equipment

Specialised furniture

Communication equipment

Education adjustment profile refers to:

A profile based on a questionnaire focusing on strategies workers use to support a student with disabilities

Education Adjustment Program (EAP) is a system (in Queensland) identifying and responding to the educational needs of students with disabilities

Cultural diversity refers to:

The range of knowledge, skills and experience brought to a situation by all members of the group

The range of perspectives, responses and ideas possible within a diverse group

Contextualisation may include:

Relating materials to specific localities, times, histories

Relating materials to students current understanding and knowledge base

Delivery strategies may include:

Classroom teaching

Formal and informal learning

Self directed learning

Play based learning

Flexible learning

Supported learning

E learning

Individual and group work

Third party delivery

External studies

Local contextualisation

Meaningful learning

Culturally appropriate learning

Strategies devised with the teachers to improve a student's access to learning

Use of appropriate resources

Barriers to learning may include:

Cultural barriers

Communication methods

Physical, social, emotional, intellectual disability

Socioeconomic barriers

Language barriers

Literacy and numeracy skills

Self-esteem

Self confidence

Family circumstances

Health and safety

Self efficacy

Attendance