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Evidence Guide: CHCIC512A - Plan and implement inclusion of children with additional needs

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

 

CHCIC512A - Plan and implement inclusion of children with additional needs

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

Identify children with additional needs

  1. Investigate child's behaviour and expressed emotions to identify an additional need
  2. Observe the particular child, identify and document needs for additional care and use to develop a plan of inclusion
  3. Discuss concerns with others to develop a clear understanding of a particular child's needs and use this information to plan
  4. Identify the cultural and language background and migration experiences of the child
Investigate child's behaviour and expressed emotions to identify an additional need

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe the particular child, identify and document needs for additional care and use to develop a plan of inclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss concerns with others to develop a clear understanding of a particular child's needs and use this information to plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the cultural and language background and migration experiences of the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan for inclusion

  1. When developing a plan of inclusion, consider child's abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements
  2. Develop plan in consultation with all those working with the child
  3. Identify parents' goals/expectations for their child and use when developing a plan of inclusion
  4. Seek parents' experience and practices as a resource
  5. Adapt service to meet child's needs within resource limitations
  6. If a child cannot be included immediately, communicate the reasons clearly
  7. Decide on a time to review the plan
  8. Seek additional resources as necessary
When developing a plan of inclusion, consider child's abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plan in consultation with all those working with the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify parents' goals/expectations for their child and use when developing a plan of inclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek parents' experience and practices as a resource

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt service to meet child's needs within resource limitations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If a child cannot be included immediately, communicate the reasons clearly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decide on a time to review the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek additional resources as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to meet the child's additional needs

  1. Support child's entry in the service
  2. Adjust level of support over time according to the child's needs
  3. Encourage others to adopt inclusive attitudes and practices
  4. Provide support to others to implement strategies
  5. Develop specific program initiatives to meet a child's needs
  6. Investigate and trial strategies that may address difficulties
  7. Implement strategies designed by a specialist according to directions
  8. Respond to the daily needs of children with additional needs, seeking assistance as required
Support child's entry in the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust level of support over time according to the child's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage others to adopt inclusive attitudes and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to others to implement strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop specific program initiatives to meet a child's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and trial strategies that may address difficulties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies designed by a specialist according to directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to the daily needs of children with additional needs, seeking assistance as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with others about ongoing issues that arise

  1. Share information about progress amongst all concerned
  2. Identify and discuss issues of concern
  3. Establish and maintain information exchange with parents or appropriate family/community members about the child's needs and care strategies
  4. Seek and gain parental permission prior to consulting with others regarding the child
  5. Ensure communication occurs within a culturally and linguistically responsive framework
Share information about progress amongst all concerned

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss issues of concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain information exchange with parents or appropriate family/community members about the child's needs and care strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and gain parental 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:

 

 

 

 

 

 

 

Monitor and review strategies

  1. Closely monitor new strategies and any unexpected side effects in accordance with workplace practices
  2. Adapt to changes in the child's participation at the time
  3. Confront and resolve interruptions to the strategy being implemented
Closely monitor new strategies and any unexpected side effects in accordance with workplace practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt to changes in the child's participation at the time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confront and resolve interruptions to the strategy being implemented

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 could 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

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

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

Related units:

This unit is recommended (but not required) to be assessed in conjunction with related units:

CHCFC504A Support emotional and psychological development in early childhood
or

CHCFC514A Support emotional and psychological development in middle childhood

and

CHCRF511A Work in partnership with families to care for the child

CHCIC510A Establish and implement plans for developing cooperative behaviour

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:

Developmental milestones

Disability Discrimination Act

Historical context of disability

Impact on families with a child with a disability

Principles of inclusive practice and policies

Cultural beliefs and expectations regarding abilities, disabilities, gender, roles etc.

Relevant codes of ethics

Individualised, child centred programming

Team work

Negotiation skills

Organisation standards, policies and procedures

Racial Discrimination Act 1975

Universal Declaration on the Rights of The Child

Impact of settlement for newly arrived CALD families

Cultural contexts and views of care and education

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess for and meet additional needs in consultation with the child where appropriate and others

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:

Demonstrate application of skills including:

Team work

Negotiation skills

Interpersonal

Planning

Cross cultural communication skills

Literacy skills needed to develop a plan for inclusion

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.

Children with additional needs may include needs due to:

Language difficulties

Physical, sensory or developmental disability

Health problems

Behavioural or psychological disorders

Family circumstances and needs

A child recently arrived in Australia from a very different culture

Children who have experienced torture and/or trauma

Children who have suffered dislocation

A child whose culture is different from the culture of the centre

Child at risk of harm or illness

Unknown diagnosis

Known diagnosis

Cultural/religious practices

Communication difficulties

Giftedness

Communication difficulties of a child may be due to:

Trauma, violence and crises

Disabilities e.g. Hearing, visual, speaking

Health problems and disorders

Learning problems

Deprivation of sensory stimulation

Children learning English as a second language

Investigate child's behaviour and expressed emotionsincludes:

Level and type of social interaction with adults and other children

Anxieties and aggression

Withdrawn/silent children

Concerns about a child may be discussed with:

The child

Parent/s, families, community members when culturally appropriate

Field workers/ resource workers/early intervention service staff/medical staff

Supervisor/coordinator/director

School staff

Other care providers

Plan in consultationmay include:

Parents

Family members/community members (where culturally appropriate )

Care givers

Referral agencies

Staff

Child

Resources available

Staffing levels

Skills of current staff

Transport vehicles

Access to venue

Financial considerations of parents

Languages spoken by workers

Adapt service may involve developing the capacity of the service and include:

Gaining additional funds

Sups workers or resource workers

Changes to routines

Special equipment

Training in relevant care practices

Alterations to venue

Bicultural support workers

Inclusion support facilitators

Provision of linguistically appropriate information

The plan may be discussed with others at:

A staff meeting

Conference of workers, parents, staff of other services (where culturally appropriate )

One to one consultation

Referral from a service/agency

Enrolment with no referral