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Evidence Guide: CHCLAH007 - Conduct a program for children and young people with special 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

 

CHCLAH007 - Conduct a program for children and young people with special needs

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

Elements define the essential outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan and prepare a program and/or activity

  1. Apply currently accepted practices to planning and design of specific programs to meet individual needs
  2. Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records
  3. Identify planned outcomes for the child and/or young person, including key milestones and targets
  4. Research programs to assist in planning to meet developmental needs of child and/or young person with special needs
  5. Identify relevant support services that are required
  6. Develop and document an individual program in consultation with child and/or young person and their carers
  7. Identify options for addressing non participation and non achievement of outcomes
Apply currently accepted practices to planning and design of specific programs to meet individual needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify planned outcomes for the child and/or young person, including key milestones and targets

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research programs to assist in planning to meet developmental needs of child and/or young person with special needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify relevant support services that are required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop and document an individual program in consultation with child and/or young person and their carers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify options for addressing non participation and non achievement of outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish operational arrangements

  1. Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement
  2. Determine range of activities to be utilised in program according to the needs of child and/or young person
  3. Identify additional support requirements of child and/or young person
  4. Identify special resources required for the program and source prior to program commencement
Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine range of activities to be utilised in program according to the needs of child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify additional support requirements of child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify special resources required for the program and source prior to program commencement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish effective communication

  1. Provide instructions in a communication style suitable to the child and/or young person
  2. Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers
  3. Enlist specialist communication support where it is required
  4. Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person
Provide instructions in a communication style suitable to the child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Enlist specialist communication support where it is required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct the program

  1. Apply current accepted practices to delivery of specific programs in accordance with role and service requirements
  2. Conduct appropriate activities within program to suit abilities of individuals and/or group
  3. Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs
  4. Assist with provision and use of aids, including modification, as appropriate
  5. Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements
  6. Follow organisation procedures for collection of equipment and check for damage and/or wear
Apply current accepted practices to delivery of specific programs in accordance with role and service requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct appropriate activities within program to suit abilities of individuals and/or group

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist with provision and use of aids, including modification, as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow organisation procedures for collection of equipment and check for damage and/or wear

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of the program

  1. Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person
  2. Seek feedback from child and/or young person and their carer about value of and responses to specific activity
  3. Implement processes to monitor participation and progress of child and/or young person
  4. Modify program based on findings to ensure the individual’s needs continue to be met
Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback from child and/or young person and their carer about value of and responses to specific activity

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement processes to monitor participation and progress of child and/or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Modify program based on findings to ensure the individual’s needs continue to be met

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and prepare a program and/or activity

1.1 Apply currently accepted practices to planning and design of specific programs to meet individual needs

1.2 Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records

1.3 Identify planned outcomes for the child and/or young person, including key milestones and targets

1.4 Research programs to assist in planning to meet developmental needs of child and/or young person with special needs

1.5 Identify relevant support services that are required

1.6 Develop and document an individual program in consultation with child and/or young person and their carers

1.7 Identify options for addressing non participation and non achievement of outcomes

2. Establish operational arrangements

2.1 Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement

2.2 Determine range of activities to be utilised in program according to the needs of child and/or young person

2.3 Identify additional support requirements of child and/or young person

2.4 Identify special resources required for the program and source prior to program commencement

3. Establish effective communication

3.1 Provide instructions in a communication style suitable to the child and/or young person

3.2 Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers

3.3 Enlist specialist communication support where it is required

3.4 Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person

4. Conduct the program

4.1 Apply current accepted practices to delivery of specific programs in accordance with role and service requirements

4.2 Conduct appropriate activities within program to suit abilities of individuals and/or group

4.3 Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs

4.4 Assist with provision and use of aids, including modification, as appropriate

4.5 Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements

4.6 Follow organisation procedures for collection of equipment and check for damage and/or wear

5. Evaluate the effectiveness of the program

5.1 Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person

5.2 Seek feedback from child and/or young person and their carer about value of and responses to specific activity

5.3 Implement processes to monitor participation and progress of child and/or young person

5.4 Modify program based on findings to ensure the individual’s needs continue to be met

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan and prepare a program and/or activity

1.1 Apply currently accepted practices to planning and design of specific programs to meet individual needs

1.2 Identify specific needs of the child and/or young person by conducting routine assessments and reading existing records

1.3 Identify planned outcomes for the child and/or young person, including key milestones and targets

1.4 Research programs to assist in planning to meet developmental needs of child and/or young person with special needs

1.5 Identify relevant support services that are required

1.6 Develop and document an individual program in consultation with child and/or young person and their carers

1.7 Identify options for addressing non participation and non achievement of outcomes

2. Establish operational arrangements

2.1 Seek agreement from child and/or young person and their carers about participation in the program and/or activity prior to commencement

2.2 Determine range of activities to be utilised in program according to the needs of child and/or young person

2.3 Identify additional support requirements of child and/or young person

2.4 Identify special resources required for the program and source prior to program commencement

3. Establish effective communication

3.1 Provide instructions in a communication style suitable to the child and/or young person

3.2 Provide and seek feedback on session technique, participation and correct usage of equipment from child and/or young person and their carers

3.3 Enlist specialist communication support where it is required

3.4 Make adjustments to program, when necessary, based on an assessment of conditions and status of child and/or young person

4. Conduct the program

4.1 Apply current accepted practices to delivery of specific programs in accordance with role and service requirements

4.2 Conduct appropriate activities within program to suit abilities of individuals and/or group

4.3 Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child and/or young person with special needs

4.4 Assist with provision and use of aids, including modification, as appropriate

4.5 Provide information and demonstration to child and/or young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements

4.6 Follow organisation procedures for collection of equipment and check for damage and/or wear

5. Evaluate the effectiveness of the program

5.1 Put in place processes to evaluate the effect on self-esteem and confidence of child and/or young person

5.2 Seek feedback from child and/or young person and their carer about value of and responses to specific activity

5.3 Implement processes to monitor participation and progress of child and/or young person

5.4 Modify program based on findings to ensure the individual’s needs continue to be met