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Evidence Guide: CHCRH505C - 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

 

CHCRH505C - 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?

Plan and prepare a program/ activity

  1. Identify specific needs of the child/young person by conducting routine assessments and accessing existing records
  2. Identify planned outcomes for the child/young person, including key milestones and targets
  3. Identify relevant support services that are required
  4. Develop an individual program in consultation with child/young person and their carers
  5. Identify options for addressing non participation/ non achievement of outcomes
  6. Access a range of literature and research in planning programs to meet developmental needs of child/young person with special needs
Identify specific needs of the child/young person by conducting routine assessments and accessing existing records

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relevant support services that are required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify options for addressing non participation/ non achievement of outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access a range of literature and research in planning programs to meet developmental needs of child/young person with special needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish operational arrangements

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify additional support requirements of child/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/young person
  2. Provide and seek feedback on session technique, participation and correct usage of equipment from child/young person and their carers
  3. Enlist specialist communication support where it is required
  4. Put in place processes to evaluate the effect on self-esteem and confidence of child/young person
  5. Modify program, where necessary, based on an assessment of conditions and status of child/young person
  6. Conduct appropriate activities within program to suit abilities of individuals and/or group
  7. Select activities within program to take into account individual structural and functional variations to human body and to enhance emotional well being of child/young person with special needs
  8. Assist with provision and use of aids, including modification, as appropriate
  9. Provide information and demonstration to child/young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements
  10. Apply organisation procedures to collection and checking for damage/wear of equipment
Provide instructions in a communication style suitable to the child/young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enlist specialist communication support where it is required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify program, where necessary, based on an assessment of conditions and status of child/young person

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/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/young person on safe and responsible behaviour and make them aware of rules, codes and organisation health and safety requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply organisation procedures to collection and checking for damage/wear of equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of the program

  1. Seek feedback from child/young person and their carer about value of and responses to specific activity to ensure their needs continue to be met
  2. Apply current accepted practices to planning, design and delivery of specific programs to meet individual needs
  3. Implement processes to monitor participation and progress of child/young person
Seek feedback from child/young person and their carer about value of and responses to specific activity to ensure their needs continue to be met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply current accepted practices to planning, design and delivery of specific programs to meet individual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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

Competency must be demonstrated in a real work environment

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment

Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

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 of this competency requires:

access to child/young person i.e. not the peers of the learner

human resources consistent with those outlined in the assessment guidelines

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 should be assessed after or in conjunction with related unit:

CHCDIS301A Work effectively with people with a disability

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:

Factors influencing the conduct of a specialised program/activity

Relevant occupational health and safety and discrimination legislation

Relevant modified equipment and activities

Impact of disability on participation in programs including recreation programs

Social, political, cultural, historical issues that may affect or are relevant to people with a disability

Awareness of screening processes for entry into programs/activities

Relevant precautions in programs/activities

Stretching and mobility exercises and activities

Appropriate chair based, floor work and balance exercises and activities

Appropriate strengthening and conditioning exercises and activities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Monitor activity within the confines of the program

Select appropriate range of activities and exercises

Modify activities for risk minimisation to child/young person with special needs to participate in programs

Plan and prepare a program/activity including to determine the range of appropriate safe and suitable activities and/or exercises for the child/young person with special needs

Establish operational arrangements and effective communication including correct instructions and technique/guidelines for undertaking activities

Prior screening to establish additional support needs

Evaluate the effectiveness of the program

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 in:

organisation to coordinate resources necessary to conduct a program

communication to provide instructions participation

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.

Barriers to participation:

Cultural values

Family structures

Religious beliefs

Impact of any disability on participation

Communication

Level of literacy and numeracy

Transport

Income

Confidence

Support services available

Economic

Communication style:

Should be clear, accurate, contain all relevant information and appropriate to the person's:

age

preferred method of communication

physical or cultural factors

specific needs

May include:

verbal

modelling/demonstration of activities/movements

hand/arm signals

assisted communication devices

braille

audio tape

others as identified

Emotional well being includes:

Feelings

State of mind

Perception of risk

Self-esteem

Self confidence

Feedback may be qualitative and quantitative:

Evaluation forms

Asking people

Numbers

Surveys

Complaints

Reaction

Feedback from staff

Financial information

Impact on participation may be affected by:

Negative personal attitudes and values of staff

Organisation procedures and practices

Client service strategies

Social, cultural and religious factors

Physical and economic factors

Rate of skill development

Taking risks in the context of self determination and dignity of risk

Communication supports required/available

Flexibility about timing and priorities to allow for choice

Socialisation/community involvement

Child/young person with special needs will vary according to:

Type of disability:

physical

sensory

intellectual

psychiatric

Factors such as:

cultural and linguistic diversity

rural/remote environment

income

gender

sexuality

age

family systems

religion

Program refers to:

A sequence of individual sessions running sequentially or simultaneously, for individuals or groups in which the extent of instruction covers that which is required to allow the individual to participate safely and effectively to maintain health and emotional well being

Does not include movements, tasks and activities with the aim of physical skill enhancement in order to perform competitively

Range of activities:

Should include a variety of tasks, games, activities and/or exercises and activities to facilitate the well being of child/young person in the following areas

Stretching and mobility

Strengthening or conditioning

Confidence building and self-esteem

Fine and gross motor skills development

Development of valued relationships

Back care

Balance

Socialisation

Resources may include:

Staff

Equipment

Venues/facilities

Paperwork

Transport and logistical arrangements

Funds

Music

Session refers to:

A selection of tasks, games, activities or exercises in which the extent of instruction is to promote enthusiastic, safe and cooperative participation

May be a component of a sequenced program of individual activities

Does not include movements, tasks and activities with the aim of skill development or enhancement in order to perform competitively

Of up to a day's duration, i.e. no overnight component

Status of child/young person may vary according to:

Impact of medication/pharmaceuticals

Chronological age

Physiological age

Disability

Other specific needs and considerations such as:

communication

socialisation

Physical/health issues:

orthopaedic

continence issues

cardio-respiratory

medications

neurological conditions

musculoskeletal conditions

Psycho social issues

Work environment varies with respect to:

Size of the organisation

Location

Organisation structure

Nature of the programs provided

Availability of resources and technology