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: Current practices, philosophies and theories, including: the social model of disability the impact of social devaluation on an individual's quality of life competency and image enhancement as a means of addressing devaluation practices which focus on the individual person strengths-based practice active support person-centred practice rightful place in community community education and capacity building self determination Social, sexual, emotional psychological and cognitive development across the lifespan Overview of adult and childhood learning theories Assessment processes relating to skills development and maintenance Tools, equipment and other resources utilised in the learning process Various teaching and learning strategies Strategies for identifying and maximising informal learning opportunities Services and resources available to people with special learning needs Task analysis Prompting, principles of prompting and fading prompting Strategies to create independence Reinforcers Motivators to learn Common de-motivators and blocks Understanding of maintenance techniques and generalisation Understanding of incidental learning |