Google links for CHCEDS330A - Support learning for students with disabilities in a classroom environment



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 andor 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 schoolcentre 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

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.

Key issues include:	Access to services for students with impairments and their carers Family and carer issues Grief and loss Meeting individual needs and personal goals of students with impairments

Policy regulatory, and legal requirements may include:	Access and equity policies of the organisation Anti-discrimination legislation Disability service standards Disability services legislation Education legislation Equal employment opportunity principles Guardianship requirements Individual rights Medication regulations and organisation policies Privacy legislation Workplace health and safety legislation

Different student requirements may be identified from, for example:	Education adjustment program profile Negotiated education plan

Context includes:	Changing social context of work, e.g. individual centred approach, changing societal views, approaches to working with students with disabilities Economic context, e.g. the current economic situation as it relates to and affects students with impairments and the subsequent impact on their needs Facts/myths about impairments Historical context of work, e.g. changing attitudes Political context, e.g. government policies and initiatives Relevant statutory framework

Assess and equity includes:	A non-discriminatory approach to all students, their families and friends, the general public and co-workers A student oriented culture Ensuring the work undertaken caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual

Effects of disability on student learning may include:	Absence from school related to the disability Dependence on specific learning style may become more pronounced Fatigue associated with the disability may impact on learning Gaps in experiences brought about by the disability Progression through stages may be slower Student may experience a lowered ceiling to the complexity of concepts learned Student may experience reduced learning without access to special equipment or methods Student may have impaired capacity for sensory intake and perception Student may take longer to learn Students may experience plateaux in learning

Strategies to support students with disabilities may include:	Acting as a point of contact from parents Assisting with withdrawal activities as directed by the teacher Assisting with daily classroom based learning activities including listening to students read, assisting with maths and other tasks as guided by the teacher Assisting with practical activities such as art, music, sewing, cooking and sport Building the student's self-esteem and confidence by providing positive responses and encouraging risk-taking in activities that assist with development Controlling the input of new information to avoid overwhelming the student Demonstrating respect for the student Feeding and assisting students with personal hygiene Identifying the knowledge, skills, interest and experiences of the student Providing minimal and least intrusive cues to assist the student perform tasks and manage their own behaviour Providing opportunities for students to practice new skills Providing supportive socialisation activities Toileting and positioning students with physical disabilities Using non-verbal signals and gestures to help communicative competence

Rights include:	Assess to complaint mechanisms Choice to participate Common law Confidentiality Freedom of association Friendship Privacy The right to learn To be treated in a dignified, safe and comfortable manner To express their own feelings

Accommodating student requirements may include:	Applying alternative strategies Catering for different learning styles Giving more time to learn Providing adjustments to curriculum, communication, learning environment and access etc that are necessary for the student to participate meaningfully in curriculum and school activities Providing age-appropriate activities Providing experiences and language development as a base for learning Providing learning experiences based on the student's existing cognitive framework Working with parents and other professionals to provide a supportive environment

Education adjustment program profile refers to:	A process used to demonstrate the types of adjustments to: communication curriculum health and personal care learning environment/access safety social participation/emotional well being that are being provided for students with impairments to learn, participate and progress towards planned outcomes in relation to his/her same age peers Rather than focusing on the students' disabilities, this process focuses on the adjustments that need to be made at school to facilitate the student's presence, participation, access and achievement of education outcomes

Respond to situations of risk in the context of the education support role may include:	Identifying risks and appropriate strategies to deal with risks as part of the education team Implementing strategies for preventing abuse of students with disabilities Providing information on risks or potential risks Risk minimisation

Appropriate personnel include:	Administrators Colleagues Head of department Principals Teachers Visiting health workers and /or therapists

Inappropriate behaviour may include:	Behaviour that endangers the health or well being of others Behaviour that interferes with learning that the student could reasonably be expected to control Behaviour that places self or others at risk

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CHCEDS330A - Support learning for students with disabilities in a classroom environment

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement