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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. |
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Commonly used terms in the context of physical disability may include: | Ability: degree of actual power to perform a particular physical or mental task present in an individualAdaptive skills/behaviours: everyday coping skills that students need to take care of themselves and to relate to others in daily livingAttention span: period of attention or concentration given by an individual to particular task or situation Augmentative and alternative communication (AAC): modes of communication, apart from speech, which are used to supplement a person's speech (augmentative communication), or to replace a person's speech (alternative communication) Classroom environment: conditions within the classroom, or affecting the classroom, which influence the learning situation, including social, physical, physical and psychological aspects Disability: any lack or restriction of the ability to perform an activity in the manner or within the normal rangeGeneralisation of learning:this occurs when a skill is learned in one situation and applied in another and allows the student to operate effectively across a variety of environments without having to re-learn behaviours each time there is a changeHandicap: a disadvantage for an individual resulting from impairment or a disability that limits or prevents the fulfilment of a role that is normal for that individual (dependent on age, sex, social and cultural factors)Impairment: any loss or abnormality of parts or functioning of the brain or bodycontinued ... |
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Commonly used terms in the context of physical disability (contd): | Memory: the mental process of retaining and recalling a past act, experience, or impressionPerception: thinking involved in becoming aware of objects, items, qualities or relations through receiving, processing and interpreting impressions received via the sensesto register information through one or more of the sensory modes and to make meaning of itThought processing: allows students to organise incoming information, to make connections between pieces of information and to interpret symbolic and abstract conceptsit also allows information to be organised for decision-making, communication and action |
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Physical disability refers to: | Physical impairment or disability which affects a person's ability to move or to coordinate and control movementIt may also involve loss of feeling and/or inability to use certain parts of the bodyDifferent body systems may be involved: musculoskeletal - involving joints, limbs and associated muscles neurological - involving central nervous system (brain, spinal cord or nerves that run from the spinal cord) |
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Causes of physical disability may include: | Cerebral palsy Spina bifida Muscular dystrophy Arthritis Osteogenesis (brittle bones)Congenital malformation of the limbs Some acquired brain injury Some orthopaedic conditionsSyndromesAccidents which result in brain injury, spinal injury, loss of limbs or severe burns.Chronic health problems such as cancer may also affect a student's physical development, resulting in disability |
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A physical disability may be: | Present from birth (congenital) or acquired later (e.g. through an accident or illness) Progressive or non-progressive (this refers to whether or not the condition increases in extent or severity) |
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Physical disability can affect student development in ways that depend on the specific condition and may include difficulties with: | The ability to move, initiate movement, control movement and/or coordinate movementGross motor skills - large groups of muscles in the legs, trunk, neck and arms are involved The ability to control these muscles affects the student's capacity to sit, stand, roll, reach, walkFine motor skills - small muscles in the arms and hand used to perform fine motor skills such as touching grasping and manipulatingCommunication - some students with physical disabilities have difficulties with voice production and may need to use augmentative and alternate methods of communication Emotional well being - the impact of a physical disability on the emotional well being of students will be different for each student and will vary according to life stages and their experiencesFactors which influence a student's self-esteem and emotional status include:personality of the individualseverity of the impairmentagedegenerative conditionsacquired conditionsfamily attitudeattitude of the school community expectationsSocial skills - social skills are developed gradually as children play, share activities, share interests and share responsibilities A physical disability may or may not interrupt this development at any or all stagesPersonal care - students with physical disability may need assistance with eating, toileting and other personal needs |
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Physical disability can affect student learning in ways that depend on the specific condition and may include: | Irregular school attendance:students with physical disability may be absent from school for significant periods of timeimplications for students can be wide ranging:they miss out on opportunities to learnfriendships between peers develop in their absenceon return they have to readjust to the school routinethey may not be able to keep up with their peersDifficulties with access to and from the learning environment these issues may be physical and/or attitudinal and can relate to all aspects of school life:access to classes, eating areas and school groundsclassroom set-upportability of learning materials, books and equipmentaccess to library, laboratories, resource centres, computerssporting facilitiestoilets and change roomswater fountainsschool tuckshoptransport and excursionscampswork experience placementsschool play/concert/other productionssocial functionsemergency evacuationsCommunication difficulties:for the student who has difficulty speaking or is unable to speak: adaptive equipment may be neededstudent must learn to use the equipment additional time required for oral interactionsfrustration may developbehaviour may be affectedconcentration may not be sustainable for long periods of timecontinued ... |
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Effects of physical disability on student learning (contd): | Communication difficulties:For the student who is unable to write:adaptive equipment may be neededcomputer programs may be utilised e.g. a variety of software options including voice recognition typing programsstudent may need a note taker and/or scribe.student may require additional printed resources |
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Implications of physical disability for effective teaching and learning may include: | Adjustments to the learning environment in order to facilitate access and to accommodate mobility equipment required by students with physical disabilitiesUse of inclusive practices and an environment that promotes equity and equality Personal support requirements, with management of additional adults in the learning environmentPlanning needs to incorporate alternate delivery methods and adaptations to ensure students with physical disability have equitable access to learningEducation adjustment programs and education adjustment program profiles (or equivalents) may be required for students with physical disabilitiesProvision and use of adaptive technologies and equipmentSpecific supportive behaviour strategies may be required to assist students with physical disabilities to cope with additional frustrations and fatigueTiming of activities may need to be flexible Raised awareness of health and safety issues in the learning environmentContingency planning in place in case of emergencyThe need to take an unbiased, flexible attitude to solving difficulties |
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Strategies to support student learning may include: | Larger work sheetsFewer distracting details on work sheets/posters/wall displaysWorking with a buddyAdapted items to handle to assist with grasp (play, number activities, art project)Adjustments to games to allow participationTechnology (modified keyboards, special programs)Hand outs or material available in a digital form to alleviate extensive note taking |
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Strategies that apply to assessment include: | Adjustments to work sheets More time to complete an assignment or examA scribe to write during an examThree years to cover the two year program of years 11 and 12Different methods of assessment |
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Education team may include: | Class teacher/sPrincipalHead of departmentHead of special education servicesAdvisory visiting teachersEducation support workersNursesParents/carersOccupational therapistPhysiotherapistSpeech-language pathologist |
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Personal support may include: | Emotional supportCommunication Promoting social interactionsFacilitating the student with physical activities to increase their confidence and independence Physical support for the student, including:positioningtransfersmoving from class to classmoving from activity to activity within the classeating/drinkingpersonal hygienedressingHealth care - both routine and emergencyPreparation for some curriculum activities e.g. swimming, music, physical educationAssisting the student to manage transport, and/or escorting the student to and from:schoolexcursionscampssporting eventswork experienceCare of equipmentSetting up specific pieces of technology used by the studentMobility needs and manual handling to lift and/or move some studentsWorking with a range of manual handling equipment including hoistsPlacing splints onto a specified limb |
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When assisting the student to access the learning environment the underlying principles are: | Maintaining the dignity of the studentEnsuring the safety and comfort of the studentConsidering the preferences of the studentPromoting the independence of the studentPlanning ahead |
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Strategies to support student learning may include: | Implementing specific learning/teaching program in cooperation with the teacher/sKnowing what motivates the studentHaving expectations of the studentIncorporating student preferencesAdapting to the preferred learning style of the studentEnsuring, through consultation with the teacher, understanding of: the purpose of the activitywhat strategies are to be usedhow the strategies are to be implementedwhat level of help is to be givenhow help/assistance is to be givenwhat information is to be recorded and in what format Communication:learning how to use a specific communication systemcreating opportunities for communicationresponding to all communicative attemptsResponsible behaviour modelling expected behavioursclearly establishing expectationsoffering choicesfollowing through on consequences |
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