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Elements and Performance Criteria

Required Skills

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

The individual education plan process including development

The education adjustment plan process

Policies and procedures relevant to individual education plan

Inclusive and non discriminatory practice in the education environment

Communication strategies relevant to age group of the learner

Individuals disability and how this interacts with their ability to learn

Philosophy and mission of the education organisation

Safety and legal requirements of the organisation and education support worker

Essential skills

It is critical that the candidate demonstrate the ability to

Contribute to implementation of individual education plans

Contribute to ongoing monitoring and evaluation of individual education plans

Communicate with relevant personnel about teachinglearning issues

Work in a team environment with effective consultation strategies

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 empathy and cultural sensitivity to

respond to students in a culturally sensitive manner

promote cultural diversity and empathise with students

manage cross cultural issues and beliefs

Apply literacy ability to

research collate and collate reference material

interpret reference material

Evidence Required

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

legislation regulations policies and guidelines and organisation values and codes of conduct

students with a disability

teachers and other professionals

student records as required

a variety of learning resources

Method of assessment

Assessment may include observation questioning and evidence gathered from workplace environment

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.

Individual education plan is:	A plan developed to meet the learning needs of individuals with disabilities

Individual education plan goals may include:	Structure of the individual education plan Format of the individual education plan Observable and measurable Long and short term goals

Pedagogical practices that are inclusive for students with a disability include:	Focus on student learning outcomes Being broad and comprehensive Enable access to the key learning areas in compulsory schooling or to other standards Being relevant to the students physical. Intellectual social and emotional needs Being age appropriate Being linked to the learning activities undertaken by students without disabilities Being part of the continuum of life learning Offering opportunities, challenges and choices Encourage independence while recognising the inter dependence of members of the community Value independent learning styles and preferred learning styles Enhance self-esteem, self worth and identity Be realistic, achievable, have clearly stated goals and anticipate the students future needs Include specialised methodologies and/or equipment where appropriate, for example, Braille reading , auditory learning activities

Components of an individual education plan may include:	Targeted learning outcomes Condition Criterion Behaviour Strategies Team responsibilities Evaluation

Support the needs of the student may include:	Structuring supportive socialisation activities Building the students self-esteem and confidence by providing positive reinforcement Assisting students to develop problem solving skills Modelling positive attitudes to learning Technology Strategies for students in the disability area Curriculum areas

Contribute to monitoring and review of individual education plan may include:	Assisting with review of the individual education plan Monitoring and reviewing progress of the student in achieving set goals Monitoring and reviewing students development of skills and abilities Monitoring and reviewing students psychological and emotional well being Monitoring and reviewing the social participation and development of the student Monitoring and reviewing students personal and cultural development

Communication may occur with:	Teacher Student Therapy team Advisory visiting teacher/personnel Other members of the school community Specialists Resource networks Referral agency