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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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Educational support needs of students may be identified: | As part of a specific program for identifying and responding to the educational needs of students with disabilities (such as the Education Adjustment Program in Qld) Using a standard questionnaire or profile to gather information about adjustments school personnel make to support students with disabilities in school |
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Legislation, policies and standards relevant to the educational institution and sector may include: | National, State/territory and local government legislative requirements affecting the institution's operation, especially in regard to the provision of education, occupational health and safety and environmental issues, disability, anti-discrimination and industrial relations Disability Standards for Education 2005 Copyright legislation Privacy legislation Freedom of Information legislation National and/or international standards Awards, enterprise agreements and/or relevant industrial instruments The educational organisation's: goals, values, objectives, plans, systems and processes strategic, operational and workforce plans ethical and professional standards principles of practice education system's/school's service standards quality and continuous improvement processes and standards confidentiality requirements reporting requirements |
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Intellectual disability refers to: | Intellectual disability is a state of functioning that begins in childhood and is characterised by limitations in both intelligence and adaptive skills Intellectual disability reflects the 'fit' between the capabilities of individuals and the structure and expectations of their environment The American Association on Mental Retardation (AAMR) has developed an internationally accepted definition using the term 'mental retardation', which is still current in the United States
In Australia the preferred terms are 'intellectual disability' and 'intellectual impairment' According to AAMR, mental retardation refers to substantial limitations in present functioning
It is characterised by: (i) significantly below average intellectual functioning, existing concurrently with (ii) related limitations in two or more of the adaptive skill areas: communication home-living community use health and safety leisure self care social skills self-direction functional academics work (iii) intellectual disability manifests before age 18 NOTE: there is as much diversity of characteristics, abilities and needs among people with intellectual disability as there is within the regular population |
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Adaptive skills are: | Those everyday coping skills that students need in order to take care of themselves and to relate to others in daily living and include: communication - the process of giving and receiving information life skills - those required to manage in the environment community use - ability to access community facilities health and safety skills relate to maintaining personal well being
students with intellectual disabilities need to be explicitly taught these in appropriate settings leisure skills - ability to use free time to pursue personal interests: the purpose of teaching leisure skills is to provide students with skills to be active participants in a variety of leisure pursuits self care skills - as required to maintain personal hygiene and appearance: these need to be taught in a structured manner for example, students need to understand what clothing is appropriate in different social contexts social skills - interpersonal skills considered appropriate in various settings: they impact on the ability to form friendships and need to be taught in a structured way self-direction skills functional academics - school subjects that have direct application to skills needed in everyday living work skills need to be developed for students to have the opportunity to access work (paid and unpaid) Students with intellectual disability have limited functionality in at least two adaptive skill areas |
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Communication difficulties may include: | Understanding language (especially complex sentences, colloquialisms and words with more than one meaning) Learning the rules of language (e.g. grammatical constructions, appropriate language for specific situations) Using language for a variety of functions (e.g. asking questions, stating information) Producing speech (e.g. students with Down Syndrome may have poor muscle tone which makes their speech hard to understand
It is important not to judge a student's understanding solely by that student's ability to speak) Some students may need to use other communication methods such as signs, gestures, object symbols, picture boards and voice output communication aids Students with no functional speech may access an alternative communication system while those who need to supplement their speech may be provided with augmentative communication equipment |
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Life skills may include: | Organising skills Clothing care Food preparation Home safety Daily scheduling Planning to budget and shop |
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Community use skills may include: | Using public transport Shopping Using public facilities Appropriate behaviour Participation in community groups e.g. guides, scouts, church |
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Health and safety skills may include: | Appropriate diet Illness identification and treatment Basic first aid Fitness Personal safety Appropriate behaviours Road safety Sexuality |
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Leisure related skills may include: | Appropriate behaviour in leisure settings Home and community leisure Playing socially with others Indicating choices and needs Turn-taking |
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Self care skills may apply in areas such as: | Eating Dressing Grooming Toileting Hygiene |
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Social skills may include: | Eye contact Listening Cooperation Turn taking Showing concern for others Recognising and responding to emotions |
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Self-direction skills include: | Making choices Problem solving Being assertive Initiating or completing activities Planning Following a timetable Seeking assistance when needed |
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Functional academics include: | Reading Writing Numeracy Social sciences (for example, a student's maths program may focus on addition and subtraction in relation to the use of money as this will have lifelong practical application) |
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Work skills include work-related behaviours such as | Completing tasks Following schedules Seeking help Self management Interacting with co-workers Job-specific competence |
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Causes of intellectual disability may include: | Intellectual disability is caused by factors that affect brain functioning, for many people the cause being unknown Hain and Harris (1996) list known causes as: anomalies in chromosomes or genes (e.g. Down syndrome) extremely premature birth (e.g. where brain damage may result from lack of oxygen) pregnancy problems (e.g. mother develops rubella in early pregnancy or effects of drug-alcohol use) illness (e.g. meningitis, measles) injury (e.g. acquired brain injury) environmental (e.g. lead pollution) |
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Intellectual disability can affect student learning in ways which include: | The learning process presents significant challenges for students with intellectual disability Students are slower to learn and generally experience difficulty in the areas of: attention - students with intellectual disability may need to be taught in a structured manner to pay attention to a task thought processing - students may have difficulty with: speed and organisation of thought processes forming logical sequences of ideas interpretation of symbolic and abstract concepts linking new information with previous knowledge or experiences perseveration (repetition of speech or behaviour) memory - students with intellectual disability may have difficulty retaining and recalling information perception - students with intellectual disability may have difficulty registering information through a particular sensory mode and making meaning from what has been perceived generalisation - students with intellectual disability have considerable difficulty transferring skills learned in one situation to another and need to be taught how to generalise learned skills from one context to another |
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Implications of intellectual disability for effective teaching practices include: | The need to make adjustments to meet individual student requirements Provision of resources designed to meet specific needs Planning and working with parents/caregivers, support and specialist personnel Possible need for additional health and safety strategies Need to plan for use of realistic learning environments The use of multi-sensory approaches to learning activities |
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Specific teaching strategies may include: | The student's attention is maximised when: work is interesting and appropriate to the student's level the student's individual learning style is catered for activities are broken into achievable steps the key features of an item or situation are explicitly taught a quiet work area is provided for learning new work or completing difficult work frequent and specific feedback is given Student thought processes may be supported by: providing short, clear instructions checking for student understanding ensuring consistent use of language, teaching and behaviour support strategies allowing 'wait' time for students to process thoughts use of visual/pictorial supports use of concrete materials, e.g. blocks for counting provision of one-to-one instruction Student's ability to remember may be supported by: use of visual supports such as word lists, pictorial timetable, or self management charts use of verbal and gestural prompts use of music or rhyme (e.g. learn required facts to a jingle) building in opportunities for frequent practice encouraging the use of a diary continued ... |
Specific teaching strategies (contd): | Students may be assisted to generalise by: creating real-life or life-like environments use of a range of concrete materials use of role play development of contingency plans (e.g. carrying coins/phone card for the unexpected) practising the same skill with different people in different places Students with perceptual difficulties may be assisted by: use of as many sensory modes as possible to reinforce learning (e.g. studying a country - include music, costume making, cooking, dance) use of one-to-one instruction use of short, clear instructions linking abstract learning (e.g. reading and writing) to actual concrete experiences in the student's recent past presenting paper tasks in simple, uncluttered formats (e.g. not too much information on the page) provision of visual support use of real-life or life-like situations wherever possible (e.g. study plants in the garden or the bush rather than at a desk) Opportunities for developing improved communication skills may include: incorporating reasons to communicate in daily routines specific teaching of vocabulary, grammar, appropriate responses in specific situations that relate to the student's peer group and interests teaching the student listening skills providing sufficient time for processing received information providing a choice of responses e.g. 'Are you hot, or are you angry?' or 'Do you want help, or can you do it?' Self-advocacy abilities are developed with self-esteem, communication skills, and the ability to understand one's own needs and emotions skills in self-advocacy need to be explicitly taught using a person-centred approach |
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Effects of limited adaptive skills on student learning may include: | Being unable to make oneself understood and therefore not being able to demonstrate knowledge and understanding Being conditioned to follow instructions rather than make choices for oneself Learned helplessness Limited ability to care for self and manage time and belongings Limited ability to understand and communicate emotional and physical needs which may lead to behaviours of concern caused by frustration – as a consequence such students are sometimes denied the full range of learning opportunities provided to other students |
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Students may be assisted to develop adaptive skills by: | Provision of specific instruction and training in particular adaptive skill areas Using opportunities to practice newly acquired skills throughout the day Provision of role play activities to explore social situations and relationships Development of self-esteem through: experiences of success being encouraged to positively assert oneself being treated in an age-appropriate way fostering a positive awareness of difference support to be involved in regular age-appropriate experiences acceptance and respect (Adapted in part from the Down Syndrome Association Queensland kit: Where else but here?) The student's age, abilities and environment will influence the adaptive skills to be taught |
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An education support worker may support a student with intellectual disability by: | Assisting with establishing and maintaining a supportive environment which is emotionally, socially and physically inclusive of diversity Contributing information to teacher/s planning Scaffolding students' acquisition of language and extension of vocabulary Supporting the student's involvement in teaching and learning through student groupings (e.g. Creating supportive relationships between more and less able students) Utilising strategies which respond to the student's learning styles, characteristics and needs, as developed with the teacher/s Assisting with the development of teaching materials which are adapted to the student's needs Using positive behaviour support strategies A supportive environment is one that creates a sense of belonging for all students by: Accepting and valuing difference Facilitating academic and social development Supporting student risk-taking by encouraging them to 'have a go' (e.g. praise for working through the process of an activity even if outcome is not correct) Defining, modelling and reinforcing appropriate behaviour A critical element of a supportive environment is the positive attitude of teachers, education support workers, students and parents To help develop positive attitudes within the school environment: Share student successes Demonstrate a positive approach Focus on what students CAN do rather than on what they CAN NOT do Expect ALL students to develop and progress Allow students with intellectual disabilities to face challenges Promote the rights of all students Provide access to a range of experiences Encourage peer interaction |
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The education team may include: | Teachers Parents/caregivers Nurses Doctors Specialists Therapists Speech/language pathologists Guidance officers Education support workers Students (where practical) |
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