Application
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Apply understanding of the delivery of services for students with disabilities | 1.1 | Apply understanding of the key issues facing students with disabilities and their carers |
1.2 | Apply the context of policy, regulatory, and legal requirements to working with students with a disability | ||
1.3 | Demonstrate a commitment to access and equity principles | ||
1.4 | Consider personal values and attitudes regarding disability when working with students | ||
1.5 | Apply understanding of the effects that specific disabilities may have on student learning | ||
2 | Support the rights, interests and needs of students with disabilities as part of the education team | 2.1 | Apply understanding of strategies that assist students with disabilities to exercise their rights and independence |
2.2 | Acknowledge and accommodate different student requirements in the team approach | ||
2.3 | Gather and record data as directed by the teacher | ||
2.4 | Identify and apply the support requirements of individual students | ||
3 | Respond to situations of risk or potential risk to students with disabilities | 3.1 | Report situations which may pose a health or safety issue to students or staff according to organisation procedures |
3.2 | Respond to situations of immediate risk using predetermined strategies where available and report to appropriate personnel | ||
3.3 | Report uncharacteristic or inappropriate behaviour to teachers or other team members as needed |
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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit These include knowledge of: Developmental and acquired disabilities Different student requirements according to different disabilities Holistic and individual-centred care Student needs and rights including duty of care Principles of empowerment/disempowerment in relation to students with disabilities Principles of access and equity Principles and practice s of confidentiality Awareness of discriminatory actions Common risks to safety Role of advocacy bodies Awareness and understanding of consent and strategies used to determine ability to consent |
Essential skills: It is critical that the candidate demonstrate the ability to: Apply understanding of the rights of students with disabilities and the responsibilities of the education team Demonstrate understanding of stereotypes that may exist about people with disabilities Be aware of the impact of own attitudes on working with students with disabilities Demonstrate understanding of the different responsibilities of teaching staff and education support workers working with students with disabilities In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills These include the ability to: Communicate effectively with students, teachers, parents/carers Demonstrate empathy and sensitivity to diversity Read and understand reference material Interpret information from written and/or verbal directions Evaluate risk situations Identify problems and choose effective solutions Use a flexible approach to learning and teaching situations Adapt the environment to the needs of the students Manage time Use technology to support student learning |
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 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 and/or 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 school/centre 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or 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 Meeting individual needs and personal goals of students with impairments Family and carer issues Grief and loss |
Policy regulatory, and legal requirements may include: | Education legislation Disability services legislation Anti-discrimination legislation Privacy legislation Equal employment opportunity principles Guardianship requirements Individual rights Disability service standards Access and equity policies of the organisation Medication regulations and organisation policies Workplace health and safety legislation |
Different student requirements may be identified from, for example: | Education adjustment program profile Negotiated education plan |
Context includes: | Relevant statutory framework Historical context of work, e.g. changing attitudes Changing social context of work, e.g. individual centred approach, changing societal views, approaches to working with students with disabilities Political context, e.g. government policies and initiatives 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 |
Assess and equity includes: | A student oriented culture A non-discriminatory approach to all students, their families and friends, the general public and co-workers 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: | Progression through stages may be slower Students may experience plateaux in learning Student may take longer to learn Student may experience a lowered ceiling to the complexity of concepts learned Dependence on specific learning style may become more pronounced Student may have impaired capacity for sensory intake and perception Student may experience reduced learning without access to special equipment or methods Fatigue associated with the disability may impact on learning Absence from school related to the disability Gaps in experiences brought about by the disability |
Strategies to support students with disabilities may include: | Acting as a point of contact from parents Building the student's self-esteem and confidence by providing positive responses and encouraging risk-taking in activities that assist with development Identifying the knowledge, skills, interest and experiences of the student Demonstrating respect for the student Providing supportive socialisation activities Providing minimal and least intrusive cues to assist the student perform tasks and manage their own behaviour Controlling the input of new information to avoid overwhelming the student Providing opportunities for students to practice new skills Using non-verbal signals and gestures to help communicative competence 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 withdrawal activities as directed by the teacher Assisting with practical activities such as art, music, sewing, cooking and sport Toileting and positioning students with physical disabilities Feeding and assisting students with personal hygiene |
Rights include: | Privacy Confidentiality Common law To be treated in a dignified, safe and comfortable manner The right to learn To express their own feelings Friendship Freedom of association Choice to participate Assess to complaint mechanisms |
Accommodating student requirements may include: | 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 Catering for different learning styles Giving more time to learn Providing experiences and language development as a base for learning Providing learning experiences based on the student's existing cognitive framework Applying alternative strategies 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: curriculum communication social participation/emotional well being health and personal care safety learning environment/access 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 Providing information on risks or potential risks Risk minimisation Implementing strategies for preventing abuse of students with disabilities |
Appropriate personnel include: | Teachers Principals Head of department Colleagues Visiting health workers and /or therapists administrators |
Inappropriate behaviour may include: | Behaviour that places self or others at risk Behaviour that interferes with learning that the student could reasonably be expected to control Behaviour that endangers the health or well being of others |
Sectors
Employability Skills
This unit contains Employability Skills
This unit contains Employability Skills