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 |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Identify ways hearing disability affects a student's development and learning | 1.1 Apply understanding of the nature and causes of hearing disability 1.2 Use correct terminology relating to hearing disability 1.3 Explain ways hearing disability can affect student development and learning 1.4 Implement effective teaching practices to maximise learning opportunities for students with a hearing disability |
2. Provide individual support for students with a hearing disability | 2.1 Access information regarding the student's needs as determined by teachers and other professionals 2.2 Assist with facilitation of considerations 2.3 Position student to ensure he/she can see the teacher, teacher space, and most other class members 2.4 Use strategies determined by the education team to support the student's acquisition of language skills 2.5 Manage listening devices |
3. Scribe for students with a hearing disability | 3.1 Establish need for a scribe with supervising teacher/s 3.2 Accurately analyse and note relevant information 3.3 Ensure notes are structured for ease of student access 3.4 Confirm effectiveness of note taking with student |
4. Establish strategies to alert students with a hearing disability to emergency situations | 4.1 Discuss appropriate signals to inform students with a hearing disability of emergencies 4.2 Ensure students with a hearing disability understand the meaning of emergency warning signals 4.3 Ensure peers can implement emergency warning procedures for students with a hearing disability 4.4 Ensure students with hearing impairment are familiar with evacuation and lockdown procedures |
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: Effects of hearing loss on development and the ability to learn Appreciation of the culture of the deaf community The difference between Auslan and signed English and their uses Needs of the student with a hearing disability Commonly used technology Role of the scribe or interpreter |
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate and apply knowledge of causes of hearing disability Work with understanding of the effects of hearing disability on listening, language development, speech, communication and learning Use strategies in a learning environment to support students with a hearing disability Be aware of emergency procedures used in the education facility 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: Communicate using a range of inclusive and active language and literacy skills (e.g. verbal, non-verbal, written and electronic mediums) Maintain confidentiality Display teamwork skills Use observation and record-keeping skills Display management skills Use problem solving skills Manage listening devices |
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 can 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. | |
Hearing disability can affect student development and learningof: | Communication skills Language Listening skills Speech Learning skills Social interaction skills |
Effective teaching practices may include: | Design the learning environment to minimise noise Positioning of students with a hearing disability to: maximise use of residual hearing enable use of other senses (e.g. sight) Assessment and delivery adjustments Use additional resources (visual or human) Use strategies to enable language acquisition |
Teachers and professionals involved may include: | Class teachers Teachers of students with a hearing disability Speech-language pathologists School counsellor/guidance officer Support teachers Audiologists |
Considerations to support students with a hearing disability may include: | Repeating and rephrasing verbal information Checking for understanding of information Clarify and explain misunderstandings Model correct language use Encourage a range of communication skills (non-verbal) Stand in front of the student Use strategies suited to the students preferred learning style Allow extra time for tasks Model appropriate social behaviour Avoid generalisations regarding students with a hearing disability |
Manage listening devices may include: | Understanding how to turn devices on and off Recognise technical problems Change batteries Preventative measures (e.g. take device off when student is swimming) Refit a device Advise parents of difficulties |
Analysis of information may include: | Understanding the student's needs Providing accurate and informative notes |
Notes are structuredmay include: | Paragraphs Dot points Diagrams Headings and sub headings Columns and tables Abbreviations agreed with the student |
Strategies to alert students with a hearing disability to emergency situations may include: | Flashing lights Ensure all students can make and understand emergency signals Provide all students with signals to assist students with a hearing disability respond to directions, environmental changes, traffic etc Use sirens that emit a warning signal that moves through a range of tones |
Evacuation and lockdown procedures includes: | Evacuation: respond to a siren, alarm, sign, signal leave building by nearest exit leave belongings behind follow displayed routes walk quickly to assembly area remain in designated area until accounted for Lockdown: respond to a siren, alarm, sign, signal close/lock doors and windows block vents stay calm wait for all clear |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable