This unit applies to education support work in a education support contexts working with Aboriginal and/or Torres Strait Islander students with appropriate guidance, support and supervision by a nominated teacher or other education professional

ELEMENT

PERFORMANCE CRITERIA

1. Promote understanding of causes and treatment of hearing problems

1.1 Apply knowledge of the physical makeup of the ear and common causes of hearing loss

1.2 Identify a variety of traditional treatmentmethods for healthy ears

1.3 Explain prevention measures to students and parents

1.4 Demonstrate application of at least two practices ofear maintenance

1.5 Explain importance of environmental health and nutrition to prevention of ear problems

2. Apply understanding implications of hearing loss for teaching and learning

2.1 Explain the relationship between healthy hearing and children's language development

2.2 Explain the relationship between healthy hearing and children's ability to learn

2.3 Identify teaching strategies to address hearing loss issues

3. Promote the prevention of hearing issues

3.1 Observe and engage with students to identify hearing concerns and issues

3.2 Apply strategies for the prevention of ear health problem and to address student concerns

3.2 Access education centre policies and resources relating to environmental health and learning support

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:

Common health problems and their symptoms

Education environment policies regarding personal health

Traditional health practices

Local health services, teaching aids and resources

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding of the link between hearing loss and learning

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:

Identify common health problems and their symptoms

Identify education environment policies regarding personal health

Traditional health practices

Identify local health services, teaching aids and resources

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

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.

Traditional treatment methods include:

Traditional tucker (bush food)

Practices of ear maintenance may include:

Tissue spears

Dry mopping

Nose blowing

Program implementation regarding hearing health

This unit contains Employability Skills