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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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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 |
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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 |
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Different student requirements may be identified from, for example: | Education adjustment program profile Negotiated education plan |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Appropriate personnel include: | Teachers Principals Head of department Colleagues Visiting health workers and /or therapists administrators |
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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 |
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