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Evidence Guide: CHCEDS506A - Assist in implementing education plans for students with disabilities

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS506A - Assist in implementing education plans for students with disabilities

What evidence can you provide to prove your understanding of each of the following citeria?

Apply understanding of the individual education plan process

  1. Explain the role of teachers and other professionals in designing the individual education plan
  2. Obtain and use information from the teacher and other specialist to develop a clear understanding of student's needs to inform implementation strategies
  3. Analyse individual education plan goals and identify component parts that impact on the education support work functions
  4. In conjunction with teacher, identify and implement pedagogical practicesthat are inclusive for students with a disability
  5. Contribute to the planning process using previous experience
Explain the role of teachers and other professionals in designing the individual education plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain and use information from the teacher and other specialist to develop a clear understanding of student's needs to inform implementation strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse individual education plan goals and identify component parts that impact on the education support work functions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In conjunction with teacher, identify and implement pedagogical practicesthat are inclusive for students with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the planning process using previous experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the implementation of the individual education plan

  1. Identify, modify and use appropriate facilities, resources, and equipment to meet student needs
  2. Identify and request specialist resources as needed
  3. Discuss specialist resource needs with the teacher so funding can be sought and/or allocated
  4. Consult, as directed by teacher, with student, parent and/or carer as appropriate to identify goals and expectations and use to inform implementation strategies
  5. Support the needs of the student using a broad range of strategies suitable to students with a disability
Identify, modify and use appropriate facilities, resources, and equipment to meet student needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and request specialist resources as needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss specialist resource needs with the teacher so funding can be sought and/or allocated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult, as directed by teacher, with student, parent and/or carer as appropriate to identify goals and expectations and use to inform implementation strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the needs of the student using a broad range of strategies suitable to students with a disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to monitoring and review of individual education plan

  1. Record and use observations and interactions with the student to assist the teacher with modifications to the individual education plans
  2. Identify, document and implement where possible opportunities for additional education support to assist the teacher with modification of individual education plan
  3. Document student's progress and review with the teacher
Record and use observations and interactions with the student to assist the teacher with modifications to the individual education plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, document and implement where possible opportunities for additional education support to assist the teacher with modification of individual education plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document student's progress and review with the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain communication with other members of the team

  1. Develop and review strategies for ongoing communication with all parties involved in individual education plan
  2. Identify and use clear communication channels
  3. Facilitate and evaluate effectiveness of individual education plan with all those involved
Develop and review strategies for ongoing communication with all parties involved in individual education plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and use clear communication channels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate and evaluate effectiveness of individual education plan with all those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Access to:

legislation, regulations, policies and guidelines and organisation values and codes of conduct

student/s with a disability

teachers and other professionals

student records as required

a variety of learning resources

Method of assessment:

Assessment may include observation, questioning and evidence gathered from workplace environment

Required Skills and Knowledge

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:

The individual education plan process including development

The education adjustment plan process

Policies and procedures relevant to individual education plan

Inclusive and non discriminatory practice in the education environment

Communication strategies relevant to age group of the learner

Individual's disability and how this interacts with their ability to learn

Philosophy and mission of the education organisation

Safety and legal requirements of the organisation and education support worker

Essential skills:

It is critical that the candidate demonstrate the ability to:

Contribute to implementation of individual education plans

Contribute to ongoing monitoring and evaluation of individual education plans

Communicate with relevant personnel about teaching/learning issues

Problem solve

Work in a team environment with effective consultation strategies

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:

Demonstrate empathy and cultural sensitivity to:

respond to students in a culturally sensitive manner

promote cultural diversity and empathise with students

manage cross cultural issues and beliefs

Apply literacy ability to:

research, collate and collate reference material

interpret reference material

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.

Individual education plan is:

A plan developed to meet the learning needs of individuals with disabilities

Individual education plan goals may include:

Structure of the individual education plan

Format of the individual education plan

Observable and measurable

Long and short term goals

Pedagogical practices that are inclusive for students with a disability include:

Focus on student learning outcomes

Being broad and comprehensive

Enable access to the key learning areas in compulsory schooling or to other standards

Being relevant to the students physical. Intellectual social and emotional needs

Being age appropriate

Being linked to the learning activities undertaken by students without disabilities

Being part of the continuum of life learning

Offering opportunities, challenges and choices

Encourage independence while recognising the inter dependence of members of the community

Value independent learning styles and preferred learning styles

Enhance self-esteem, self worth and identity

Be realistic, achievable, have clearly stated goals and anticipate the students future needs

Include specialised methodologies and/or equipment where appropriate, for example, Braille reading , auditory learning activities

Components of an individual education plan may include:

Targeted learning outcomes

Condition

Criterion

Behaviour

Strategies

Team responsibilities

Evaluation

Support the needs of the student may include:

Structuring supportive socialisation activities

Building the students self-esteem and confidence by providing positive reinforcement

Assisting students to develop problem solving skills

Modelling positive attitudes to learning

Technology

Strategies for students in the disability area

Curriculum areas

Contribute to monitoring and review of individual education plan may include:

Assisting with review of the individual education plan

Monitoring and reviewing progress of the student in achieving set goals

Monitoring and reviewing students development of skills and abilities

Monitoring and reviewing students psychological and emotional well being

Monitoring and reviewing the social participation and development of the student

Monitoring and reviewing students personal and cultural development

Communication may occur with:

Teacher

Student

Therapy team

Advisory visiting teacher/personnel

Other members of the school community

Specialists

Resource networks

Referral agency