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:

a childcare workplace

children's services, resources and equipment

the local environment

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

Related units:

This unit should be assessed in conjunction with one of the following related units:

CHCIC512A Plan the inclusion of children with additional needs

or

CHCSD611C Facilitate the inclusion of children with additional needs

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:

Inclusion, non-discriminatory practices and associated legislation

Knowledge of child development - build on strengths of child

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop programs to meet additional needs of children

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 respect for family expectations and desired outcomes for child

Demonstrate application of skills in:

observation

communication skills

consultative skills

local community resources

planning

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.

Children having additional needs may include needs due to:

Language difficulties

Physical, sensory or developmental disability

Health problems

Behavioural or psychological disorders

Family circumstances and needs

A child recently arrived in Australia from a very different culture

A child whose culture is different from the culture of the centre

Child at risk

Unknown diagnosis

Known diagnosis

Cultural / religious practices

Communication difficulties

Giftedness

Communication difficulties of a child may be due to:

Trauma, violence and crises

Disabilities e.g. hearing, visual, speaking

Health problems and disorders

Learning problems

Deprivation of sensory stimulation

Specialist resources may include:

Professionals with expertise about particular needs of children

Written information

Special equipment

Information and education videos

Resource networks

Family members

Bilingual workers

Interpreter services

Resource units

Extra staffing

Additional resources may include:

Worker training

Toy libraries

Review of current program could include:

Review for child with additional needs

Review of strategies for meeting needs of child within context of whole group