CHCEDS315B Support students with additional needs in the classroom

Release: 1

CHCEDS315B Support students with additional needs in the classroom

Modification History

Unit Descriptor

This unit describes the knowledge and skills required by a teacher aide to support students with additional needs in classrooms where there are students with a mix of abilities and needs

This unit describes the knowledge and skills required by a teacher aide to support students with additional needs in classrooms where there are students with a mix of abilities and needs

Application of the Unit

The application of this unit will depend on the work roles and responsibilities and requirements of the work environment

The application of this unit will depend on the work roles and responsibilities and requirements of the work environment

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

This unit contains Employability Skills

This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Work with others to support students with additional needs	1.1	Demonstrate understanding of own role and responsibilities in relation to students and a range of additional needs
1.2	Identify roles and responsibilities of others involved
1.3	Cooperate with others in support of students
1.4	Share information with others to facilitate student support and does this is accordance with relevant procedures, guidelines and protocols
2	Support individual students with additional needs	2.1	Show respect, empathy, acceptance for individual differences in dealings with students
2.2	Encourage students in ways which promote their positive self concept and esteem
2.3	Use language, equipment, materials and strategies suited to the student
2.4	Apply simple task analysis as necessary to assist students with additional needs
2.5	Identify the role, purposes and content of individual education programs to address additional needs
2.6	Follow individual education programs planned by teachers for particular students, and recommend amendments as appropriate
3	Assist with classroom programs to support students with additional needs	3.1	Use knowledge of classroom strategies and programs used to support students with additional needs
3.2	Identify and follow classroom strategies and programs used to support particular students
3.3	Assist with the modification of general activities to particular needs where necessary
3.4	Assist with whole class activities as directed by teacher
3.5	Use behaviour management strategies and techniques appropriate to the students and as directed by teacher and others
4	Contribute to learning opportunities	4.1	Identify strategies used by teachers to encourage problem solving by students and support strategies appropriately as required of teacher aide
4.2	Identify strategies used by teachers to assist development of independence and social skills in students and support strategies appropriately as required of teacher aide
4.3	Notice and take opportunities to encourage and support incidental learning by students
4.4	Provide constructive advice and feedback to students
4.5	Where appropriate, provide suggestions to teachers or other members to improve learning opportunities of students

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit These include knowledge of: Basic knowledge and understanding of wide range of additional needs and their implications for students' learning Individual education programs
Essential skills: It is critical that the candidate demonstrate the ability to: Provide support in relation to at least two main areas of additional needs Undertake proactive approach to assisting students In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills These include the ability to: Demonstrate application of skills in: communication problem solving

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 Assessment should be on the job and/or related to actual workplace evidence Simulated situations and hypothetical questioning may be used as a supplement to such assessment if this is necessary to enable the trainee/teacher aide to demonstrate all aspects of the competency In order to establish consistency of performance, evidence should be collected over a period of time, across a range of events
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 of this unit include access to: appropriate documentation and resources normally used in the workplace
Method of assessment may include:	Observation of work performance Written tasks Interview and questioning Authenticated portfolio/log book Supporting statement of supervisor/s Authenticated evidence of relevant work experience and/or formal/informal learning

Range Statement

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.
Additional needs may be due to:	Learning difficulties Physical difficulties Intellectual disabilities Sensory disabilities Language impairment Psycho-emotional disorders Non-English speaking background Giftedness Psychiatric disorders Other medical conditions Cultural background Family issues Education background Socio-cultural disadvantage
Others involved may include:	Class teacher Support teacher Speech pathologist Social worker Teacher aide medical personnel Guidance officer Physiotherapist Occupational therapist Carer
Relevant procedures, guidelines and protocols may include:	Confidentiality, right to privacy
Individual education programs may include:	Literacy Numeracy Gross and fine motor skills Life skills Key work signing Communication and speech Individual and class social skills
Classroom strategies and programs may include:	Peer tutoring Multi-level teaching Cross curricular teaching 'Buddy' support systems Small group, 1:1 instructional tutoring Vertical grouping Peer modelling

Unit Sector(s)