Elements and Performance Criteria

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.


Terminology relating to multiple disabilities or impairments may include:
Access:
to use or participate in something, for example, to access a computer, curriculum or building
Achievement:
the level of actual performance or accomplishment, especially as a result of effort and ability
Acquired injury:
an impairment which has developed during the person's life rather than being present from birth
Anecdotal records:
recording of incidents, exactly as observed, during everyday school activities
Education adjustment program profile:
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 disabilities s to learn, participate and progress towards planned outcomes in relation to his/her same age peers
rather than focussing 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 appropriate educational outcomes
Attention span:
the period of attention or concentration given by an individual to a task
Auditory:
related to hearing
Behaviour:
all the observable responses of an individual to internal and external stimuli
continued...
Terminology relating to multiple disabilities or impairments may include: (contd)
Behaviour support:
the application of a range of positive support strategies designed to assist students to behave in socially acceptable ways
Classroom environment:
the sum of the conditions within the classroom, or affecting the classroom and which influence the learning situation
it covers the physical setting, the structure of learning and the relationships between participants
Cognition:
developmental area that involves thinking skills, including the ability to receive, process, analyse and understand information
Communication:
the process of exchange of meaning through listening, speaking, viewing, signing, symbols, gesture, facial expression, reading and writing
this process of exchange involves receiving and understanding messages and making and sending messages
Competency:
the ability to perform a task at a satisfactory standard consistently
Comprehension:
understanding the message in what is read, heard or observed
Cue:
a distinctive signal or hint to which a person has learned to respond
Culture:
all the behavioural patterns and products of a social group
these are closely related to customs and values
Curriculum:
the entire range of experiences and structured learning activities through which knowledge, skills and benefits are communicated in schools
these experiences have intended and unintended outcomes
Disability:
the resulting functional impact of disability or impairment on performance (that is, any restriction or lack of ability to perform an activity in the normal manner)
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Terminology relating to multiple disabilities or impairments may include: (contd)
Distractibility:
inability to maintain attention to relevant stimuli as outside stimuli interferes
Enrichment activities:
educational experiences to supplement the regular class work
Evaluation:
measurement of student performance usually against stated objectives
Facilitation:
supporting a team or group to stay focused on a task or process
it involves process management and communication skills
Fine motor:
refers to movements made by the small muscles of the hand and mouth (e.g. manipulation of objects, speech etc)
Fluency:
smoothness of completing a task (e.g. reading without stumbling or errors)
Functional performance:
a level which is sufficient for the person to operate within a particular environment
it may describe writing that is less than artistic but which allows the person to communicate at their job
Gross motor:
refers to movements of the large muscle groups of the arms, legs and trunk (e.g. walking, rolling, and sitting)
Impairment:
an objective description defining any loss or abnormality in terms of psychological, physiological or anatomical structure or function
Inclusive curriculum:
a flexible model that requires each school to provide for the educational needs of all students enrolled there
Individual differences:
differences in personality, physiology, and perceptual processes that can account for variations in student performance
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Terminology relating to multiple disabilities or impairments may include: (contd)
Informal assessment:
assessing student performances by means other than the use of standardised tests
Interpersonal:
relating to other persons
the ability to interact and get along with others
Interpreter:
a person who translates information from one form to another
for students who are deaf/hearing impaired, specifically used for translation between spoken language and signed language
Kinaesthetic:
related to the awareness and sensations coming from muscles and joints that indicate the position and movement of body parts
Language:
a conventional symbolic system used to communicate
it is symbolic because the spoken, signed, indicated or written units of a language always represent the same object or concept
it is conventional because members of a community share the meaning of the symbols
it is a system because there are rules for using the symbols.
Learning style:
the way that an individual prefers to perceive information, think and problem solve
there are a number of theoretical frameworks which divide people who have similar preferences into groups
Least restrictive options:
choices about activities and processes which provide the maximum opportunity for access and participation by all students
Literacy:
the ability to comprehend and compose spoken, written and visual texts commonly used by individuals and groups to participate fully, critically and effectively in a wide range of life roles
computer literacy is also now viewed as another vital strand of literacy competencies.
continued ...
Terminology relating to multiple disabilities or impairments may include: (contd)
Long-term memory:
the mental process of retaining and recalling a past act, experience or expression after a period of time
Modelling:
a process where the learner acquires a skill or attitude through watching and copying another person
Motivation:
force within the individual which drives them to maintain attention or to behave in a certain way in order to satisfy a need or attain a goal
Note taking:
the use of another to take lesson notes on behalf of a student who is unable to do so because of a disability
Numeracy:
the ability to use skills for interpreting, applying and communicating mathematical information in commonly encountered situations to enable participation in a wide range of life roles that are appropriate to the student
Perseveration:
tendency to persist in or to repeat behaviours which are no longer useful or appropriate
Practice:
repetition of a performance in order to raise the quality of the performance.
Prior learning:
relevant information that a person has prior to instruction
this forms a basis for learning the new information
Program modification:
making changes and adjustments to the content or manner of presentation of the class curriculum to improve a student's chances of success
Prompt:
any feature added to the learning task that assists the student in performing tasks - can be verbal, gestures, visual or physical
Reflection:
the process of consciously thinking over experiences in order to learn from them
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Terminology relating to multiple disabilities or impairments may include: (contd)
Risk-taking:
experiences undertaken by people which may or may not have positive outcomes but from which they can learn and develop
Scaffolding:
the process where a more expert person interacts with learners to guide them towards building their own understanding
Self-concept:
individuals' perception of themselves
Self-esteem:
Individuals' value judgement about themselves
Short-term memory:
momentarily, the mental process of retaining and recalling a past act, experience or impression
Task analysis:
systematic study of the components of a skill or activity so that all components can be taught a step at a time to build up to performing the complete task
Transition:
a move from one educational setting to another or from secondary to a post-school option
Verifier:
a professional who has demonstrated skills to interpret a medical specialist's letter of diagnosis and to provide verification of disability and is nominated by the educational organisation as a verifier
Verification:
a process that indicates that the student meets organisation's criteria to allow entry to a recognised disability category
Visualisation:
mentally picturing objects or events as opposed to experiencing them directly


Multiple disabilities or impairments refers to:
Students with multiple disabilities or impairments have a combination of two or more low incidence disabilities
These occur in combinations, for example disabilities may be:
visual, hearing and physical
intellectual and hearing
speech language and physical
Every student is different, even when they have a similar combination of disabilities:
it is important to realise that one impairment can exacerbate the difficulties caused by another
the interplay and impact of disabilities are greater than the sum of the individual disabilities
The implications for learning will depend on the mix and severity of disabilities as well as on factors such as age, experiences and personality


Adaptive skills refers to:
Along with significantly impaired intellectual functioning, people with multiple disabilities or impairments have limitations in two or more of the adaptive skill areas:
communication
self care
home living social skills
community use
self-direction
health and safety
adjusted academics
leisure
work
These skill areas are central to successful life functioning
Communication (giving and receiving information) difficulties:
understanding language (especially complex sentences, colloquialisms and words with more than one meaning)
learning rules of language (e.g. grammatical constructions, appropriate language for specific situations)
using language for a variety of functions (e.g. fulfilling basic needs, asking questions, stating information)
producing speech
Some students may need to use AAC (Augmentative and Alternate Communication) and/or speech generating devices
Self care: refers to those skills necessary to maintain personal hygiene and appearanceStudents will need to be taught these skills in a structured mannerFor example, they may need an understanding of appropriate clothing for different social contexts Students may need specific programs in the following areas:
eating
dressing
grooming
toileting
hygiene
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Adaptive skills refers to:(contd)
Home living: skills are those required to manage in the home environment and may include:
housekeeping
clothing care
food preparation
home safety
daily scheduling
planning to budget and shop
Self-direction: skills include:
making choices
problem solving
being assertive
initiating or completing activities
planning
following a timetable
seeking assistance when needed
Leisure: skills refer to the ability to use free time to pursue personal interestsThe purpose of teaching leisure skills is to provide students with the skills to be active participants in a variety of leisure pursuitsRelated skills include:
appropriate behaviour in leisure settings
home and community leisure
playing socially with others
indicating choices and needs
turn-taking
Work Skills: need to be developed for students to have the opportunity to access work (paid and unpaid)These include work-related behaviours such as:
completing tasks
following schedules
seeking help
self -management
interacting with co-workers
job-specific competence
Community Use: refers to the ability to access community facilitiesSkills include:
using public transport
shopping
using public facilities
appropriate behaviour


Alternate performance strategies refers to
Strategies that provide the capacity to adapt/operate effectively in a normal situation


Ways in which multiple disabilities may affect student learningmay include:
AttentionThe student may have difficulty:
beginning to attend the task
maintaining attention to complete the task
discriminating key features
Thought processingThe student may have difficulty with:
speed and organisation of though processes
forming logical sequence of ideas
interpreting symbolic and abstract concepts
linking new information with previous knowledge or experience
perseveration (repetition of speech or behaviour)
Memory
students with an intellectual disability may have difficulty retaining and recalling information
Generalisation
students with multiple disabilities or impairments have considerable difficulty transferring skills learned in one situation to another (e.g. money addition on a worksheet may not be generalised to the shopping centre)
students need to be taught how to generalise learned skills across a variety of locations, people, materials, and times
Perception
students with multiple disabilities or impairments may have difficulty registering information through particular sensory mode (e.g. auditory or visual)
they may also have difficulty making meaning from what has been perceived (e.g. interpreting diagrams or pictures)


Assist students may include:
Assist a student to improve memory:
use visual supports such as word lists, pictorial timetable, or self management charts
use verbal and gestural prompts
use music or rhyme (e.g. learn required facts to a jingle)
build in opportunities for over learning (frequent practice)
encourage the use of a diary
Assist students to improve generalisation ability:
creating real-life or life-like environments
use a range of concrete materials
use role play
develop contingency plans (e.g. carrying coins/phone card for the unexpected)
practising the same skill with different people in different places
Assist students with perceptual difficulties:
use as many sensory modes as possible to reinforce learning (e.g. studying a country - include music, costume making, cooking, dance)
use one-to-one instruction
use short clear instructions
link abstract learning (e.g. reading and writing to actual concrete experiences in the student's recent past)
present paper tasks in simple, uncluttered formats (e.g. not too much information on the page)
provide visual, auditory or tactile support
use real-life or life-like situations wherever possible (e.g. study plants in the garden or the bush rather than at a desk)
Assist students to improve adaptive skills:
most students acquire adaptive skills (everyday coping skills) through incidental learning
students with multiple disabilities or impairments may require specific instruction and training to achieve competency in these skills
as the skills are acquired, advantage should be taken of the many opportunities that arise for practice throughout the school day
the student's age and environment will influence the adaptive skills to be taught


Contribute to effective learning outcomes may include:
Assisting with establishing and maintaining a supportive environment which is emotionally, socially and physically inclusive of diversity
A curriculum which is responsive to individual needs
Student groupings which support the student's involvement in teaching and learning
Supporting teaching strategies which respond to the student's learning styles and needs
Assisting with the development of teaching materials which are adapted to the student's needs
Positive behaviour management strategies


A supportive environment is one that creates a sense of belonging for all students by:
Accepting and valuing difference
Facilitating academic and social development
Supporting learner risk-taking by encouraging students to 'have a go' (e.g. praise for working through the process of an activity even if the outcome is not correct)
Defining, modelling and reinforcing appropriate behaviour


A critical element of a supportive environment is
The positive attitude of teachers, teacher aides, students and parents
To help develop positive attitudes within the school environment:
share student successes
demonstrate a positive approach
focus on what students CAN do rather than on what they CAN NOT do
expect ALL students to develop and progress
allow students with multiple disabilities or impairments to face challenges
promote the rights of all students
provide access to a range of experiences
encourage peer interaction


Support to the teacher of students with multiple disabilities or impairments includes:
Develop a knowledge base in the area of multiple disabilities or impairments
Develop a knowledge and application of appropriate resources
Provide input into planning sessions as required
Follow teacher directions in implementing programs
Assist in collecting and recording data as required
Provide feedback on student performance to the class teacher
Encourage and guide students to do as much as possible for themselves (avoiding the development of learned helplessness)
When needed, direct parent enquiries to the relevant teacher
Maintain confidentiality on student and family personal information
Use prompts and assistance only if required after the student has sufficient time to process the task
Keep intervention to the minimum required for students to achieve success
Fade assistance so the student can eventually do without teacher aide support
Give sufficient feedback so the student can do it right or better next time
Collect data on the student's performance to allow the teacher to monitor progress and make necessary program adjustments


Resources to support the teacher in the delivery of educational programs may include:
Written material - hand out notes, tests or assignments
Technology support - setting up and operating computers, software, DVD, audio and video equipment
Researching - sources of material for students and teachers
Setting up and preparing for practical tasks/activities such as sewing, cooking, art, music, drama
Students with multiple disabilities or impairments sometimes need class materials adapted to enable them to participate in class activities {e.g. more space between questions on worksheet, complex sentences reworded)
At times, the student may need specialised equipment, such as a slope board or pencil grip to improve writing skills
Some students will need technological aids to assist them in class activities e.g. computer switches which are bigger or brightly coloured, or electronic communication devices

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 must be undertaken in the workplace in a case/student specific situation so that actual skills in empathy and sensitivity, communication and problem solving can be evidenced
Where participants are not employed as education support workers, it is recommended that they seek assessment as part of work experience or Vocational Placement
Assessment must demonstrate consistency of application of skills and knowledge described in the elements and performance criteria in at least three contexts or occasions, over a period of time, while working in a case/student specific situation


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:
colleagues, and students with multiple disabilities or impairments, in an educational organisation
legislation
education organisation's policies, procedures and guidelines
organisation's values and codes of conduct
current information on diversity and a range of disability issues
resources as may be located in an educational organisation which meets the needs of students with multiple disabilities or impairments


Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of two or more of:
case studies
demonstration
observation
questioning - oral and written
scenarios, simulation or role plays
workplace projects
authenticated evidence from the workplace and/or training courses
Assessment methods should reflect work demands, such as literacy, and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
women
young people
older people
people in rural and remote locations