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.


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

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