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.


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

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 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