Course Title: Facilitate learning for students with disabilities
Part B: Course Detail
Teaching Period: Term1 2017
Course Code: TCHE5884C
Course Title: Facilitate learning for students with disabilities
School: 360T Education
Campus: Brunswick Campus
Program: C4349 - Certificate IV in Education Support
Course Contact: Soosan Kian Robyn Blaikie
Course Contact Phone: 03 9925 9183 03 9925 4383
Course Contact Email: email@example.com firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Lorraine Rodrigues email@example.com 9925 9155
Soosan Kian firstname.lastname@example.org 9925 9183
Nominal Hours: 50
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No specific pre-requisite and co-requisite.
This unit focuses on the skills and knowledge required by education support workers to effectively contribute to learning experiences for students with a range of disabilities. It applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
CHCEDS025 Facilitate learning for students with disabilities
1. Comply with policies, procedures and legislation that addresses work with students with disabilities
1.1 Identify legislative requirements 1.2 Use work practices that meet requirements of policies, procedures and legislation related to working with students with disabilities 1.3 Review conduct in compliance with requirements
2. Demonstrate inclusive practices
2.1 Use accurate and non-discriminatory language 2.2 Include all students in group activities 2.3 Display respectful interactions with all students, including maintaining confidentiality 2.4 Ensure all students have access to a safe learning environment 2.5 Demonstrate value for the rights and opinions of all students
3. Provide support to the teacher of students with disabilities
3.1 Use knowledge of students to assist teacher to set goals for the student 3.2 Gather and record data as directed by the teacher 3.3 Develop support strategies for individuals to enable the achievement of learning goals 3.4 Identify, prepare and maintain resources to support the delivery of education programs
4. Contribute to an education adjustment profile for students with disabilities
4.1 Raise awareness of social and academic barriers for students with disabilities 4.2 Provide observations to inform an education adjustment profile 4.3 Contribute to profile meetings 4.4 Implement the education program
This unit focuses on the skills and knowledge required by education support workers to effectively contribute to learning experiences for students with a range of disabilities. On successful completion of this unit, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.
Details of Learning Activities
This unit is part of Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate in compulsory work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Blackboard.
The student learning experience will be facilitated through participation in a range of activities:
• Work Placement
• Group discussion
• Research assignments
• Guest speakers
• Oral and/or written questions on "What if?" scenarios
• Realistic simulations and role play
• Practical demonstrations and direct observation of actual work and simulated work practice
• Oral Presentations
• Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency.
This unit will be delivered weekly.
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.
|Week||CHCEDS025 Facilitate learning for students with disabilities||CHCEDS025 Elements|
|1||Introduction to Additional Needs – Case Scenario, Acronyms, Terminologies, References & Reader, Assessments, In class tasks, Unit organisation, Phones, Attendance, Work Placement||1, 2, 3, 4|
|2||Comply with policy, procedures and legislation that addresses work with students with disabilities.||1|
Legislation – Disability Standards of education & UN Convention on Rights of Persons with a disability, Equal Opportunity & Inclusion.
|4||Program for students with a disability, Student Support Group, Code of conduct, Inclusive school policies, working as a team.||1|
|5||Work practices that meet requirements of policies, procedures and legislation related to working with students with disabilities.||1|
|6||Demonstrate Inclusive practices - person centred language, accurate and non-discriminatory language, presumption of competence & inclusive schooling.||2|
|7||Inclusion in practice - Assisting teacher to include all students, goal setting, specific inclusive strategies, peer buddying & mentoring.||
|8||Providing safe environments - identify, prepare and maintain resources. Understanding students in order to support them in the classroom.||3|
|9||Strength-based perspectives to understanding student needs.||
|10||Preparation for assessment 2A & 2B - understanding working as a team, group presentations, leadership.||3|
|11||Autism, Epilepsy - general understanding of a range of disabilities.||3 - 3.1, 3.2, 3.3|
|12||Cerebral palsy, Down Syndrome - general understanding of a range of disabilities||3|
|13||Contribution to the Individual Education Plan||4|
Assembling resources, aids, equipment, tools and devices.
|15||Oral Presentations||1, 2,3,4,5|
|16||Barriers - social and academic||4|
Reflecting on facilitating learning for students with disabilities.
Overview of assessments, Unit feedback
Highly Recommended: RMIT University (2014). Additional Needs Units - Reader. Education Support Programs. RMIT University, Melbourne, Australia
TEXTS AND EQUIPMENT
RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• USB (Memory stick)
Overview of Assessment
This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Task 1: UNDERSTANDING DISABILITY IN THE EDUCATIONAL CONTEXT (Q&A) (Week 7)
Assessment Task 2 : SPECIFIC DISABILITY REPORT (Week 13) and ORAL PRESENTATIONS (Week 14-15).
Assessment Task 3 : Observation/Demonstration in work placement (WEEK 6-17)
Results for this unit are as follows:
CA - Competency achieved
NYC - Not Yet Competent
All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission.
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit.
Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress www.rmit.edu.au/policies/academicprogress
Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information. www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview