Course Title: Facilitate learning for students with disabilities

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: TCHE5857C

Course Title: Facilitate learning for students with disabilities

School: 360T Education

Campus: Brunswick Campus

Program: C4326 - Certificate IV in Education Support

Course Contact : Soosan Kian

Course Contact Phone: +61 3 9925 9183

Course Contact Email:soosan.kian@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Lorraine Rodrigues lorraine.rodrigues@rmit.edu.au  9925 9494

Soosan Kian soosan.kian@rmit.edu.au  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.

Course Description

This course deals with the underpinning skills and knowledge required by education support workers to effectively contribute to learning experiences for students with a range of disabilities.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS417A Facilitate learning for students with disabilities

Element:

1. Comply with policies, procedures and legislation addressing work with students with disabilities

Performance Criteria:

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 policies, procedures and legislative requirements
1.4 Undertake communications with parent/guardian / carer in accordance with responsibilities of the role and within organisation policies
 

Element:

2. Demonstrate inclusive practices

Performance Criteria:

2.1 Use accurate and non-discriminatory language
2.2 Include all students in group activities
2.3 Display respectful interactions with all students
2.4 Ensure all students have access to a safe learning environment
2.5 Demonstrate value for the rights and opinions of all students
 

Element:

3. Identify implications of student learning

Performance Criteria:

3.1 Identify and describe the nature of a range of disabilities
3.2 Explain the effects of a range of disabilities on student development and learning
3.3 Discuss the implications of an identified disability
 

Element:

4. Provide support to the teacher of students with disabilities

Performance Criteria:

4.1 Use knowledge of students to assist teacher set goals for the student
4.2 Gather and record data as directed by the teacher
4.3 Develop support strategies for individuals to enable the achievement of learning goals
4.4 Identify, prepare and maintain resources to support the delivery of education programs
 

Element:

5. Contribute to an education adjustment profile for students with disabilities

Performance Criteria:

5.1 Raise awareness of social and academic barriers for students with disabilities
5.2 Provide observations to inform education adjustment profile
5.3 Contribute to education adjustment profile meetings
5.4 Implement the education program
 


Learning Outcomes


This course applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional


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 and Directed Study. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
The student learning experience will be facilitated through participation in a range of activities: 

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. 

Work placement
 


Teaching Schedule

Program Dates: Mon 15th July – Friday 13th December 2013
Term Breaks: Mon 23rd Sept – Fri 4th Oct 2013
Public holidays: Tues 5th November 2013 (Melbourne Cup)
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.
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 1-4

Learning difficulties and disabilities
Policies and how do they guide procedure and practice
Identify problems experienced by students with learning difficulties and learning disabilities
Inclusive Schools
Autism State Plan
Identify learning difficulties associated with literacy

Assignment task 1
Discussion, Q&A

Week 5-8

Program for Students with a Disability
Deficit-based funding and how funding is related to the concept of “medicalization”
Social perspective to disability
Identify learning difficulties associated with numeracy
Identify learning difficulties associated with attention deficit disorder with hyperactivity
Human Rights – what are they and how do they relate to education & disability?
UN Declaration on Rights of Persons with a Disability
Identify learning difficulties associated with learning how to learn

Assignment task 2
Discussion, Q&A, small group presentations
Scenarios

Week 9-12

Learning Difficulties associated with conditions affecting processing visual information
Roles and responsibilities of the Education Support Worker
Autism Spectrum Disorder & Asperger’s Syndrome
Use of assistive technologies
Epilepsy & Seizure Management Plans

Research, Q&A
Assessment task 1
Mid semester progress interviews

Week 13-16

Alternative and Augmentative Communication Strategies
Supporting students with language and speech Impairments
Working in partnership
Developing expectations for students with the education team
Identifying appropriate resources to support the student in the classroom
Blueprint for Education and Early Childhood Development policy
Inclusive principles & practices in teaching & learning

Research, oral presentation, Q&A
Assessment task 2

Week 17-20
Positive Behaviour Support Plan
Goal Planning & Implementing Individual Education Plans
An Introduction to ABLES
Modifications in curriculum for students with a learning disability and learning difficulty
Strategies when working with students with a Learning Difficulty and /or Learning Disability

Review folio of final assessments
Evidence of practical experience fostering and supporting an effective learning environment; e.g. Observation/Demonstration, Third party
Folio – Presentation (oral and written)
 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT

There are no set texts in this course. 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
• Headphones (use your own or they can be purchased from the Brunswick Library very cheaply)
• USB (Memory stick)


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies 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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• 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 coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
 


Assessment Tasks

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:
• Direct observation of actual and simulated work practice 

• Oral or written questioning 

• Assignments and projects 

• Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files 

• Review of work produced through work-based or course 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.
Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:

CA – Competency achieved
NYC – Not Yet Competent
Please note:
Assessments tasks may include other Units of competency from the program.

All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
 

Course Overview: Access Course Overview