Course Title: Plan and implement inclusion of children with additional needs

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: HWSS5641C

Course Title: Plan and implement inclusion of children with additional needs

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact : Soosan Kian

Course Contact Phone: +61 3 9925 9183

Course Contact

Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher


Nominal Hours: 40

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 describes the knowledge and skills required for workers who provide care for a range of childrent to identify children with additional needs and work with relevant others to plan and implement inlusion strategies that meet identified needs

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCIC512A Plan and implement inclusion of children with additional needs


3 Implement strategies to meet the child's additional needs

Performance Criteria:

3.1 Support child's entry in the service
3.2 Adjust level of support over time according to the child's needs
3.3 Encourage others to adopt inclusive attitudes and practices
3.4 Provide support to others to implement strategies
3.5 Develop specific program initiatives to meet a child's needs
3.6 Investigate and trial strategies that may address difficulties
3.7 Implement strategies designed by a specialist according to directions
3.8 Respond to the daily needs of children with additional needs, seeking assistance as required


5 Monitor and review strategies

Performance Criteria:

5.1Closely monitor new strategies and any unexpected side effects in accordance with workplace practices

5.2Adapt to changes in the child's participation at the time

5.3Confront and resolve interruptions to the strategy being implemented


1 Identify children with additional needs

Performance Criteria:

1.1 Investigate child's behaviour and expressed emotions to identify an additional need
1.2 Observe the particular child, identify and document needs for additional care and use to develop a plan of inclusion
1.3 Discuss concerns with others to develop a clear understanding of a particular child's needs and use this information to plan
1.4 Identify the cultural and language background and migration experiences of the child


2 Develop a plan for inclusion

Performance Criteria:

2.1 When developing a plan of inclusion, consider child's abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements
2.2 Develop plan in consultation with all those working with the child
2.3 Identify parents' goals/expectations for their child and use when developing a plan of inclusion
2.4 Seek parents' experience and practices as a resource
2.5 Adapt service to meet child's needs within resource limitations
2.6 If a child cannot be included immediately, communicate the reasons clearly
2.7 Decide on a time to review the plan
2.8 Seek additional resources as necessary


4 Consult with others about ongoing issues that arise

Performance Criteria:

4.1Share information about progress amongst all concerned

4.2Identify and discuss issues of concern

4.3Establish and maintain information exchange with parents or appropriate family/community members about the child's needs and care strategies

4.4Seek and gain parental permission prior to consulting with others regarding the child

4.5Ensure communication occurs within a culturally and linguistically responsive framework

Learning Outcomes

This unit may apply to working with children in a range of community service contexts.  On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

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. 


Teaching Schedule

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.
Disability Discrimination Act
Historical context of disability

Racial Discrimination Act 1975
Universal Declaration on the Rights of The Child
Organisation standards, policies and procedures

Week 3
Impact of settlement for newly arrived CALD families
Cultural contexts and views of care and education
E1 E2 E3

Developmental milestones
Identifying children with additional needs
E1 E2 E3

Identifying children with additional needs
Strategies and methods to gain understanding of additional needs
E1 E2 E3

Considering culture and world view
Cultural beliefs and expectations regarding abilities, disabilities, gender, roles.
E1 E2

Impact on families with a child with a disability
E2 E3 E4

Principles of inclusive practice and policies
Relevant codes of ethics
E2 E3 E4

Individualised, child centred programming
E2 E3 E4

Individualised, child centred programming

E2 E3 E4


Consultation and planning for inclusion
Implementing strategies to meet needs

E2 E3 E4

Week 12
Team work
Negotiation skills
Assess for and meet additional needs in consultation with the child where appropriate and others
E2 E3 E4 E5

Monitoring and reviewing strategies for inclusion plans
E2 E3 E4 E5

Monitoring and reviewing strategies for inclusion plans
Adapting to change
Feedback and responding to feedback
E2 E3 E4 E5

Reflecting on own experiences planning and implementing inclusion of children with additional needs
E1 E2 E3 E4 E5

Learning Resources

Prescribed Texts


Other Resources

There are no set texts in this unit. 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 City/Brunswick Library)
• 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 policy 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 see 

Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment task 1. Oral presentation - Week 7
Assessment task 2. Research assignment and Oral - Week 13
Assessment task 3: Work placement observation/demonstration - Week 2-15
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. Summative assessment tasks in this unit are assessed using the following competency based results:
CA – Competency achieved
NYC – Not Yet Competent

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
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.
If you are found to be Not Yet Competent in a Course Assessment Task you will 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.  

Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in workplacement. You work independently 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.
Your experiences through relevant work and work placement during the program are a very important part of your learning and assessment. Your RMIT teacher will organise Professional conversations with you during the program where you have the opportunity to expand on your workplacement experiences as part of evidence for relevant assessment. You will also receive feedback from your mentor/supervisor and third party evidence. You are expected to attend workplacement regularly and the attendance schedule can be negotiated between you, your RMIT teacher and workplacement supervisor/mentor.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. The assessment mapping grids for units will be available at the commencement of the program.

Other Information

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
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; are given information for assessment tasks and in some cases even do assessment tasks, ensuring the maximum opportunity to gain the progress
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.
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
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and and academic integrity. Please refer to the website for more information on this policy.

Course Overview: Access Course Overview