Course Title: Plan and implement inclusion of children with additional needs
Part B: Course Detail
Teaching Period: Term2 2013
Course Code: HWSS8136C
Course Title: Plan and implement inclusion of children with additional needs
School: 360T Education
Campus: Brunswick Campus
Program: C5290 - Diploma of 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: 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 |
Element: |
1 Identify children with additional needs |
Performance Criteria: |
1.1 Investigate child's behaviour and expressed emotions to identify an additional need |
Element: |
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 |
Element: |
3 Implement strategies to meet the child's additional needs |
Performance Criteria: |
3.1 Support child's entry in the service |
Element: |
4 Consult with others about ongoing issues that arise |
Performance Criteria: |
4.1 Share information about progress amongst all concerned |
Element: |
5 Monitor and review strategies |
Performance Criteria: |
5.1 Closely monitor new strategies and any unexpected side effects in accordance with workplace practices |
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
This unit is part of Diploma of 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 4th February – Friday 13th December 2013
Term Breaks: Mon 8th April – Fri 12th April 2013; Mon 1st July – Fri 12th July 2013; Mon 23rd Sept – Fri 4th Oct 2013
Public holidays: Mon 11th March (Labour Day); Fri 29th March (Good Friday); Mon 1st April (Easter Monday); Thurs 25th April (ANZAC Day); Mon 10th June (Queen’s Birthday); 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.
Semester 1
Week 1-4
Disability Discrimination Act
Historical context of disability
Principles of inclusive practice and policies
Discussion, Q&A activities
Week 5-8
Cultural beliefs and expectations regarding abilities, disabilities, gender, roles.
Racial Discrimination Act 1975
Universal Declaration on the Rights of The Child
Principles of inclusive practice and policies
Organisation standards, policies and procedures
Discussion, Q&A activities,
Assignment/project1 – Research/Q&A
Week 9-12
Cultural beliefs and expectations regarding abilities, disabilities, gender, roles.
Principles of inclusive practice and policies
Universal Declaration on the Rights of The Child
Organisation standards, policies and procedures
Developmental milestones
Discussion, Q&A activities
Week 13-16
Developmental milestones
Relevant codes of ethics
Identifying children with additional needs
Assessing for and meeting additional needs in consultation with the child where appropriate and others
Impact on families with a child with a disability
Discussion, Q&A activities
Week 17-20
Individualised, child centred programming
Assess for and meet additional needs in consultation with the child where appropriate and others
Cultural contexts and views of care and education
Develop a plan for inclusion
Discussion,Q&Aactivities
Progress interview – Q&A, Assignment 1, Evidence of practical experience promoting and responding to workplace diversity; e.g Observation/Demonstration,Thirdparty
Semester 2
Week 1-4
Develop a plan for inclusion
Individualised, child centred programming
Implementing strategies to meet children’s additional needs
Assess for and meet additional needs in consultation with the child where appropriate and others
Cultural contexts and views of care and education
Discussion, Q&A activities
Week 5-8
Individualised, child centred programming
Implementing strategies to meet children’s additional needs
Assess for and meet additional needs in consultation with the child where appropriate and others
Cultural contexts and views of care and education
Discussion, Q&A activities
Assignment/project 2 – Research/Scenarios
Week 9-12
Identifying and discussing issues of concern
Consultation and working in a team to respond to issues
Working with parents, family/community members
Cultural contexts and views of care and education
Discussion, Q&A activities
Week 13-16
Monitoring and reviewing strategies
Adapting to change
Resolving and confronting obstacles to implemented strategies
Discussion, Q&A activities
Folio - Presentation of folio (oral and written)
Week 17-20
Monitoring and reviewing strategies
Adapting to change
Resolving and confronting obstacles to implemented strategies
Reflecting on own experiences planning and implementing inclusion of children with additional needs
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Q&A activities, Assignment/Project1 and 2, Evidence of practical experience promoting and responding to workplace diversity; 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 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 http://www1.rmit.edu.au/students/assessment
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:
CC – Competency credit
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