Course Title: Plan and implement inclusion of children with additional needs
Part B: Course Detail
Teaching Period: Term1 2014
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, 99252424, lorraine.rodrigues@rmit.edu.au
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 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 |
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 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 |
Element: |
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 |
Element: |
5 Monitor and review strategies |
Performance Criteria: |
5.1 Closely monitor new strategies and any unexpected side effects in accordance with workplace practices 5.2 Adapt to changes in the child’s participation at the time 5.3 Confront and resolve interruptions to the strategy being implemented |
Element: |
4 Consult with others about ongoing issues that arise |
Performance Criteria: |
4.1 Share information about progress amongst all concerned 4.2 Identify and discuss issues of concern 4.3 Establish and maintain information exchange with parents or appropriate family/community members about the child's needs and care strategies 4.4 Seek and gain parental permission prior to consulting with others regarding the child 4.5 Ensure 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
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, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. 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.
Professional placement
Teaching Schedule
Program Dates: 10/2/2014 to 28/11/2014
Term Breaks: 21/4/2014 to 27/4/2014; 23/6/2014 to 13/7/2014; 22/9/2014 to 5/10/2014
Public holidays: 10/3/2014, 18/4/2014, 9/6/2014, 3/11/2014-4/11/2014
This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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.
Semester 1 - Week 1-4
- Introduction to unit, profile, assessment, case scenario.
- Identifying children with additional needs - behaviour, emtions, milestones and stages.
- Observing student behaviour in the classroom.
- Responding to the needs of students from culturally diverse backgrounds.
Semester 1 - Week 5-9
- Working with children who have suffered trauma.
- Developing a plan to include chilldren with varying needs.
- Strength-based model of learning and teaching.
- Assessment Task 1: Understanding Additonal Needs
Semester 1 - Week 10-14
- Individualised, child centred programming
- Working on case scenarios of inclusion plans for children with varying disabilities with a team approach.
- Assess for and meet additional needs in consultation with all stakeholders where appropriate.
Semester 1 - Week 15 - 18
- Impact of disability on family life
- Adapting service needs to meet the child’s needs within the resources available.
- Assessment Task 2: Group Case Presentations on Team Approaches to Inclusion
Semester 2 - Week 1 - 4
- Adapting to change and crisis
- Resolving and confronting obstacles to implementing inclusive strategies.
- Reflecting on one’s own experiences when planning and implementing inclusion of children with additional needs.
- Mid Semester interviews
Semester 2 - Weeks 5-9
- Principles of inclusive practice (communication & person-centred language).
- Developing specific program initiatives to meet a child’s needs.
- Support the teacher in implementing inclusive practices.
- Assessment Task 3 - Observational Schedules
Semester 2 - Weeks 10-14
- Working in partnership with all stakeholders.
- Identifying and discussing issues of concern
- Investigate and trial strategies that may address difficulties
- Confront and resolve interruptions to the strategy being implemented
Semester 2- Weeks 15-18
- Advocacy and inclusion
- Reflection of unit achievements.
Discussion, Q&A activities
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.
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