Course Title: Plan and implement inclusion of children with additional needs
Part B: Course Detail
Teaching Period: Term1 2015
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: |
4 Consult with others about ongoing issues that arise |
Performance Criteria: |
4.1 Share information about progress amongst all concerned |
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: |
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, 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: 9 February - 19 June 2015
Mid Semester Break: 3 April - 10 April 2015
Public Holidays: 9 March 2015 (Labour Day); 8 June 2015 (Queen’s Birthday)
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.
This unit is clustered with CHCEDS506A Assist in implementing education plans for students with disabilities
| Week | CHCIC512A Plan and implement inclusion of children with additional needs |
CHCIC512A (P&I) Elements |
CHCEDS506A (A&I) Elements |
| 1 | Introduction to units - Overview of units (Acronyms, References, Reader & Case example) | 1,2,3,4,5 | 1,2,3,4 |
| 2 | Identifying children with additional needs | 1 | 1 |
| 3 | Observing, identifying and documenting needs for students with disabilities when preparing for inclusion | 1,3 | 1,2,3,4 |
| 4 | Individual Education Plans for inclusion | 1,2,3 | 1,2,3,4 |
| 5 | Working with children from Cultural and Linguistically diverse backgrounds | 1 | 1,2,3,4 |
| 6 | Working with children who have suffered trauma | 1 | 1,2,3,4 |
| 7 | Pedagogical practices and strategies that are inclusive for students with a disability | 1,2,3,4,5 | 2,3,4 |
| 8 | Contributing to the implementation of the Individual Education Plan | 2,3,4 | 2,3,4 |
| 9 | Resources, facilities, equipment and technology | 2,3 | 2,3,4 |
| 10 | GUEST SPEAKER - PARENT OF A STUDENT WITH A DISABILITY | 1,2,3,4,5 | 1,2,3,4, |
| 11 | Alternative & Augmentative Communication tools & strategies | 2,3 | 2 |
| 12 | Monitoring and reviewing individual education plans. | 3 | 2,3 |
| 13 | Assessing and documenting student progress | 3 | 3,5 |
| 14 | Consulting with others and working as a team. | 4 | 4 |
| 15 | GUEST SPEAKER - ADVOCACY AND EDUCATION | 1,2,3,4,5 | 1,2,3,4 |
| 16 | Working in collaboration and partnership when working with students/parents of children with a disability. leadership in schools | 1,2,3,4,5 | 1,2,3,4 |
| 17 | Modification, Adjustments and Adaptations in curriculum/lesson plans and strategies when working with students with a disability (Examples of practice/case scenarios) | 1,2,3,4,5 | 1,2,3,4 |
| 18 | Assessments, reviews and overview of unit - feedback | 1,2,3,4,5 | 1,2,3,4 |
Learning Resources
Prescribed Texts
RMIT University(2014). Reader - Additional Needs Units. Education Support Programs. RMIT University, Melbourne, Australia. |
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 1 (Part A) - Understanding additional needs - Specific Disability Report (Week 4)
Assessment 1 (Part B) - Understanding additional needs - Individual Education Plans (Week 8)
Assessment 2 - Inclusion for better outcomes - Advocacy (Week 15)
CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
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.
Resubmissions:
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. The highest grade you will receive if your resubmission is successful is ‘CA’
Assessment Matrix
The assessment mapping demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment mapping grids for units will be available on Blackboard for students to access.
Other Information
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. www.rmit.edu.au/policies/academicprogress
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 information. www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagarism and and academic integrity. Please refer to the website for more information on this policy.http://www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview