Course Title: Facilitate learning for students with disabilities
Part B: Course Detail
Teaching Period: Term2 2014
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 |
Element: |
2. Demonstrate inclusive practices |
Performance Criteria: |
2.1 Use accurate and non-discriminatory language |
Element: |
3. Identify implications of student learning |
Performance Criteria: |
3.1 Identify and describe the nature of a range of disabilities |
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 |
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 |
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, 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: Monday 14th July – Friday 28th November 2014
Term Breaks: Mon 22nd September to Friday 3rd October 2014
Public holidays: Monday 3rd November and Tuesday 4th November (Melbourne Cup Holiday)
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.
Week 1
Introduction to Unit
Policies & procedures
Discussion, Q&A
Week 2
Introduction to Unit
Policies & procedures
Discussion, Q&A
Introduction to Unit
Policies & procedures
Discussion, Q&A
Week 4
Introduction to Unit
Policies & procedures
Discussion, Q&A
Assessment Task 1: Students are given a policy and in pairs asked to write down 5 main points on what the policy implies
Week 5
Legislation
Student Support Group
Week 6
Legislation
Student Support Group
Week 7
Legislation
Student Support Group
Week 8
Legislation
Student Support Group
Assignment task; small group presentations
Week 9
Identify and describe the nature of a range of disabilities
How do students with such a disability present?
What are their needs?
How can they be met in the classroom?
Week 10
Identify and describe the nature of a range of disabilities
1. What is the disability?
2. How do students with such a disability present?
3. What are their needs?
4. How can they be met in the classroom?
Mid Semester Progress Interviews
Week 11
Identify and describe the nature of a range of disabilities
1. What is the disability?
2. How do students with such a disability present?
3. What are their needs?
4. How can they be met in the classroom?
Week 12
Identify and describe the nature of a range of disabilities
Assessment Task 3: Each student is expected to research on a specific learning disability:
1. What is the disability?
2. How do students with such a disability present?
3. What are their needs?
4. How can they be met in the classroom?
Week 13
Alternative & Augmentative Communication
Assistive Technology
Early Childhood Intervention Service
Week 14
Alternative & Augmentative Communication
Assistive Technology
Early Childhood Intervention Service
Week 15
Alternative & Augmentative Communication
Assistive Technology
Early Childhood Intervention Service
Week 16
Alternative & Augmentative Communication
Assistive Technology
Assessment Task 3: Research Low and High Tech Communication Tools
Early Childhood Intervention Service
Week 17
Inclusive Principles and Practices
Barriers to Learning
Inclusive Curriculums
ABLES
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)
Week 18
Inclusive Principles and Practices
Barriers to Learning
Inclusive Curriculums
ABLES
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 Task 1: Students are given a policy and in pairs asked to write down 5 main points on what the policy implies Week 4
Assessment Task 2: Small group presentations Week 8
Assessment Task 3: Each student is expected to research on a specific learning disability:
1. What is the disability?
2. How do students with such a disability present?
3. What are their needs?
4. How can they be met in the classroom?
Assessment Task 4: 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)
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).
Other Information
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.
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