Course Title: Work with students in need of additional support

Part B: Course Detail

Teaching Period: Term1 2021

Course Code: TCHE5879C

Course Title: Work with students in need of additional support

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4349 - Certificate IV in Education Support

Course Contact: Jacqueline Cheng

Course Contact Phone: 99254918

Course Contact Email: jacqueline.cheng@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Kerri Ledingham@rmit.edu.au

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 unit focuses on the skills and knowledge required for education support workers to provide support to students who have to face a range of challenges that may limit their access to, participation in or outcomes from the curriculum.It applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS022 Work with students in need of additional support

Element:

1. Identify problems experienced by students in need of additional support

Performance Criteria:

1.1 Identify, in collaboration with the teacher the specific learning needs of the individual student 1.2 Identify any real barriers or potential barriers to learning

Element:

2. Contribute to team planning for students in need of additional support

Performance Criteria:

2.1 Provide observations to the education team to inform the process of planning for students requiring additional support 2.2 Develop expectations for students, with the education team 2.3 Discuss strategies to increase student access to learning, with the education team 2.4 Identify and assemble required resources

Element:

3. Provide support to students in need of additional support

Performance Criteria:

3.1 Use assistive technologies where appropriate 3.2 Implement planned strategies to meet the needs of individual students 3.3 Provide students with regular opportunities for practising new skills 3.4 Monitor student progress and inform teachers on a regular basis

Element:

4. Provide support to teachers of students in need of additional support

Performance Criteria:

4.1 Cooperate in the implementation of programs and strategies designed by teachers 4.2 Monitor and arrange maintenance of any equipment used to support students


Learning Outcomes


This unit develops the skills and knowledge required for education support workers to provide support to students who have to face a range of challenges that may limit their access to, participation in or outcomes from the curriculum.It applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional. On successful completion of this unit, 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 Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of remote online classes via Canvas, Unsupervised Directed Study and compulsory Work placement attendance. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Canvas.

 The student learning experience will be facilitated through participation in a range of activities: 

• Work Placement
• 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

This unit will be delivered weekly.
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 Canvas.
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 at RMIT  https://www.rmit.edu.au/students            


WEEK

TOPIC

Elements & Performance Criteria

Week 1


Introduction to the unit

*Unit expectations, profile, assessments, acronyms, references, terminology

*Understanding the context of “additional needs”, “support”, and “presumption of competence”

Directed study:

  1. Types of disability
  2. Anti-Discrimination legislation
  3. Disability Standards of Education – Reasonable adjustments
  4. Relevant policies – Department of Education
  5. Evidence of Participation Activity


E1, E2, E3,E4

Week 2


How do we identify the learning needs of students:

*Why is observation, monitoring, recording, understanding developmental milestones important when recognising additional needs

*  What observation tools can we use to identify student needs?

*Student referral checklist; identify strengths; identify learning styles; reflective journals.

*Using work placement examples, highlight some of the observations you have recorded and discuss how you addressed this with the teacher.

Directed study:

  1. Privacy Laws – Maintaining confidentiality
  2. Occupational Health and Safety in the classroom & school
  3. Sustainable work practices

E1 - 1.1, E2 - 2.1

Week 3 + 4 + 5


Supporting students with the following additional needs and identifying barriers to learning:

  • Students who have experienced trauma, grief and crisis.
  • Students who study English as an Additional Language (EAL).
  • Gifted and bright students
  • Students with Challenging Behaviours
  • Students on Child Protection/Court Orders

Directed study:

  1. Policies & procedures relevant to working in a school that need to be understood when supporting students.

E1 - 1.2, E2 - 2.1, 2.2, 2.3

Week 6


Working in collaboration, consultation and cooperation when team planning 

  • Who makes the team?
  • Your role as an Education Support Worker.
  • Understanding the Program for Students with a Disability – your role in contributing to the Student Support Group.
  • Communication skills – Team-work, diversity, conflicts and conflict resolution

Directed study:

  1. Challenges for Education Support Workers on the job.
  2. Developing effective workplace relations.

E2 - 2.1, 2.2, 2.3, 2.4; E4 - 4.1; E3 – 3.4


Week 7

Developing expectations for students with the Education Team

*How do we put inclusive practices in place for students who have challenges with learning?

*What does the Universal Design for Learning teach us?

*How do we use Person-centred language when writing reports, interpreting information and reflecting on student work?

Directed study:

  1. Providing feedback – methods of feedback
  2. Strategies to support constructive feedback


Week 8

ASSESSMENT 1 - Differentiation & Modification for students with additional needs

 

E – 1,2,3,4

Week 9

Understanding the concept of modification, differentiation and lesson planning

  1. Lesson Planning
  2. Scaffolding
  3. Mediation
  4. Peer teaching
  5. Group teaching

Directed study:

  • Examples from work placement for the above
  • Opportunities for practising new skills
  • Strategies for inclusive practice

 

E2 – 2.2, 2.3; E3 – 3.1, 3.2, 3.3

Week 10

 

Monitoring and assessing student progress 

  • How do we assess students with additional needs?
  • What equitable learning adjustments can be incorporated to allow for students to participate in learning and assessment?
  • From primary to Secondary to tertiary learning what accommodations, adjustments and adaptations can be included to foster learning for students with additional needs?

 

E3 - 3.4, E4 - 4.2

Week 11


Barriers to participation 

  • What barriers exist that prevent students from accessing, enrolling and participating in the curriculum
  • What are the implications of these barriers and the impact on students and the school community as a whole?
  • How do we address these barriers?

E1 - 1.2

Week 12


Identify and assemble resources – Using Alternative & Augmentative Communication

  • An introduction to aids, tools, equipment and devices for Alternative and Augmentative Communication.
  • Using Eye Gaze Technology - understanding how it works
  • Understanding Braille
  • How does an Audio Loop work

E2 - 2.4

E3 - 3.1, E4 - 4.2

Week 13


Literacy, numeracy and language support strategies used by teachers in classrooms to provide experiential learning

  • Circle time, show and tell, reading aloud, writing & journaling, thinking out aloud etc…

Directed study:

    1. Read through references for the above

E 2 – 2.3, E 3 – 3.2, 3.3,  E 4 – 4.1

Week 14

Unit Knowledge Questions – Assessment 2

E2 – 2.1, 2.2; E3 – 3.4; E4 – 4.1

 

Week 15


Cooperate in implementation of programs:

Organisations that promote learning and support in the classroom – Advocating for individual and systemic change

E 1, 2, 3, 4

Week 16

Understanding linguistic and cultural differences when communicating

Assessment task 3: Work placement Booklet (Week 16-17)

E 1, 2, 3, 4

Week 17

Reflecting on working with students in need of additional support

Assessment task 3: Work placement Booklet (Week 16-17)

Assessment 3 – Observation/Demonstration in work placement (Week 7-17)

E1,2,3,4






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
• USB (Memory stick)


Overview of Assessment

This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit 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:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• 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 manager or the Equitable Learning Services if you would like to find out more.

The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1



Assessment Tasks

Assessment 1:  Assessment 1- Differentiation & Modification for students with additional needs – Week 7

Assessment 2:  Assessment 2 – Unit Knowledge Questions – Week 14

Assessment 3 - Observation & Demonstration in Work placement (Week 7-17) and

                         Work placement Booklet (Week 16-17)

Assessment tasks in this unit are assessed using the following competency based results:


CA - Competency achieved
NYC - Not Yet Competent
All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you may 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.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment matrix are available for students.

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.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress www.rmit.edu.au/policies/academicprogress
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 plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity 
 

Course Overview: Access Course Overview