Course Title: Facilitate learning for students with disabilities

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5883C

Course Title: Facilitate learning for students with disabilities

School: 360T Education

Campus: City Campus

Program: C4349 - Certificate IV in Education Support

Course Contact: Soosan Kian Robyn Blaikie

Course Contact Phone: 03 9925 9183 03 9925 4383

Course Contact Email: soosan.kian@rmit.edu.au robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean
fiona.dean@rmit.edu.au
9925 4650

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 by education support workers to effectively contribute to learning experiences for students with a range of disabilities. 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:

CHCEDS025 Facilitate learning for students with disabilities

Element:

1. Comply with policies, procedures and legislation that addresses work with students with disabilities

Performance Criteria:

1.1 Identify legislative requirements
1.2 Use work practices that meet requirements of policies, procedures and legislation related to working with students with disabilities
1.3 Review conduct in compliance with requirements
 

Element:

2. Demonstrate inclusive practices

Performance Criteria:

2.1 Use accurate and non-discriminatory language
2.2 Include all students in group activities
2.3 Display respectful interactions with all students, including maintaining confidentiality
2.4 Ensure all students have access to a safe learning environment
2.5 Demonstrate value for the rights and opinions of all students
 

Element:

3. Provide support to the teacher of students with disabilities

Performance Criteria:

3.1 Use knowledge of students to assist teacher to set goals for the student
3.2 Gather and record data as directed by the teacher
3.3 Develop support strategies for individuals to enable the achievement of learning goals
3.4 Identify, prepare and maintain resources to support the delivery of education programs

Element:

4. Contribute to an education adjustment profile for students with disabilities

Performance Criteria:

4.1 Raise awareness of social and academic barriers for students with disabilities
4.2 Provide observations to inform an education adjustment profile
4.3 Contribute to profile meetings
4.4 Implement the education program


Learning Outcomes


This unit focuses on the skills and knowledge required by education support workers to effectively contribute to learning experiences for students with a range of disabilities. 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

Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate in compulsory work placement. 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.

 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

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.        

Week 1 

Legislation – Disability Standards of Education & UN Convention on Rights of Persons with a disability, Equal Opportunity & Inclusion.
E1

Week 2
Understanding policy and its implications
E1

Week 3
Reviewing conduct in relation to meeting legislated requirements
E1

Week 4
Demonstrating inclusive practices
Program for students with a disability, Student Support Group, Code of conduct, Inclusive school policies, working as a team.
E1 , E2, E3

Week 5
The range of disabilities, explaining the effects on student development & learning
Discussing the implications of an identified disability
Safe, supportive and flexible learning environments, valuing the rights and opinions of students.
E2, E3

Week 6
Person Centred Language, Presumption of competence & inclusion.
The range of disabilities, explaining the effects on student development & learning
Discussing the implications of an identified disability – Autism
E2, E3

Week 7
Attention Deficit Disorder with hyperactivity, Epilepsy.
E3

Week 8
Cerebral palsy, Down Syndrome
E3

Week 9
Speech & Language Impairments
E2,E3

Week 10
Gathering knowledge of students to assist teacher to set goals for the student. Gathering and recording data.
E3, E4

Week 11
Develop support strategies (modification of work)
E3, E4

Week 12
Identify, prepare and maintain support resources
E3

Week 13
Raising awareness of social and academic barriers
Barriers to participation
E4

Week 14
Education adjustment profiles
Observations to inform education adjustment profiles
E4

Week 15
Demonstrating inclusive practices and developing strategies and implementing them
Working in collaboration with teacher/supervisors
E1,2,3,4

Week 16
Demonstrating inclusive practices and developing strategies and implementing them
Working in collaboration with teacher/supervisors
E1,2,3,4

Week 17
Challenges in implementing inclusive practices
E1,2,3,4

Week 18

Reflecting on facilitating learning for students with disabilities

E1 E2 E4

Week 19

Reflecting on facilitating learning for students with disabilities

E1 E2 E4


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 and City Library very cheaply)
• 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 – Identifying additional needs and Inclusive practice (Week 6)
Assessment 2 – Oral presentation – Facilitating learning for students with disabilities (Week 10)
Assessment 3 – Observation and Demonstration in workplacement (Week 10-18)

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 for units will be available from your teacher and 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.

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