Course Title: Facilitate learning for students with disabilities
Part B: Course Detail
Teaching Period: Term2 2015
Course Code: TCHE5884C
Course Title: Facilitate learning for students with disabilities
School: 360T Education
Campus: Brunswick 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: email@example.com firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Lorraine Rodrigues email@example.com 9925 9155
Soosan Kian firstname.lastname@example.org 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.
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
1. Comply with policies, procedures and legislation that addresses work with students with disabilities
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
2. Demonstrate inclusive practices
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
3. Provide support to the teacher of students with disabilities
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
4. Contribute to an education adjustment profile for students with disabilities
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
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
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 required to participate in compulsory work placement. 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. 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:
- 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.
Program Dates:13th July to 23rd November, 2015
Mid Semester Break: 21st September to 4th October 2015
Public Holidays: 3rd November 2015
This unit will be delivered weekly.
|Week||CHCEDS025 Facilitate learning for students with disabilities||CHCEDS025 Elements|
|1||Introduction to Additional Needs – Case Scenario, Acronyms, Terminologies, References & Reader, Assessments, In class tasks, Unit organisation, Phones, Attendance, Work Placement||1|
|2||Understanding policy and its implications||1 - 1.1,|
Legislation – Disability Standards of education & UN Convention on Rights of Persons with a disability, Equal Opportunity & Inclusion.
|1 - 1.1, 1.2, 1.3|
|4||Program for students with a disability, Student Support Group, Code of conduct, Inclusive school policies, working as a team.||1 - 1.1, 1.2, 1.3, 1.4|
|5||Identify and describe the nature of a range of disabilities, explain the effects on student development & learning, discuss implications of an identified disability – Autism||3 - 3.1, 3.2, 3.3|
|6||Attention Deficit Disorder with hyperactivity, Epilepsy.||3 - 3.1, 3.2, 3.3|
|7||Cerebral palsy, Down Syndrome||3 - 3.1, 3.2, 3.3|
|8||Speech & Language Impairments - AAC||3 - 3.1, 3.2, 3.3|
|9||Person Centred Language, Presumption of competence & inclusion.||2 - 2.1|
|10||Safe, supportive and flexible learning environments, valuing the rights and opinions of students.||2 - 2.1, 2.2, 2.3, 2.4, 2.5|
|11||Gather knowledge of students to assist teacher set goals for the student. Gather and record data.||4 - 4.1, 4.2|
|12||Develop support strategies (modification of work), resources (tools) and delivery of programs (Conductive education) – concept of modification of work.||4 - 4.3, 4.4|
|13||Barriers to participation||5 - 5.1, 5.2|
|14||Education adjustment profiles, ABLES, I.E.P||5 - 5.3, 5.4|
|15||Oral Presentations||1, 2,3,4,5|
|17||Overview of assessments, Unit feedback||1,2,3,4,5|
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and availabiltiy 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.
RMIT University (2014). Additional Needs Units - Reader. Education Support Programs. RMIT University, Melbourne, Australia
TEXTS AND EQUIPMENT
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
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 Task 1: POLICY AND ITS IMPLICATIONS (WEEK 3)
Assessment Task 2 (Part A) : SPECIFIC DISABILITIES - Research a specific learning disability (WEEK 9)
Assessment Task 3 (Part B): ORAL PRESENTATIONS (WEEK 15-16).
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.
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.
CA - Competency achieved
NYC - Not Yet Competent
It is strongly advised that you attend all sessions in order to engage in the required leaning activities, ensuring the maximum opportunity to gain competency.
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Student program policy www.rmit.edu.au/policies/academicprogress
You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress
Special consideration policy (Late submissions)
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. Extension www.rmit.edu.au/students/assessment/extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
Course Overview: Access Course Overview