Course Title: Facilitate learning for students with disabilities

Part B: Course Detail

Teaching Period: Term2 2023

Course Code: TCHE5944C

Course Title: Facilitate learning for students with disabilities

School: 535T Social Care and Health

Campus: City Campus

Program: C4420 - Certificate IV in School Based Education Support

Course Contact: Jacqueline Cheng and Melanie Reynolds

Course Contact Phone: +61 3 99254918; 99254059

Course Contact Email: jacqueline.cheng@rmit.edu.au; melanie.reynolds@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 70

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

None

Course Description

This unit describes the performance outcomes, skills and knowledge required to support the implementation of behaviour plans within a school. It includes developing an understanding of relevant legislation and organisational policies and procedures. 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation. 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice. 

 

 

In this unit we will be looking at skills and knowledge required to guide responsible behaviour of children and young people in a safe and supportive environment and assist in implementing responsible behaviour plans. We will develop an understanding of relevant legislation and organisation policies.  You will be expected to apply your learning in a variety of contexts including work placement undertaken with appropriate guidance, support and supervision by your nominated teacher. 

 

 

This unit is clustered for delivery and assessment with Support implementation of behaviour plans (CHCEDS058).  

 

Assessment for this course includes a knowledge task, product and practical tasks. 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS051 Facilitate learning for students with disabilities

Element:

1. Establish the context for working with students with disabilities.

Performance Criteria:

1.1. Identify and access organisational policies and procedures and regulatory requirements for working with students with a disability.

1.2. Recognise and reflect on how personal values and attitudes towards disability may impact working with students.

1.3. Use reflection to inform own ways of working and improvements in practice.

Element:

2. Use inclusive practices.

Performance Criteria:


2.1. Use appropriate and non-discriminatory language.

2.2. Use strategies to enhance all students’ sense of belonging to encourage participation.

2.3. Interact with all students in ways that show respect for individual rights, opinions and student confidentiality.

2.4. Identify and take steps that support a safe learning environment for all students.

2.5. Identify and use opportunities to promote a sense of belonging for students with disability.

Element:

3. Provide support to teachers.

Performance Criteria:

3.1. Use knowledge of individual students to provide input on goals and support strategies for the student.

3.2. Gather and accurately record data as directed by the teacher.

3.3. Identify, prepare and maintain resources that support the learning of students with disabilities.

Element:

4. Contribute to individual behaviour plans.

Performance Criteria:

4.1. Provide observations of students to inform individual behaviour plans.

4.2. Contribute to student development meetings using a collaborative and constructive approach.

4.3. Implement agreed support strategies with teacher guidance.

Learning Outcomes


On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements. 


Details of Learning Activities

This unit is part of Certificate IV in School-based Education Support program. Your program consists of face to face and potentially some remote/online classes, 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.     

Learning activities that may be undertaken in your course: 

  •  class exercises to review discussions/lectures 
  • online discussion and participation  
  • analysis/critique of relevant reading material  
  • class presentations  
  • group discussion  
  • research  
  • independent project-based work  
  • group activities/projects 
  • 'workshopping’ of student projects including peer/lecturer feedback  

Workplace delivery and/or assessment   
 

The integration of work based learning and academic learning will allow you to solve authentic industry problems or address real issues faced in organisations.   

An agreement including schedule and relevant insurance documentation is required to be completed before commencing each placement  In the case where a placement ends early, please refer to 6. Early Termination of Placements in the Work Integrated Learning Procedure.  

 

As part of this course you are required to undertake a supervised learning/assessment in your chosen industry area, gaining invaluable experience and industry contacts.


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 

Teaching Schedule 

Semester Dates:  Monday 10 July - 17 November 

Mid Semester break – Monday 18 Sep - Fri 22 September

Public Holidays: Melbourne Cup Holiday- 7 November/AFL Grand Final September 29

 

Week Syllabus Elements CHCEDS051Assessments Elements CHCEDS058 Due

1 

Introduction 

  • Course outline and assessment requirements
  • Anti-discrimination and inclusive language
  • ESW roles and responsibilities 

Element 1

Element 2

 

 Element 2
2

Inclusive practice

  • Building community and belonging
  • Developing self-esteem
  • Facilitating student participation
  • Individual-centred and holistic care
 Element 2

Element 2

3 

Building a safe environment

  • Environmental and outside influences
  • Child safety practices and policies

 

Element 2

 

  

Element 1

 

4 

Assessment Task 2

  • Goal setting

Element 2

Element 3

Element 3

5 

Assessment Task 2

  • Individual, student and self-management strategies

 

 

Element 3

 

Element 3

6 

Physical and cognitive diagnoses

  • Signs and strengths
  • Potential barriers to learning

Element 1

Element 2

 AT2 DUE

7 

Neurological diagnoses

  • Signs and strengths
  • Potential barriers to learning

Element 1 Element 2

 

8 
 

Psychological diagnoses and introduction to Assessment Task 3/Assessment Task 5

  • Signs and strengths
  • Potential barriers to learning

All

All

9 

Sensory diagnoses 

  • Signs and strengths
  • Potential barriers to learning

Element 1

Element 2

 

10 

Developmental theories and introduction to Assessment Task 4

  • Learning theory applied in the classroom
  • Learning theory and behaviour strategies

 

All

 

 

All

AT3 DUE

11 

 

Collaboration and communication 

  • Building relationships with students
  • Communication techniques
  • Fostering positive behaviour

 

Element 2

Element 2

12 

Assessment Task 1

  • Knowledge questions

  All

All

AT4 DUE

13 

Behaviours of concern

  • identification
  • redirection, diffusion and consequences
  • interventions

Element 2

 

 

Element 3

 

AT1 DUE

14 

Motivating positive behaviour

  • positive support strategies
  • extrinsic motivation techniques
  • developing intrinsic motivation

Element 2

Element 3

 Element 3

15  

Conflict resolution

  • prevention and intervention techniques
  • negotiation
  • collaboration
 Element 2

Element 2 

Element 3
16 Reflection on learning

All

 

All 

AT5 DUE

17 

 Feedback, resubmissions and marking

All 

All 

18 

 Finalise results 

 

 

 Note: While all course content in this schedule will be covered, the weekly order may change depending on class needs and availability of speakers and resources.


Learning Resources

Prescribed Texts


References


Other Resources

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: 

• Laptop/tablet (connected to RMIT and OneDrive)
• Headphones  
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:  

The Learning Lab  
https://www.rmit.edu.au/students/study-support/learning-lab  

The Study Support Hub   
https://www.rmit.edu.au/students/study-support/study-support-hub  

English for uni workshops  
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops  

  


Overview of Assessment

Assessment is ongoing throughout the course. You must demonstrate critical aspects for assessment and evidence required to demonstrate competency in this unit. 
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. 

Full assessment briefs will be provided and can be found on Canvas.  


Assessment Tasks

Assessment Task Due Dates:

Assessment Task 2 - Week 6

Assessment Task 3 - Week 10

Assessment Task 4 - Week 12

Assessment Task 1 - Week 13

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. These mapping documents are available through Program Administration if required.    

Other Information

Attendance:  

Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises   

It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.  

  

Information about your course:  

You can access ‘my course’ through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas. 

  https://www.rmit.edu.au/students/my-course  

  

Assessment:  

Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):  

https://www.rmit.edu.au/students/my-course/assessment-results  

 

  

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.  

https://www.rmit.edu.au/students/my-course/assessment-results/academic-integrity  

  

  

Credit Transfer and Recognition of Prior Learning:   

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).  

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.    

Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.  

https://www.rmit.edu.au/students/my-course/enrolment/apply-for-credit  

Course Overview: Access Course Overview