Course Title: Provide support to students with autism spectrum disorder

Part B: Course Detail

Teaching Period: Term1 2023

Course Code: TCHE5948C

Course Title: Provide support to students with autism spectrum disorder

School: 535T Social Care and Health

Campus: City Campus

Program: C4420 - Certificate IV in School Based Education Support

Course Contact: Jacqui 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

Kerri Ledingham

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

None

Course Description

This unit describes the performance outcomes, skills and knowledge to provide support to students who have educational needs associated with an autism spectrum disorder (ASD). 

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. You will use reading, writing and oral skills to interpret unfamiliar information about ASD, interpret to understand (and record) organisational policies and procedures, policies and procedures to do with the organisation you will be working in. In addition, you will learn effective communication skills to interact with students to build a rapport and be able to foresee the need to support students with ASD. 

  

This unit is clustered for delivery and assessment with Work with students in need of additional learning support (CHCEDS048) 

 

Assessment for this course includes role-plays, portfolio and presentation, reflection and practical activity. 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS056 Provide support to students with autism spectrum disorder

Element:

1. Research autism spectrum disorder.

Performance Criteria:

1.1. Identify and access current and authoritative sources of information about autism spectrum disorder (ASD) and its diagnosis. 

1.2. Source and review information on the ways in which students with ASD learn. 

1.3. Identify effective teaching and learning practices that meet individual needs based on research undertaken. 

Element:

2. Provide support to teachers.

Performance Criteria:

2.1. Contribute to goal setting for students as part of the education team based on knowledge of ASD. 

2.2. Identify and prepare resources for individual students with ASD within scope of own work role

Element:

3. Provide support to students

Performance Criteria:

3.1. Support the student to have positive social interactions using techniques suited to the individual. 

3.2. Support teaching strategies used by the teacher through modelling and reinforcement. 

3.3. Identify and discuss student progress with the teacher and other professionals. 

3.4 Identify situations that pose a risk to safety of self, the student and others and follow organisational procedures. 


Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the researching and supporting students with autism spectrum disorder and supporting teachers in their role.


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 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 unit 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

 

Semester 1 Dates:  Monday 6th February - 16th Jun

Mid Semester break – Friday 7th April – Friday 16th April

Public Holidays: Labor Day March 13 & ANZAC Day April 25

 

Teaching Schedule

           

Week 

       

Topic 

       

Elements 

       

  

   

Induction/Introduction 

  • Disability - preconceptions & misconceptions 

  • Social Model of Disability 

  • Legislation 

   

CHCEDS048 - E1, E2 

  

       

  

   

Types of additional needs 

  • Definition and diagnoses 

  • Identifying barriers and support needs 

  • Legislation and funding 

   

CHCEDS048 - E1, E2 

CHCEDS056 - E1 

       

  

  

   

Collecting and using data to improve interventions 

  • Teaching and Learning Cycle 

  • Data gathering and observational techniques 

  • Collaboration and moderation 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E2, E3 

       

  

   

Positive Behaviour Support and managing risk 

  • Positive Behaviour Support (PBS) structure 

  • Developing Behaviour Support Plans (BSP's) 

  • Government and school policy  

  • Proactive intervention techniques 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E2, E3 

       

  

   

Modifications, adaptations and adjustments 

  • Definition of terminology 

  • Types of adjustments - content, process, product, environment 

  • Levels of adjustments 

  • Legal and moral obligations  

   

CHCEDS048 - E1, E2 

CHCEDS056 - E2, E3 

       

  

   

Assessment 2 - in class assessment 

  • Scenarios/role-play - intervention techniques 

  • Question and Answer session 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E1, E2, E3 

       

  

   

Developing academic and environmental supports 

  • Strategies to develop language, literacy and numeracy skills 

  • Physical and tangible supports 

  • Adapting the classroom systems and environment 

   

CHCEDS048 - E1, E2 

CHCEDS056 - E2, E3 

       

  

   

Assessment 1 - due Week 10 

  • Short answer questions 

  • Research on Autism Spectrum Disorder 

  • Classroom resources and presentation 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E1, E2, E3 

       

  

   

Developing individualised programs 

  • Developing Individual Education Plans (IEP's) 

  • Student Support Groups (SSG's) 

  • Using the strengths-based approach 

  • Data gathering, analysis and feedback 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E2, E3 

       

10 

  

   

Curriculum Differentiation and Universal Design 

  • Evidence-based strategies 

  • Universal access 

  • Reasonable adjustments 

  • Planning, teaching and review  

   

CHCEDS048 - E1, E2 

CHCEDS056 - E2, E3 

       

11 

  

   

Communication 

  • Total communication 

  • UN Convention on the Rights of Persons with Disabilities 

  • Communication techniques and devices 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E2, E3 

       

12 

   

Assessment 3 - due Week 14 

  • Reflective journal 

  • Workplace assessment 

  

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E1, E2, E3 

       

13 

   

Adaptive and Assistive technologies 

  • Types of Augmentative and Alternative Communication (AAC) 

  • Communication techniques with AAC 

  • High and low technology communication tools 

   

CHCEDS048 - E1, E2 

CHCEDS056 - E2, E3 

       

14 

   

Supporting positive social interactions 

  • Social-Emotional learning (SEL) 

  • Circle Time and explicit/implicit teaching 

  • Self-regulation techniques 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E2, E3 

       

15 

   

Executive functioning 

  • Brain science 

  • Scaffolding techniques 

  • Organisational strategies for individuals and the classroom 

   

CHCEDS048 - E1, E2 

CHCEDS056 - E2, E3 

       

16 

   

Social and emotional wellbeing 

  • Indicators of trauma 

  • Maslow's Hierarchy of Needs 

  • Government and school legislation and policy 

  • Building a strong, supportive class culture 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E2, E3 

       

17 

   

Guest speakers 

  • Resources and techniques for supporting diverse learners 

  • Question and answer session 

  • Reflection and review 

   

CHCEDS048 - E1, E2, E3 

CHCEDS056 - E1, E2, E3 

       

  

18 

  

   

Reflection on learning, resubmissions and marking 

   

 

 


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 
• 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

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

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. 


Assessment Tasks

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.   

To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.  
  
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates 

 

Assessment Task 1:  Portfolio and presentation. Due date:  Week 10 

Assessment Task 2:   Role-plays. Due date:  Week 6 

Assessment Task 3:  Reflection and practical. Due date: Week 14  

  

Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:  

CA: Competency Achieved  
NYC: Not Yet Competent  
DNS: Did not Submit for Assessment   

 

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.  
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:  

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