Course Title: Assist in implementing education plans for students with disabilities
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: TCHE5824C
Course Title: Assist in implementing education plans for students with disabilities
School: 360T Education
Campus: Brunswick Campus
Program: C5290 - Diploma of Education Support
Course Contact : Soosan Kian
Course Contact Phone: +61 3 9925 9183
Course Contact Email:soosan.kian@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Lorraine Rodrigues, 99252424, lorraine.rodrigues@rmit.edu.au
Nominal Hours: 45
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 units deals with the skills and knowledge required by education support workers to contribute to and implement individual education plans for students with disabilities
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS506A Assist in implementing education plans for students with disabilities |
Element: |
1 Apply understanding of the individual education plan process |
Performance Criteria: |
1.1 Explain the role of teachers and other professionals in designing the individual education plan |
Element: |
2 Contribute to the implementation of the individual education plan |
Performance Criteria: |
2.1 Identify, modify and use appropriate facilities, resources, and equipment to meet student needs |
Element: |
3 Contribute to monitoring and review of individual education plan |
Performance Criteria: |
3.1 Record and use observations and interactions with the student to assist the teacher with modifications to the individual education plans |
Element: |
4 Maintain communcation with other members of the team |
Performance Criteria: |
4.1 Develop and review strategies for ongoing communication with all parties involved in individual education plan |
Learning Outcomes
The student must be able to demonstrate essential knowledge required to effectively do the task outline in elements and performance critieria of this unit, manage the task and mange contigencies in the context of the identified work role. On successful completion of this course, 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 Diploma of 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 expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. 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:
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.
Professional placement
Teaching Schedule
Program Dates: 10th Feb 2014 to 28th November 2014
Term Breaks: 21/4/2014 to 27/4/2014; 23/6/2014 to 13/7/2014; 22/9/2014 to 5/10/2014
Public holidays:10/3 2014, 18/4/2014, 9/6/2014, 3/11-4/11
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
This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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 blackboard.
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.
Semester 1 - Week 1 - 4
- Introduction to Unit, profile, assessments.
- Apply understanding of education plan process
- What is an Individual Learning Plan - Its purpose, aim, components and goals for the student.
- What is student-centred planning in relation to an ILP?
- What pedagogical practices both from a teaching and learning perspective must be considered when drawing up the plan?
Semester 1 - Week 5 - 8
- How do you document/reflect/build on and contribute to the plan as an Education Support Worker?
- What challenges and barriers arise when implementing the plan?
- Case scenarios and examples based on experiences of ESS currently working in the field.
- Working with Individual Education Plans from placement - Assessment Practicals
Semester 1 - Week 9-13
- Inclusive teaching principles
- Universal curriculum design for learning
- Differentiated, scaffolded and mediated learning
- Using Inclusive Practices at Placement - Assessment Practicals
Semester 1 - Week 14 -18
- Organising an inclusive classroom - resources, supports and equipment
- Assistive technology - Alternative & Augmentative Communication (AAC)
- Workshop on using AAC when working with students with a disability.
Semester 2 - Weeks 1-4
- Working collaboratively with specialist services - Framework for Support Services
- Working with parents in partnership with the student.
-
Identifying resources specific to the individual needs of the student - Assessment practicals.
Semester 2 - Weeks 5 - 8
- Program for Students with a disability
- Student Support Group meetings - document student progress
- Goals and expectations to inform implementation strategies
Semester 2 - Weeks 9 -13
- Monitor and review student progress through the Individual Education Plan
- Review student progress with the teacher to assist with modifications.
- Review various modifications on Individual Education Plans - Assessment Practicals
Semester 2 - Weeks 14-18
- Removing barriers to implementing Individual Education plans
- Case Presentations - Individual Education Plans of students with varying disabilities.
- Case discussions on Implementing Individual Education Plans - Practicals
- Assessment review - folio of final assessments e.g : Q&A activities, Assignment/Project1 and 2, Evidence of practical experience; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written) 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.
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 Library very cheaply) • USB (Memory stick)
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies 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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course 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 coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see http://www1.rmit.edu.au/students/assessment
Assessment Tasks
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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files
• Review of work produced through work-based or course 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.
Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks.
Summative assessment tasks in this unit are assessed using the following competency based results:
CC – Competency credit CA – Competency achieved NYC – Not Yet Competent
Please note: Assessments tasks may include other Units of competency from the program. 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.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).
Course Overview: Access Course Overview