Children’s Behaviour and Inclusion | My Assignment Tutor

CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE Subject 10 Children’s Behaviour & Inclusion CHCECE020 /  CHCECE021 /  CHCECE026 Assessment – Project Assessment (3) FEEDBACK COVER SHEETSTUDENT NAME   STUDENT ID  ASSESSOR NAME EVIDENCE COLLECTEDBENCHMARK REQUIREMENTS MET1st Attempt2nd Attempt3rd AttemptProject 3: Planning the inclusion of children with additional needs☐☐☐Task 1: Develop a plan for support and inclusion☐☐☐Task 2: Implement strategies to meet the child’s additional needs☐☐☐Task 3: Monitor and review strategies☐☐☐OUTCOME☐Satisfactory ☐Not Satisfactory☐Satisfactory ☐Not Satisfactory☐Satisfactory ☐Not SatisfactoryDATE      /     / 20      /     / 20      /     / 20ASSESSOR INITIAL   FEEDBACK TO STUDENT                      ASSESSOR SIGNATURE DATE of FINAL OUTCOME   CHC50113Diploma of Early Childhood Education and Care Children’s Behaviour and Inclusion Version 2.4 Produced 19 March 2018 Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources Version control & document history DateSummary of modifications madeVersion16 May 2014Version 1 final produced following assessment validation.1.016 October 2014Revised question – Q7, 9Mapping to Learner Guide1.113 February 2015Version 2 final produced following second assessment validation2.025 July 2016Minor updates made throughout document2.19 March 2017Intranet links and logins updated; minor changes to wording2.223 March 2017Updated Sparkling Stars Link2.319 March 20182.4 Table of Contents CHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE. 1 Subject 10 Children’s Behaviour & Inclusion. 1 CHCECE020 /  CHCECE021 /  CHCECE026. 1 Assessment – Project Assessment (3) 1 Introduction.. 5 What is Competency-Based Assessment. 6 The Basic Principles of Assessing Nationally Recognised Training.. 7 The Dimensions of Competency. 8 Reasonable Adjustment. 9 The Units of Competency.. 10 Context for Assessment. 11 Assessment Requirements. 12 Assessment Methods. 13 Resources Required for Assessment. 13 Assessment Workbook Cover Sheet. 14 Project Assessment. 15 Project 3: Planning the inclusion of children with additional needs. 15 End of document. 20 Introduction The questions in this workbook are divided into two (2) categories: Knowledge Assessment, and Project Assessment. The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project Assessments. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment. Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting. Accessing Intranet Pages and External Links There are instructions in this workbook that will refer you to intranet pages and or external links. These intranet pages and external links are formatted in Blue Underlined Text. To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac users while clicking on these links. What is Competency-Based Assessment The features of a competency-based assessment system are: assessment, a learner receives one of only two outcomes: competent or not yet competent. Definition of Competency Assessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence to support the judgement on whether competency has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The Basic Principles of Assessing Nationally Recognised Training Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment (Source: Standards for RTOs 2015, Clauses 1.8 – 1.12) The rules of evidence When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current: Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent in all aspects of the unit of competency. When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. This relates to the recency of the evidence and whether the evidence relates to current abilities. (Source: Training in Australia by M Tovey, D Lawlor) The Dimensions of Competency The national concept of competency includes all aspects of work performance and not only narrow task skills. The four (4) dimensions of competency are: Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: The same learning opportunities as learners without a disability, andthe same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: Customising resources and assessment activities within the training package or accredited courseModifying the presentation mediumLearner supportUse of assistive/adaptive technologiesMaking information accessible both before enrollment and during the courseMonitoring the adjustments to ensure learner needs continue to be met Assistive/Adaptive Technologies Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The Units of Competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit(s) of competency from CHC50113 Diploma of Early Childhood Education and Care: CHCECE020 – Establish and implement plans for developing cooperative behaviour CHCECE021 – Implement strategies for the inclusion of all children CHCECE026 – Work in partnership with families to provide appropriate education and care for children For complete copies of the above units of competency: Download them from the TGA website:  CHCECE020 CHCECE021 CHCECE026 Context for Assessment To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment may be completed wholly at the student’s home or chosen place of study. The Project Assessment must be completed in a workplace. Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: Performance EvidenceKnowledge EvidenceAssessment Condition The associated assessment method in this kit covers all of these components as detailed in the matrix below:  Units of CompetencyAssessment ActivitiesCHCECE020CHCECE021CHCECE026Knowledge AssessmentþþþProject Assessmentþþ Assessment Methods This workbook uses the following assessment methods: Knowledge Assessment – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit.Project Assessment – A set of tasks or activitiescompleted according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities require you to have access to a workplace. Resources Required for Assessment Candidate will need access to: that will allow you access to: Assessment Workbook Cover Sheet To the Student: Print this coversheet and complete it by filling in all the required information and affixing your signature in the space provided. Use the filename: Class Number_Student Name_Student Id_Unit Code_Assessment Number_Trainer Name_Date Submitted. Example: 1050_JoeBlog_9991234_Sub10_A6_Surinder_021282 WORKBOOK:WORKBOOK 10TITLE:Children’s Behaviour and InclusionFIRST AND SURNAME:     PHONE:     EMAIL:      Please read the Student Declaration below and if you agree to the terms of the declaration sign and date in the space provided.By submitting this work, I declare that:Name:      Signature:      Date:       Project Assessment Project 3: Planning the inclusion of children with additional needs For this project, you will need to develop and implement one (1) Inclusion Support Plan for a child attending your vocational work placement. Before beginning this project, discuss with your supervisor which child with additional needs would be best to observe and to develop an inclusion support plan for. Discuss with your supervisor whether a “Permission to Observe” form will be necessary. If it is, ensure you complete the form from the service with the parent/guardian of the child before starting with the project. Submit this requirement to your assessor together with your assessment.Is there a need for a Permission to Observe form from the child’s parent/guardian?☐ Yes☐ NoIf yes, submit the form together with the rest of the requirements for this project. Provide the file name of the uploaded Permission to Observe form: Filename:      Important: There may be steps in each of the tasks below that require the consent of the child’s parent/guardian, as well as the staff in the centre. Coordinate with your supervisor to ensure that consent is provided by relevant people as necessary.Names of the child and his/her parent/guardian and/or the staff may be changed to protect their privacy and maintain confidentiality of the child, his/her family and/or the centre’s staff. Task 1: Develop a plan for support and inclusionBefore commencing this task, consult your supervisor regarding children having additional needs attending your vocational work placement. Additional needs include any of the following: Children having additional needs may include needs due to:Language difficulties Physical, sensory or developmental disability Health problems Behavioural or psychological disorders Family circumstances and needs A child recently arrived in Australia from a different culture A child whose culture is different from the culture at the centre Child at risk Unknown diagnosis Known diagnosis Cultural/religious practices Communication difficulties Giftedness Children experiencing communication difficulties which may be due to:Trauma, violence and crisesDisabilities (e.g., hearing, visual, speaking)Health problems and disordersLearning problemsDeprivation of sensory stimulationAdditional needs relating to behaviour and emotionsLevel and type of social interaction with adults and other childrenAnxieties and aggression   Download the Inclusion Support Plan template in Sparkling Stars website:   CHC30113 and CHC50115 Skills Workbook Templates and Forms (Username: skillsaustralialearner          Password: SkillsAustralia@123)  Investigate a child’s barrier to learning Step 1: Investigate the child’s barrier(s) to learning. Barriers include environmental, attitudinal and individual challenges that the child faces. Review relevant files and conduct short interviews with people in the centre who are involved in the care of the child to be able to gather relevant and current information and establish the child’s background, which may include: Family information, including cultural backgroundHealth needsServices accessed by the childChild’s strengths, interest and abilitiesAdditional needs Step 2: Use data gathered to form an accurate and holistic understanding of the child’s barrier to learning and his or her needs. Summarised the information gathered in the Background Information section of the Inclusion Support Plan and fill out the sub-sections. Also, include a brief description of the investigation you have undertaken, i.e., Who are the people consulted? What are the files reviewed? Etc.Develop a plan for support and inclusion Step 1: Based on the background information you have gathered, set at least two (2) goals that are realistic and achievable within the time the child is in the service. In setting the goals, consider the child’s abilities, his or her personal goals, interests and health status in the context of the child’s cultural values, needs and requirements. Step 2: Once you have set the goals, consult with other professionals and the family in designing strategies to meet the child’s needs, address the identified barriers and achieve the goals. Each goal must have a set of strategies to be implemented. Determine who should be responsible for the implementation of the strategies. Follow the service’s policy and procedure with regard to consultation with family members. All throughout the consultation ensure that communication occurs within a culturally and linguistically responsive framework. Step 3: Identify the resources available in the service, as well as additional resources needed for the implementation of strategies. Review and suggest adaptations to service delivery to meet the needs of the child Step 4: Describe how the service adapt its environment and routines to provide inclusion and support of children. Review the service’s procedures and/or practices on inclusion and suggests how these procedures and/or practices can be made more specific to ensure the inclusion of the child. Include in your suggestions additional resources or sources of information that will assist early childhood educators in developing and adapting the centre’s curriculum to meet the child’s additional needs. Guidance: Additional resources or sources of information are those that cannot be provided within the existing resources available to the centre and may be sought from other support service providers or inclusion support funding programs. Complete the Inclusion Support Plan section of the template. Task 2: Implement strategies to meet the child’s additional needsImplement the strategies in your inclusion support plan. During implementation, examine strategies that may or may not work and trial strategies that may address the barriers. In implementing the strategies ensure that you: Support the child’s entry into the serviceRespond to the daily needs of the child with additional needs and seek assistance as requiredCommunicate with and provide support to others to implement the strategiesEncourage others to adopt inclusive attitudes and practicesClosely monitor new strategies and the impact of these on the child Make sure your vocational work placement supervisor is able to witness and observe you complete this project as you will be requesting his or her signature to confirm your successful completion this task in the workplace. To document your supervisor’s confirmation, have your supervisor complete the Project 3: Observation Form, you can download a copy of the form from this link. CHC30113 and CHC50115 Skills Workbook Templates and Forms (Username: skillsaustralialearner     Password: SkillsAustralia@123). Request him or her to sign off the supervisor declaration after you have completed this task. Task 3: Monitor and review strategiesStep 1: Monitor and review the strategies that are in place by identifying issues of concern and any barriers to the strategies being implemented. All throughout the implementation until the review of strategies, constantly reflect on the effectiveness of the plan and its impact on the child. Think about the level of support provided to the child, respond and adjust accordingly if the support being provided is not yet satisfactory. Step 2: Identify whether there is an urgent need to contact a professional and/or a specialist for consultation and referral. This urgency should be based on the progress of the child. Report this urgency to your nominated supervisor as you need to seek and gain the family permission prior to consulting with others regarding the child. Step 3: Record your monitoring in the Monitoring and Review section of the template. Answer all the questions as specific as you can. Step 4: Share information about the child’s progress among all those concerned by presenting and discussing with at least one (1) staff in the centre that cares for the child and your supervisor. Ask them to sign off the plan after the discussion. Step 5: Answer the follow-up questions below and submit your completed Inclusion Support Plan together with this workbook. Task 3 Follow up QuestionsAn early childhood educator, describe how you can establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies?      Describe how you can you ensure that communication occurs within a culturally and linguistically responsive framework.       End of document