Course Title: Plan and implement inclusion of children with additional needs

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: HWSS8136C

Course Title: Plan and implement inclusion of children with additional needs

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: 40

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 course describes the knowledge and skills required for workers who provide care for a range of childrent to identify children with additional needs and work with relevant others to plan and implement inlusion strategies that meet identified needs


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCIC512A Plan and implement inclusion of children with additional needs

Element:

3 Implement strategies to meet the child's additional needs

Performance Criteria:

3.1 Support child's entry in the service
3.2 Adjust level of support over time according to the child's needs
3.3 Encourage others to adopt inclusive attitudes and practices
3.4 Provide support to others to implement strategies
3.5 Develop specific program initiatives to meet a child's needs
3.6 Investigate and trial strategies that may address difficulties
3.7 Implement strategies designed by a specialist according to directions
3.8 Respond to the daily needs of children with additional needs, seeking assistance as required
 

Element:

1 Identify children with additional needs

Performance Criteria:

1.1 Investigate child's behaviour and expressed emotions to identify an additional need
1.2 Observe the particular child, identify and document needs for additional care and use to develop a plan of inclusion
1.3 Discuss concerns with others to develop a clear understanding of a particular child's needs and use this information to plan
1.4 Identify the cultural and language background and migration experiences of the child
 

Element:

2 Develop a plan for inclusion

Performance Criteria:

2.1 When developing a plan of inclusion, consider child's abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements
2.2 Develop plan in consultation with all those working with the child
2.3 Identify parents' goals/expectations for their child and use when developing a plan of inclusion
2.4 Seek parents' experience and practices as a resource
2.5 Adapt service to meet child's needs within resource limitations
2.6 If a child cannot be included immediately, communicate the reasons clearly
2.7 Decide on a time to review the plan
2.8 Seek additional resources as necessary

Element:

4 Consult with others about ongoing issues that arise

Performance Criteria:

4.1 Share information about progress amongst all concerned
4.2 Identify and discuss issues of concern
4.3 Establish and maintain information exchange with parents or appropriate family/community members about the child's needs and care strategies
4.4 Seek and gain parental permission prior to consulting with others regarding the child
4.5 Ensure communication occurs within a culturally and linguistically responsive framework

Element:

5 Monitor and review strategies

Performance Criteria:

5.1 Closely monitor new strategies and any unexpected side effects in accordance with workplace practices
5.2 Adapt to changes in the child's participation at the time
5.3 Confront and resolve interruptions to the strategy being implemented
 

Learning Outcomes


This unit may apply to working with children in a range of community service contexts.  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: 10/2/2014 to 28/11/2014

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, 3/11/2014-4/11/2014

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.
 

WEEK 1 - Orientation

WEEK 2 - INTRODUCTION TO THE UNIT
• What is the unit about (theory & practice).
• Unit profile, expectations, link to other units.
• Additional references sheet, acronyms sheet, directed study (reading and activities)
• Additional references.
• Using work placement to complete tasks.
• Assessment due dates, extension forms, emails, attendance, class participation.
• Case scenario of a student with additional needs and plan for inclusion

WEEK 3 - ELEMENT 1 - 1.1
APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS
1.1Explain the role of teachers and other professionals in designing the individual education plan
• What is an I.E.P?
• Why is it needed?
• What are the elements of an I.E.P?
• How does it help students with additional needs, teachers, ESS, specialist staff?
• How is it held to accountability on the PSD?
• How to track and document I.E.P’s.
• Example of an I.E.P for a student with additional needs – key features.
Task 1:
Get an I.E.P of a student from your work placement. Remove all identifying data from the plan.
Directed Reading: (Ref: Inclusive education: Supporting diversity in the classroom (2011), Tim Loreman, Joanne Deppeler & David Harvey, Allen & Unwin, Chpt 6 - 115-136) .
Additional Reference:
Inclusion strategies that work – Research based methods for the classroom (2010). Toby Karten. Corwin Press. California. (Chpt 4, Pgs 107-120).

WEEK 4 - ELEMENT 1 - 1.2
APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS
1.2 Obtain and use information from the teacher and other specialists to develop a clear understanding of student’s needs to inform implementation strategies
• What does collaboration mean and how does collaborative inquiry enhance an inclusive classroom?
• The teaching team – roles & responsibilities.
• Example of a specialist report – how is it incorporated into an I.E.P?
Task 2:
• Get an I.E.P of a student from your work placement. Remove all identifying data from the plan. Identify all members of the teaching team.
Directed Reading:
The Paraprofessionals Handbook for Effective Support in Inclusive Classrooms – Julie Causton-Theoharis (2009). Paul H. Brookes Publishing, USA (Chpt 4, Pgs 39-50)
Directed Reading:
The Paraprofessionals Handbook for Effective Support in Inclusive Classrooms – Julie Causton-Theoharis (2009). Paul H. Brookes Publishing, USA (Chpt 5, Pgs 51-59)

Additional Reference:
Inclusion strategies that work – Research based methods for the classroom (2010). Toby Karten. Corwin Press. California. (Chpt 4, Pgs 107-120).

WEEK 5
LABOUR DAY – PUBLIC HOLIDAY - NO CLASS

WEEK 6 - ELEMENT 1 - 1.3
APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS
1.3 Analyse individual education plan goals and identify component parts that impact on the education support work functions
• ASSIGNMENT EXPLANATION
• Exercise on Strengths, interests, needs and talents
• Exercise on Acrostic on Inclusion

WEEK 7 - ELEMENT 1 - 1.3
APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS
Analyse individual education plan goals and identify component parts that impact on the education support work functions (CONT
• Guest Lecture: Working with students on the Autism Spectrum Disorder
• Strength based ‘Picture’ of the student.
• Establishing educational goals – focus, structure, appropriateness
• Course advice for students with disabilities – participation within VELS.
Task 3: (First complete in class activity on “plotting strengths & weaknesses”).
• Get an I.E.P of a student from your work placement. Remove all identifying data from the plan. Identify all members of the teaching team. Identify student strengths, talents, skills, interests, needs and challenges. Write down 3 long term goals for the student and 3 short term goals based on VELS.


Directed Reading:
1. Inclusive education: Supporting diversity in the classroom (2011), Tim Loreman, Joanne Deppeler & David Harvey, Allen & Unwin, Chpt 6 - 115-136).


WEEK 8 – ELEMENT 1 - 1.4
1.4 In conjunction with teacher, identify and implement pedagogical practices that are inclusive for students with disabilities
• Inclusive teaching principles
• Universal curriculum design for learning
• Differentiated, mediated and scaffolded learning & teaching
*Sample templates of an IEP given out and a case scenario given to work with the template.


WEEK 9 - ELEMENT 1 - 1.4
APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS
Continued to work on case scenarios on Individual Education Plans


WEEK 10 – ELEMENT 1 - 1.5
APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS
Contribute to the planning process using previous experience

TERM BREAK 21ST April to 27th April 2014
TERM 2
WEEK 11 - ELEMENT 2 - 2.4
CONTRIBUTE TO THE IMPLEMENTATION OF THE INDIVIDUAL EDUCATION PLAN

2.4 Consult, as directed by teacher, with student, parent and/or carer as appropriate to identify goals and expectations and use to inform implementation strategies.


WEEK 12 – ELEMENT 2 - 2.4 (cont)
Working with parents and the team to identify goals and expectations


WEEK 13

Guest lecture on Epilepsy Management


WEEK 14 – ELEMENT 2 – 2.4

Assessment 2 – Group Presentations (discussions)
Parent Interviews


WEEK 15 – ELEMENT 3 - 3.1

CONTRIBUTE TO MONITORING AND REVIEW OF INDIVIDUAL EDUCATION PLAN
Assessment 2 – Group Presentations (discussions)
Parent Interviews
3.1 Record and use observations and interactions with the student to assist the teacher with modifications to the individual education plan.
Directed study:
Assessment in Special and inclusive education (2013), 12th edition, John Salvia, James Ysseldyke & Sara Bolt. Wadsworth. Cengage Learning. USA (Chpt 2 – Pgs – 15-20)


WEEK 16 – ELEMENT 2 - 2.3

CONTRIBUTE TO THE IMPLEMENTATION OF THE INDIVIDUAL EDUCATION PLAN
2.2 Identify and request specialist resources as needed
• What is the Framework for student support services in DEECD.
• What specialist services and supports are available.
• What is the referral process (forms and observations)
Directed Study:
Program for Students with Disabilities (2015) – Guidelines (DEECD)
Additional Reading:
Framework for Student Support Services – (DEECD)

WEEK 17

QUEENS BIRTHDAY – PUBLIC HOLIDAY

WEEK 18 – ELEMENT 2 - 2.3

CONTRIBUTE TO THE IMPLEMENTATION OF THE INDIVIDUAL EDUCATION PLAN
2.1 Identify, modify and use appropriate facilities, resources and equipment to meet student needs.
• Organising the inclusive classroom.
• Assistive technology – AAC/Ipads
• Directed Reading
• The Paraprofessionals Handbook for Effective Support in Inclusive Classrooms – Julie Causton-Theoharis (2009). Paul H. Brookes Publishing, USA (Chpt 4, Pgs 39-50).

SEMESTER BREAK
SEMESTER 2
TERM 3
WEEK 19 - ELEMENT 3 - 3.1
3. Contribute to monitoring and review of individual education plan.
3.1 Record and use observations and interactions with the students to assist the teacher with modifications to the individual education plans.

WEEK 20 – GROUP PRESENTATIONS


WEEK 21 - ELEMENT 3 - 3.2
GROUP PRESENTATIONS (cont)
.


WEEK 22 - ELEMENT 3 - 3.3
3. Contribute to monitoring and review of individual education plan
3.2 Identify, document and implement where possible opportunities for additional education support to assist teacher with modification of individual education plan


WEEK 23 - ELEMENT 4 - 4.1
3. Contribute to monitoring and review of individual education plan
3.2 Identify, document and implement where possible opportunities for additional education support to assist teacher with modification of individual education plan

 

WEEK 24 - ELEMENT 4 - 4.2
3. Contribute to monitoring and review of individual education plan
3.3 Document student’s progress and review with the teacher.

WEEK 25 - ELEMENT 4 - 4.3
4. Maintain communication with other members of the team
4.1 Develop and review strategies for ongoing communication with all parties involved in individual education plans.

WEEK 26 - ELEMENT 4 - 4.3
4. Maintain communication with other members of the team
4.2 Identify and use clear communication channels


WEEK 27 - ELEMENT 4 - 4.3
4. Maintain communication with other members of the team
4.3 Facilitate and evaluate effectiveness of individual education plan with all those involved

WEEK 28 - ELEMENT 4 - 4.3
4. Maintain communication with other members of the team
4.3 Advocacy

 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
• 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 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 1 APPLY UNDERSTANDING OF THE INDIVIDUAL EDUCATION PLAN PROCESS

Task 1:  Week 3
Get an I.E.P of a student from your work placement. Remove all identifying data from the plan.
Directed Reading: (Ref: Inclusive education: Supporting diversity in the classroom (2011), Tim Loreman, Joanne Deppeler & David Harvey, Allen & Unwin, Chpt 6 - 115-136) .
Additional Reference:
Inclusion strategies that work – Research based methods for the classroom (2010). Toby Karten. Corwin Press. California. (Chpt 4, Pgs 107-120).
 

 Task 2:  Week 4
• Get an I.E.P of a student from your work placement. Remove all identifying data from the plan. Identify all members of the teaching team.
Directed Reading:
The Paraprofessionals Handbook for Effective Support in Inclusive Classrooms – Julie Causton-Theoharis (2009). Paul H. Brookes Publishing, USA (Chpt 4, Pgs 39-50)
Directed Reading:
The Paraprofessionals Handbook for Effective Support in Inclusive Classrooms – Julie Causton-Theoharis (2009). Paul H. Brookes Publishing, USA (Chpt 5, Pgs 51-59)
 

Task 3: Week 7

(First complete in class activity on “plotting strengths & weaknesses”).
• Get an I.E.P of a student from your work placement. Remove all identifying data from the plan. Identify all members of the teaching team. Identify student strengths, talents, skills, interests, needs and challenges. Write down 3 long term goals for the student and 3 short term goals based on VELS.
 

Assessment 2 – Group Presentations (discussions) Week 15
Parent Interviews
3.1 Record and use observations and interactions with the student to assist the teacher with modifications to the individual education plan.
Directed study:
Assessment in Special and inclusive education (2013), 12th edition, John Salvia, James Ysseldyke & Sara Bolt. Wadsworth. Cengage Learning. USA (Chpt 2 – Pgs – 15-20)
 

WEEK 20 – GROUP PRESENTATIONS

 


•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).
 

Other Information

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

Attendance - 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. www.rmit.edu.au/policies/academicprogress

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.

Special Consideration - 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. Please see the RMIT website for further information. www.rmit.edu.au/students/assessment/extension

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagarism and and academic integrity. Please refer to the website for more information on this policy.http://www.rmit.edu.au/students/academic-integrity
 

Course Overview: Access Course Overview