This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required. This unit applies to educators working in a range of education and care services.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:


Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - developed and implemented a plan for support and inclusion for at least one child, including: contributing to individualised, child-centred planning and service delivery; collaborating and sharing information with family and other educators to develop and implement an inclusion plan; investigating and trialling strategies to address the needs of the child; reviewing and suggesting adaptations to service delivery to meet the needs of children with special needs; identifying and assessing the additional needs of individual children, and; gathering additional resources or sources of information to assist in developing and adapting curriculum to meet additional needs.Students will also be expected to demonstrate the following knowledge: - how to access: the National Quality Framework; the National Quality Standards, and; the relevant approved learning framework; - how to interpret the relevance of framework and standards documents in guiding work in this unit of competency; - stage of development/age-appropriate expectations of children's behaviour; - appropriate and inappropriate behaviours - review of own stance and reflection on own values; - different family styles of discipline and beliefs about behaviour in different cultures and social groups; - relationship-based strategies to help children learn about behaviour; - possible contributing factors to behaviours of concern, i.e. recent events, child's history, actions of others, or developmental or emotional reasons; - code of ethics; - United Nations Conventions on the Rights of the Child, and; - organisation standards, policies and procedures.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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