CHCEDS048 - Work with students in need of additional learning support

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & 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:
• contribute to, and implement, support strategies for two students in need of additional learning support on at least one occasion for each student
• respond appropriately to two different situations where there are indicators of risk to the emotional wellbeing of the student.

Students will also be expected to demonstrate the following knowledge:
• role and responsibilities of an education support worker and specific understanding of own work role and responsibilities
• education system policies and procedures
• organisational policies and procedures for students with additional needs
• communication and collaboration requirements between different people involved in student learning and its importance in providing support for additional needs
• language, literacy and numeracy support techniques appropriate to the phase of learning
• reasons that some students may require additional support:
• cognitive ability
• physical capacity
• emotional issues
• medical conditions
• psychological conditions
• social issues
• trauma
• giftedness
• support strategies for different types of needs:
• adjustments to program or activities
• adaptations to resources
• use of assistive technologies
• behavioural support techniques
• individual or peer support
• structuring of tasks
• arrangement of learning space
• features of an inclusive approach
• individual learning plans:
• what they are
• how they are developed
• how they are implemented and monitored
• classroom safety considerations and how to respond within the scope of the education support role
• potential indicators of risk to student emotional wellbeing and appropriate responses to these:
• changes in attention and concentration
• changes in interaction with peers
• agitation
• sadness or lethargy
• losing interest in activities usually enjoyed
• changes in perception of self-image
• physical symptoms or visits to the sick-bay
• lack of interest in eating
• talking about death or suicide.