Assignment Question CHC50113 Diploma of Early Childhood Education and Care

Qualification Code/Title	CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title	CHCECE021 Implement strategies for the inclusion of all children

PART TWO: ASSESSMENT TASKS

Before you commence this assessment, please read the student declaration on the front page. It is important that you are ready for assessment and understand the assessment process. Please speak with your Trainer if you have any questions.

Assessment Task 1

Promoting inclusion

Purpose

This assessment task is designed to assess your skills and knowledge in promoting inclusion.

Requirements

To complete this assessment task, you need:

access to a children’s services environment
to answer the questions and submit responses as directed by your trainer/assessor/training organisation
access to the Early Years Learning Framework and the United Nations Convention on the Rights of the Child.

It is essential that you promote inclusion. To do so you must:

make curriculum decisions that promote participation
demonstrate actions that assist, support and encourage children to participate
interact with families and children in ways that show you believe in their capacity to succeed
work with others within and outside of your service to develop your professional knowledge of people with different needs.

The following are some people and services that can support you to do these things:

Families of children with additional support needs
Educational leaders
Professional Support Coordinators (PSCs)
Inclusion Support Agencies (ISAs)
Services within the community that specialise in supporting children with specific additional support needs

1. Explain and provide evidence to show how each of these people and services assist you to promote inclusion. You might provide evidence such as:

documents

pamphlets, leaflets or flyers

website addresses

notes from discussions

points based on your knowledge.

2. Reflect on UNICEF’s The right to participation (www.unicef.org/crc/files/Right-to-Participation.pdf) and the United Nations Convention on the Rights of the Child. Explain how your service philosophy, policies and procedures link to this international legislation. Discuss:

inclusion, equity and diversity

the need for understanding different backgrounds, experiences, and needs of families in exceptional circumstances or with additional needs

3. Link the principles of inclusion and participation to a Principle, Practice and Outcome of the Early Years Learning Framework.

Assessment Task 2

Respecting diversity

Purpose

This assessment task is designed to assess your skills and knowledge in respecting diversity.

Requirements

To complete this assessment task, you need:

access to a children’s services environment
to answer the questions and submit responses as directed by your trainer/assessor/training organisation
to ensure you maintain confidentiality as required.

Seek permission before you interview two sets of parents from two different families. Explain that their participation will help you understand more about families and the differences and similarities of children within the service. Remind the parents that their participation is voluntary and they do not have to contribute any information they wish to keep private.

1. Ask the parents questions that focus on the differences in each family home. Consider family routines, culture, lifestyle and values. Provide the questions that you ask and the families’ responses..

2.Identify the similarities and differences between each family. Aim to find at least four similarities and four differences. Include your findings about similarities and differences in a short report.

3.Choose one child from one of the families you have just interviewed. Explain how this child’s rights have been valued and acknowledged within the service. Consider the following:

How the child’s family culture has been valued and acknowledged

How the child’s personal identity has been valued and acknowledged

How the child’s abilities and strengths have been valued and acknowledged

If you are unable to find evidence for any of these points within the service, explain how it could be done.

4.Develop a discussion experience for children that explores the diversity within your service. Include information about:

fairness
similarities and differences
interdependence
respectful and equal relations.

Record your experience in a table similar to the following so that your trainer/assessor can see your preparation.

Experience format:
Group identification:	Age of children:
Information this discussion is based on:
Why this information encouraged you to plan this experience:
EYLF Outcome:
Name of discussion:
Explanation of discussion. Include: questions asked other directions required how you incorporated fairness, similarities and differences, interdependence, respectful and equal relations.
Materials required:
Strategies used to get children involved:
What happened:

The following communication types are sometimes used by children with additional support need:

COMPIC
Key Word Sign – Auslan
Key Word Sign – Makaton

For each communication type, answer the following questions:

What is it?
Where can you access information about it?
When might it be used within your service?
What are three useful words you can learn, to encourage the participation of a new child at your service?

COMPIC

Key Word Sign – Auslan

Key Word Sign – Makaton

5.Develop a learning experience that will introduce one of these communication styles to a group of children. For instance, you might develop a game or activity that uses this communication style as part of:

general play
a routine
a discussion about disability or communication.
Use a planning format similar to the following to describe the activity.

Communication style experience
Group identification:	Age of group:
Name of experience:
Value of the experience:
Description of the experience:
Materials required:	Presentation of materials (describe, sketch or attach a photo):
Strategies used to get children and educators involved:
EYLF Outcome:
What happened:

Assessment Task 3

Identifying children with barriers to learning

Purpose

This assessment task is designed to assess your skills and knowledge in identifying children with barriers to learning.

Requirements

To complete this assessment activity, you need:

access to a children’s services environment
to answer the questions and submit responses as directed by your trainer/assessor/training organisation.

1. Conduct research to learn about autism. Identify the main characteristics of this condition and what barriers an autistic child may experience toward learning. Find out how organisations may be able to help your service if you had a child with autism in your care. Summarise your findings in a short report. Ensure you cite your references.

2. If a child with autism were to begin orientation in your service tomorrow, what strategies could you implement immediately to meet the child’s needs? As yet, you have no other information about the child.

How would you prepare for the child?

What would you tell other educators to be aware of, in relation to how they might support the child, support the parent and prepare the environment?

3. What actions would you then take to develop a holistic understanding of the child’s needs? Discuss the following:

The additional needs of children with autism

Who you might consult to gather information about these needs

How you might investigate and trial strategies to address these needs

How you might encourage participation by reviewing or suggesting adaptions to service delivery to meet these needs

Read the scenario, and then complete the tasks that follow.

Scenario

Five children with additional support needs wish to attend your service. The five children include:

a child with attention deficit hyperactivity disorder (ADHD)

a child who has been neglected

a child whose parents have recently divorced

a child with diabetes

a child with a slight vision impairment.

4. Choose one of the children and discuss their additional needs with your supervisor. What barriers to learning might this child have? Take notes to record your discussion.

5. Identify:

one resource already in your service that could be used to support the child and the family

one adaptation to service delivery that could easily be implemented to support the child and the family

two things you may need to know or do before orientation

any procedures or work practices that may be involved.

Assessment Task 4

Developing a plan for support and inclusion

Purpose

This assessment task is designed to assess your skills and knowledge in developing a plan for support and inclusion.

Requirements

To complete this assessment task, you need:

access to a children’s services environment
to answer the questions and submit responses as directed by your trainer/assessor/training organisation
to ensure you maintain confidentiality as required.

Read the scenario, and then complete the tasks that follow.

Scenario

Tessa, 4 years, has completed an orientation process at your service. She has an acquired brain injury and limited hearing. You have met with her specialists and her mother a number of times and gleaned the following information about Tessa:

She is not yet toilet trained.

She has a limited vocabulary, but has not been heard using any speech or making any sounds at your service.

Tessa is from a single-parent family and she has an older school-aged brother. Her mother is currently trying to toilet train Tessa. She is also working on Tessa’s vocabulary and is planning to introduce some simple sign language.

You have contacted the local Inclusion Support Programs to gain funding, education and support and have met with the professional support coordinator (PSC).

1. Develop one goal for Tessa based on the information you have gathered from the specialists and her mother. Explain your choice. Consider Tessa’s:

abilities, interests, expectations and health status

cultural values, needs and requirements

behavioural or psychological disorder

physical, sensory or development disability.

2. Develop two objectives for Tessa based on the goal you developed. Explain your choice.

3. Explain how you might need to adapt the environment and routines of your service to ensure that Tessa is fully included in the group.

4. Identify two strategies you can introduce immediately to encourage Tessa’s participation.

5. List any legislation, procedures or workplace practices that you may need to consider as you make a plan for Tessa.

Assessment Task 5

Implementing strategies to meet the child’s additional needs

Purpose

This assessment task is designed to assess your skills and knowledge in implementing strategies to meet the child’s additional needs.

Requirements

To complete this assessment task, you need:

access to a children’s services environment
to answer the questions and submit responses as directed by your trainer/assessor/training organisation.

Read the scenario, and then complete the task that follows.

Scenario

You work in a room with 5-year-old children and are supported by two other educators. You are the leader in the room and are responsible for developing the plans for the children and sharing these with the other educators.

Today, you have been working with Tessa, who has a physical disability. Tessa is learning to move her body from one place to another. Tessa is very strong-willed and is determined to reach a milestone. She has almost succeeded in her task and although she needs occasional breaks, she seems to be enjoying the challenge. You are tired, however, and at times you feel frustrated.

1. What would your next step be in this situation? Consider the following:

The child’s needs

Your needs

The success of the strategy

The role of others

The level of support provided for the child

Read the scenario, and then complete the task that follows.

Scenario

Today you receive a report from a specialist. The report includes several suggested goals and objectives for a child with additional support needs.

2. What would your next step be in this situation? Consider the following:

Your service policies, procedures and work practices

Those involved in supporting the child

Actions that need to be taken to put the goals and objectives into place

Assessment Task 6

Monitoring and reviewing strategies

Purpose

This assessment task is designed to assess your skills and knowledge in monitoring and reviewing strategies.

Requirements

To complete this assessment task, you need:

access to a children’s services environment
to answer the questions and submit responses as directed by your trainer/assessor/training organisation.

Read the examples, and then answer the questions that follow.

Example 1

Objective: For the child to eat breakfast independently using a spoon.

Strategies: Provide a spoon. Offer Weet-bix mixed with milk to a thin consistency.

What happened: When the child uses the spoon, it tips sideways and the food slips off. The child can’t eat any food and is very frustrated and hungry.

1. What is the issue of concern in this situation?

2. What effect does the current strategy have on the child?

3. What is the barrier to this strategy?

4. What would you do immediately in response to this situation? What strategies might you use to encourage participation?

5. How could you find out more information about the child’s background, experiences and/or additional needs to see if this has any impact on the situation?

6. What would your new objective be?

7. What legislation, procedures or workplace practices do you need to be aware of before you can implement this change?

Assessment Task 7

Workplace Task 1

1. Identify the areas in your service philosophy, policies and procedures that relate to inclusion, equity and diversity. List some of the practices in your service that support each of these ideals.

2. How do you ensure that all children achieve the learning outcomes? What equitable and effective strategies do you use?

Workplace Task 2

1. Is your service a mainstream, inclusive or fully inclusive service? Briefly explain.

Workplace Task 3

1. Develop a profile of a child with additional support needs currently in your service.

Include:

• abilities and interests

• cultural values

• health status (physical, social emotional, cognitive and language)

• goals and expectations

• needs and requirements

• the EYLF outcome linked to goal.

2. Explain how these needs might impact your mealtime routine for this child.

3. Describe how other professionals and the child’s family could be involved in the curriculum plans.

4. Complete a task analysis based on how the child washes their hands.

Workplace Task 4

1. Review your service orientation policy and procedures. Summarise the points that refer to the support provided for children with additional support needs. Do you think any of these points could be expanded? Why or why not?

PROJECT

CHCECE021 Implement strategies for the inclusion of all children

Purpose

The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area.

This assessment task is designed to assess your skills and knowledge across the whole unit CHCECE021 Implement strategies for the inclusion of all children.

Requirements

To complete this assessment activity, you need:

access to a children’s services environment
to complete the tasks outlined and submit responses as directed by your trainer/assessor/training organisation
to ensure you maintain confidentiality as required.

Develop an information booklet to inform new parents that you are an inclusive educator with individualised child-centred planning and service delivery. Include the following sections.

Inclusive philosophy and policy

Write a paragraph that summarises the areas of the service’s philosophy and policy about inclusion, equity and diversity. Briefly explain the link to:

human rights
national legislation, frameworks, standards and guidelines.

Inclusive curriculum and practice

Provide examples of how your curriculum meets the holistic needs of all children (including those with additional support needs). Ensure you consider how you:

support children’s entry into the service
cater for each child’s abilities, goals, interests, expectations, health status and cultural values
use planned and spontaneous strategies to adjust the environment and routines to meet each child’s needs
adapt the level of support you provide for individual children
source information and resources as required
implement practices to ensure all children have opportunities and achieve learning outcomes
engage children
encourage children to value their similarities and differences, interdependence and ability to live together and be respected.

Individual inclusion plans

Outline the process used to develop and implement an inclusion plan by using a flowchart or step-by-step procedure. Ensure you include:

an explanation of what an inclusion plan is and what it is used for
three ways you investigate a child’s barriers to learning
how you investigate, identify and implement strategies for addressing a child’s inclusion needs
how you communicate the details of the inclusion plan
methods used to share information about the plan’s progress, including strategies where cultural or linguistic issues may be involved
review processes
actions taken if barriers or issues of concern arise.

Keeping up-to-date

Briefly outline how you stay up-to-date with current professional knowledge. Explain how you work in partnership with families, communities and other services and agencies. Provide an example.

Useful links

Include a list of web links the parents of a child with additional support needs might find useful (for example: www.mychild.gov.au).

Choose one additional support need from the following list, then complete the tasks.
- A child with Asperger’s syndrome
- A child who suffers acute asthma
- A child who lives with domestic violence
- A child whose family is homeless
- A child with a profound speech delay

Describe the background experience, symptoms and/or needs that are relevant to a child with this condition.

Outline how this additional support need may impact your role as an educator. What would you need to do to:

identify the child’s barrier to learning
develop a plan for support and inclusion
implement strategies to meet the child’s additional needs
monitor and review the strategies.

Identify a national support body or organisation that can provide specific information and resources about this need. Include their name and contact details.

Identify a state, territory or local body or organisation that can provide specific information about and resources for this need. Include their name and contact details.

Record your information in the table below.

Additional support need	Background experience, symptoms or needs	Impact on your role	National support	State, territory or local support

Choose a child in your service who has an additional support need and develop a profile of this child. Use a format similar to the following.

Child profile
Child’s details:
Name:	Date of birth:
Those involved in developing the profile:
Relevant background information:
Abilities:
Interests:
Expectations (in the context of their cultural values):
Health status (physical, social, emotional, cognitive and language):
Needs and requirements:
Possible barriers to learning:
Advice from others:

4. Collect observational data about the child, using an appropriate method, to form a better understanding of their needs. State the method you have used to collect data and explain how it helped you understand the needs of the child. Use the data you have collected to complete the profile.

5. Review your service delivery:

List the regular activities and experiences for one session (morning or afternoon) in your service.

Identify the activities and experiences (including routine tasks) that might create a barrier for the child. For each barrier, explain why.

6. Identify the legislation, organisational procedures and/or workplace practices you must observe to complete this task.

Develop an inclusion plan for the child you profiled in question 3. Use a format similar to the following.

Inclusion plan
Permissions required:
The child’s details:
Name:	Date of birth:
Date of plan:	Date to be reviewed:
Those involved in developing the plan:
Name and contact details of relevant specialist or support body (if required):
Needs to be addressed:
Relevant background information:
Things the child does well:
Goals:
Objectives:
EYLF Outcomes:
Strategies for inclusion and participation:
Adaptations:
Environment:	Program:
Resources and materials needed:
How the child will be involved:
How the parents will be involved:

8. List the following in relation to what you might ask while developing the inclusion plan:

Three questions you would ask the parents about the child

Two questions you would ask other professionals about the child or their particular needs

9. What two methods would you use to share and reflect on the plan and its impact on the child with the child’s parents?

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