CHCECE021 - Implement strategies for the inclusion of all children (Release 2)
Summary
Companion volumes:
Unit of competency
Assessment requirements
Training packages that include this unit
Qualifications that include this unit
| CodeSort Table listing Qualifications that include this unit by the Code column | TitleSort Table listing Qualifications that include this unit by the Title column | Usage Recommendation | Release |
|---|---|---|---|
| CHC50113 - Diploma of Early Childhood Education and Care | Diploma of Early Childhood Education and Care | Superseded | 1-4 |
| CHC50213 - Diploma of School Age Education and Care | Diploma of School Age Education and Care | Superseded | 1-4 |
| CHC40113 - Certificate IV in School Age Education and Care | Certificate IV in School Age Education and Care | Deleted | 1-6 |
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Skill sets that include this unit
| CodeSort Table listing Skill sets that include this unit by the Code column | TitleSort Table listing Skill sets that include this unit by the Title column | Usage Recommendation | Release |
|---|---|---|---|
| CHCSS00072 - Building Inclusive Practices in Early Childhood Education and Care Skill Set | Building Inclusive Practices in Early Childhood Education and Care Skill Set | Deleted | 1 |
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Accredited courses that have this unit in the completion mapping
Classifications
| Scheme | Code | Classification value |
|---|---|---|
| ASCED Module/Unit of Competency Field of Education Identifier | 090503 | Children’s Services |
Classification history
| Scheme | Code | Classification value | Start date | End date |
|---|---|---|---|---|
| ASCED Module/Unit of Competency Field of Education Identifier | 090503 | Children’s Services | 01/Nov/2013 |
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Content
Modification History
| Release | Comments |
| Release 2 | Updated:
Equivalent outcome. |
| Release 1 | This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. |
Application
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.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Elements and Performance Criteria
| ELEMENT | PERFORMANCE CRITERIA |
| Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
| 1. Promote inclusion | 1.1Ensure curriculum decisions are made with a view to promoting inclusion and participation of all children 1.2Demonstrate a belief in children’s capacity to succeed in all interactions with families and children 1.3Reflect upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes 1.4Develop own professional knowledge and work in partnership with families, communities and other services and agencies 1.5Support all children regardless of background, gender, age or ability to fully participate as valued members of the group 1.6Assist, support and encourage each child’s efforts to participate 1.7Identify areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice |
| 2. Respect diversity | 2.1 Value different capacities and abilities, and respect differences in families’ home lives 2.2Recognise that diversity contributes to the richness 2.3 Uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions 2.4 Draw children’s attention to issues of fairness relevant to them 2.5 Provide children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together. 2.6 Engage children in discussions about respectful and equal relations |
| 3. Identify children with barriers to learning | 3.1Investigate child’s barrier to learning 3.2 Collect and use data to form an accurate understanding of the barrier to learning 3.3 Discuss concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions |
| 4. Develop a plan for support and inclusion | 4.1Consider the child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements when making curriculum decisions for the child 4.2 Develop the plan in consultation with other professionals and the family 4.3 Adapt the environment and routines to ensure inclusion of all children with additional needs 4.4 Constantly reflect on the effectiveness of the plan and its impact on the child |
| 5. Implement strategies to meet the child’s additional needs | 5.1Support child’s entry into the service 5.2 Reflect on the level of support provided on a regular basis and adjust accordingly if necessary 5.3 Encourage others to adopt inclusive attitudes and practices 5.4 Communicate with and provide support to others to implement strategies 5.5 Investigate and trial strategies that may address barriers 5.6 Implement strategies designed or suggested by family or other professionals 5.7 Respond to the daily needs of children with additional needs and seek assistance as required |
| 6. Monitor and review strategies | 6.1 Share information about progress among all concerned 6.2 Identify and discuss issues of concern 6.3 Establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies 6.4 Seek and gain family permission prior to consulting with others regarding the child 6.5 Ensure communication occurs within a culturally and linguistically responsive framework 6.6 Closely monitor new strategies and the impact of these on the child 6.7 Identify and respond to any barriers to the strategies being implemented |
Foundation Skills
| The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. |
| Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. |
Unit Mapping Information
No equivalent unit.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
Modification History
| Release | Comments |
| Release 2 | Updated:
Equivalent outcome. |
| Release 1 | This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. |
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
- 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
- gathering additional resources or sources of information to assist in developing and adapting curriculum to meet additional needs.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:
- how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
- and how to navigate through framework and standards documents to find areas relevant to this unit of competency
- relevant legislation, regulations and workplace practices
- range of additional needs that may be identified and the implications for the role of the educator, including:
- behavioural or psychological disorders
- child at risk of harm or illness
- family circ*mstances and needs
- health problems
- physical, sensory or developmental disability
- strategies that encourage participation
- understanding of different backgrounds, experiences and needs of children and families in exceptional circ*mstances or with additional needs
- organisation standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circ*mstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
- National Quality Framework for Early Childhood Education and Care
- the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
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