CHCECE021 - Implement strategies for the inclusion of all children

CHCECE021 - Implement strategies for the inclusion of all children

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 student has developed and implemented a plan for support and inclusion for at least one child, that includes the following items:

· 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 trialing 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.

The student promotes inclusion at the service by: Ensuring curriculum decisions are made with a view to promoting inclusion and participation of all children.

The student promotes inclusion at the service by: Demonstrating a belief in children’s capacity to succeed in all interactions with families and children.

The student promotes inclusion at the service by: Reflecting upon practices to find equitable and effective ways to ensure all children have opportunities to achieve learning outcomes

The student promotes inclusion at the service by: Developing own professional knowledge and work in partnership with families, communities and other services and agencies

The student promotes inclusion at the service by: Supporting all children regardless of background, gender, age or ability to fully participate as valued members of the group

The student promotes inclusion at the service by: Assisting, supporting and encouraging each child’s efforts to participate

The student promotes inclusion at the service by: Identifying areas of the service’s philosophy and policies that relate to inclusion, equity and diversity and reflect on related practice

The student respects diversity by:

Valuing different capacities and abilities, and respect differences in families’ home lives

The student respects diversity by:

Recognising that diversity contributes to the richness of society and provide children with opportunities to explore this richness

The student respects diversity by:

Upholding all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued in curriculum decisions

The student respects diversity by:

Drawing children’s attention to issues of fairness relevant to them

The student respects diversity by: Providing children with opportunities to learn about similarities and differences, interdependence and how we can learn to live together.

The student respects diversity by:

Engaging children in discussions about respectful and equal relations

The student is able to identify children with barriers to learning: Investigate child’s barrier to learning

The student is able to identify children with barriers to learning: by collecting and using data to form an accurate understanding of the barrier to learning

The student is able to identify children with barriers to learning: by discussing concerns with others to develop a holistic understanding of a particular child’s needs and use this information to inform actions

The student has developed a plan for support and inclusion: Where the student has considered 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

The student has developed a plan for support and inclusion: by developing the plan in consultation with other professionals and the family

The student has developed a plan for support and inclusion: By adapting the environment and routines to ensure inclusion of all children with additional needs

The student has developed a plan for support and inclusion: By constantly reflecting on the effectiveness of the plan and its impact on the child

The student implemented strategies to meet the child’s additional needs: By supporting child’s entry into the service

The student implemented strategies to meet the child’s additional needs: By reflecting on the level of support provided on a regular basis and adjust accordingly if necessary

The student implemented strategies to meet the child’s additional needs: By encouraging others to adopt inclusive attitudes and practices

The student implemented strategies to meet the child’s additional needs: By communicating with and provide support to others to implement strategies

The student implemented strategies to meet the child’s additional needs: investigate and trial strategies that may address barriers

The student implemented strategies to meet the child’s additional needs: By implementing strategies designed or suggested by family or other professionals

The student implemented strategies to meet the child’s additional needs: By responding to the daily needs of children with additional needs and seek assistance as required

The student has monitored and reviewed strategies by: Sharing information about progress among all concerned

The student has monitored and reviewed strategies by: Identifying and discuss issues of concern

The student has monitored and reviewed strategies by: Establishing and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies

The student has monitored and reviewed strategies by: Seeking and gaining family permission prior to consulting with others regarding the child

The student has monitored and reviewed strategies by: Ensuring communication occurs within a culturally and linguistically responsive framework

The student has monitored and reviewed strategies by: Closely monitoring new strategies and the impact of these on the child

The student has monitored and reviewed strategies by: Identifying and responding to any barriers to the strategies being implemented

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 circumstances 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 circumstances or with additional needs
• organisation standards, policies and procedures.