CHCECE021 Implement strategies for the inclusion of all children Theory Assessment Task Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of...

CHCECE021
Implement strategies for the inclusion of all children
Theory Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required.
Elements
The following elements define the essential outcomes of this unit:
· Element 1 Promote inclusion
· Element 2 Respect diversity
· Element 3 Identify children with barriers to learning
· Element 4 Develop a plan for support and inclusion
· Element 5 Implement strategies to meet the child’s additional needs
· Element 6 Monitor and review strategies
Assessment Requirements
· 001: Inclusion in Early Childhood
· 002: Identifying Additional Needs
· 003: Responding to Additional Needs
· 004: Inclusion in Practice
· 005: Supporting Inclusion
· 006: Reflections on Inclusion
· 007: Simulated Case Study: Jinsong
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
· Presenting any work by another individual as one's own intentionally or unintentionally
· Handing in work copied from another student.
· Presenting the work of another individual or group as their own work.
· Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed tasks and acknowledge the authenticity of your work prior to submission.
    I understand my responsibility to provide assessment responses with my own materials and thoughts, except where specifically acknowledged or taken from other sources. The material contained in these tasks is my own work.
I understand that at any time if it is shown, that in an assessment task, a student has significantly misrepresented material, any assessment outcome awarded to that student on the basis of this material may be revoked including any qualification outcomes and/ or statement of attainment
    Name:
    Signature:
    Date:
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures.
Attempting assessment tasks
Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding.
Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
· Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia.
Core Documents
· Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR.Retrieved from: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf(Accessed April 2017).
· Code of Ethics. (2014). Early Childhood Australia.Retrieved from: http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_brochure_print_2010.pdf(Accessed April 2017).
· Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)
Additional Readings for this Unit
· California Department of Education. (2009). Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs. Retrieved from: http://www.cde.ca.gov/sp/cd/re/documents/inclusionworks.pdf(Accessed January 2018).
Early Childhood Australia & Early Childhood Intervention Australia. (2012). Position Statement on the Inclusion of Children with a Disability in Early Childhood Education and Care. Watson, ACT: Early Childhood Australia Inc. Retrieved from: ttps://www.ecia-nsw.org.au/documents/item/355(Accessed January 2018).
National Childcare Accreditation Council. (2009). Working with Children with Attention Deficit Hyperactivity Disorder (ADHD). Putting Children First, 29, 22-24. Retrieved from: http://ncac.acecqa.gov.au/educator-resources/pcf-articles/Working_with_children_with_ADHD_Mar09.pdf (Accessed January 2018).
The Center to Mobilize Early Childhood Knowledge. (2009). CONNECT – Examples of Environmental Modifications. Retrieved from: http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-1-1.pdf(Accessed January 2018).
What is autism? (2015). Autism Spectrum Australia. Retrieved from: https://www.autismspectrum.org.au/sites/default/files/Aspect%20Practice%20%20What%20is%20autism-Feb2015.pdf (Accessed January 2018)
Respecting the Rights and Privacy of Children and Families
This unit has been assessed using a combination of theory tasks, workplace tasks and workplace simulation. To honour the rights of the child and the family to privacy a decision has been made to use a workplace simulation to identify, plan and implement a program. The right of parents to privacy and respect in relation to their child should be observed – it is considered inappropriate for a student (who is not known to the parent/child) to engage in a discussion of the child’s needs.
This decision reflects the National Quality Standard:
· QA5 Relationships with children.
5.1.2 The dignity and rights of every child are maintained
· QA6 Collaborative partnerships with families and communities.
6.1 Respectful supportive relationships with families are developed and maintained and families are supported in their parenting role.
Student must ensure that they comply with the service’s Privacy and Confidentiality policies.
    Theory
    Tasks 1-7
    Simulated Case Study - Jinsong
    Task 7
    Workplace Tasks
    Task 1 - 4
    Co-assess:
CHCECE021 - Implement strategies for the inclusion of all children
Performance evidence –
· Investigating and trialling strategies to address the needs of the child.
· 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.
AND
CHCECE020 - Establish and implement plans for developing cooperative behaviour
Workplace Assessment Tasks 1 – 4
· 001: Defining behaviours of concern.
· 002: Planning goals, objectives and strategies.
· 003: Implementing, monitoring and reviewing the plan.
001 Inclusion in Early Childhood
CHCECE021 Implement strategies for the inclusion of all children
Element 1 Promote inclusion
Element 2 Respect diversity
Element 4 Develop a plan for support and inclusion
Element 5 Implement strategies to meet the child’s additional needs
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to (pp.324 – 325) of your textbook ‘Frameworks for Learning and Development’.
a) Define your understanding of the term ‘additional needs’ and provide six examples of the characteristics or behaviours that this term may encompass.
    “Additional needs” narrates wide range of circumstances and situations where a child needs extra care because of an unidentified delay and disability related to growth and development. It could include children from different language or communication problem, physical or intellectual disabilities, serious illness, deviant behavior or children who suffered trauma. It can be long term or short term, mild or severe.
Some examples include-
1. Health issues like cancer, asthma etc.
2. Delay in growth and development milestones.
3. Communication and language problem.
4. A medicial condition such as Autism Spectrum Disorder (ASD), Down Syndrome or Attention Deficit Hyperactivity Disorder (ADHD).
5. Physical and sexual abuse.
6. A physical disability such as cerebral palsy or muscular dystrophy.
b) Describe the meaning of the term ‘inclusion’ in the context of early childhood services.
    ‘Inclusion’ in context of early childhood services are policies and practices that all children can be part of and take benefit from same child care programs by treating all children equally considering each child unique individual regardless of their age, gender, culture, religion, race or disabilities.
Question 2
To complete this task refer to (pp.310 – 311) of your reading:
· Position Statement on the Inclusion of Children with a Disability in Early Childhood Education and Care.
List and explain the seven principles of the Position Statement.
    
1. Best Interest of the child: The society should give priority to healthy development of children
2. Importance of families: The growth and learning of children should occur in primary relationship with the family members.
3. Social Inclusion: Every child should be given opportunity to take part in different activities.
4. Diversity: It is fundamental to understand the beliefs, values and cultures ofchild’s families.
5. Equity: Each child should be given support and resources to engage, participate and succeed.
6. High expectations for every child: The teachers and the families of children should keep high expectations from the families.
7. Evidence based practice: Experience and knowledge of educators informs the evidence based practices.
Question 3
To complete this task refer to (pp.326 – 327) of your textbook ‘Frameworks for Learning and Development’.
a) Outline the intent of the Disability Discrimination Act 1992 and list the points specific to education and service providers.
    The intent of Disability Discrimination Act is to eliminate discrimination against the disabled person to the maximum extent possible and give that person same rights as the rest of the society.
For any educational authority, it is against the law to discriminate against a person’s disability or disabled person for -
1. Failing to accept the person’s application as a student.
2. Association in terms and conditions which are prepared to admit such person as student.
3. Denying or limiting student access to any of the benefit provided by educational authorities.
4. Expelling the student
5. Subjecting the student to any impartment.
b) Under what circumstances might early childhood services be exempt from the requirements of this act?
    For any educational authority, it is not against the law to discriminate against a person’s disability or disabled person for-
1. Rejecting admission in educational institution established entirely or primarily for students who have a specific disability where the person does not have that particular disability.
2. Rejecting disabled person’s application as a student if the resources or amenities required by that person is not required by the person who does not have a disability and the provision of those amenities would inflict indefensible destitution on educational authority.
c) The United Nations Convention on the Rights of the Child: Article 28 relates to equal access to education. Write the principles of Article 28.
    UNCRC : Article 28 suggests that each and every children have right to education regardless of ethnicity, race, gender, religion, language, ability or disability.
Question 4
To complete this task refer to (p. 324 - 325) of your textbook ‘Frameworks for Learning and Development’.
The Centre for Community Child Health (2013b, pp. 10-11) states that the key elements of inclusion for children with a disability in a children’s service are:
Describe each quality Indicator.
    Quality Indicator
    Description
    Access
    Allow children with disabilities to access a vast range of environments and experiences. This can be achieved by removing physical and structural barriers, and providing numerous ways to promote learning.
    Participation
    
Everybody’s participation in a significant way is the best way to attain satisfactory state of mind and quality development and adds sense of belongingness in life.
    Environmental adaptations
    The social and physical environment plays crucial role to promote inclusion of children with a disability. The environment designed only for children with no disability is not going to help much in bringing the concept of inclusion for disabled children. Physical modifications can be achieved in many ways like modification in infrastructure, technology used, and change in routines. Social environment modification can be achieved by creating inclusive social interactions and sense of acceptance.
    Responsive caregiving
    A safe and secure relationship of children with caregivers and early childhood service providers is the key to ensure responsive caregiving.
    Responsive service delivery
    The efficacy of support services depends as much upon the manner in which services are delivered as on what is delivered.
    Promoting attitudinal change
    The implementation of concept of inclusion not only demands change in attitude of ECEC staff but also of the parents, other children, community members and others who interact with children.
    Capacity-building
    The foremost role of ECI practitioners is to use capacity-building and strength-based strategies to help family members and service providers in building children’s capacity to involve and participate.
    Specialist support
    
To ensure meaningful engagement of children with disabilities in home, community and early childhood, the utmost requirement is to provide specialist support to families, early childhood service providers and community services.
Question 5
To complete this task, refer to your reading:
· Guide to the National Quality Framework - Refer to NQS Quality Areas 1, 3, 5 and 6.
.
    Quality Area
    Example that relates to inclusion:
    QA 1
    Every child should be supported to participate in the educational programs
    QA 3
    The environment should be inclusive, promote independent exploration, competence and learning through play.
    QA 5
    Every child should be engaged with the educators through open and meaningful interactions that supports the acquisition of skills.
    QA 6
    The families are supported in their role of parenting and their values and beliefs about parenting are respected.
Question 6
To complete this task refer to (p. 336) of your textbook ‘Frameworks for Learning and Development’and your reading
· Guide to the National Quality Framework -
a) What does Element 6.2.2 Access and Participation, aim to achieve in relation to supporting each child’s access, inclusion and participation in the program?
    This element aims to assist each child’s access, inclusion and participation in the services by learning their individual context, strengths, abilities and learning styles. By working in collaboration with the families and children, the educators ensure that all the children can avail quality learning experiences.

b) List the six skills educators display when they are including children with a disability?
    Inclusive practice, partnership, knowledge about individual context of child, his geographic location, cultural and linguistic experiences, planning and reflecting on policies and programs.
Question 7
To complete this task refer to (pp.12 – 13) of your reading:
· Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Identify two EYLF principles that reflect a commitment to inclusion.
    1. Respect for diversity.
2. Partnerships.
Question 8
To complete this task refer to (p.329) of your textbook ‘Frameworks for Learning and Development’ and your reading:
· Code of Ethics.
Identity the key principles embedded in the Early Childhood Australia (ECA) Code of Ethics that reflect a commitment to supporting diversity and inclusion.
    
· Every child can contribute to their communities in his own way, with his unique strengths and interests.
· The children have civil, social, linguistic and economic rights since birth.
· The professional decisions to draw on multiple perspectives and specialized knowledge facilitate effective learning.
· The fair, democratic and inclusive practices promote strong sense of belonging and equity.
· Responsive, respectful and reciprocal relationships are central to the child education and care.
· Leisure and play are important for development, learning and well being of children.
· Inquiry, research and practice based evidence inform quality in education and care.
.
Question 9
To complete this task refer to (p. 14) of your reading:
· Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs.
One of the most important roles for an educator within an early childhood environment is to facilitate a sense of belonging and inclusion.
List three strategies educators can use to achieve this.
    1. Educators adapt activities to include all students, acknowledging their individual goals may be different.
2. Educator takes assistance from specialists for example; physical therapists, special educators etc to recognise the individual strengths and interests of children.
3. Providing support, accommodations, or modification (if needed) to make sure child’s active participation. The participation results in sense of belonging and inclusion.
002 Identifying Additional Needs
CHCECE021 Implement strategies for the inclusion of all children
Element 1 Promote inclusion
Element 2 Respect diversity
Element 3 Identify children with barriers to learning
Element 4 Develop a plan for support and inclusion
Element 5 Implement strategies to meet the child’s additional needs
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to (p.337 - 338) of your textbook ‘Frameworks for Learning and Development’.
List the four primary ways children with additional needs are identified.
    Special needs can is an umbrella term , which helps to include children with physical, social or emotional diversity.The below are 4 ways in which child with above mentioned condition can be indtified:
I. Self Declaration: This involves active participation of family, guardian with the teacher. Here Childs parent declare that child is having certain kid of special need, this includes : allergies to certain food or environment, asthma etc.This may also include no so visible traits like dyslexia, down syndrome etc.
II. Visible differences Indicator: This is classified based on Child’s medical condition which can be a long term illness, limb differences . A medical history or check up can reveal about epilepsy, cerebral palsy..resulting in motor skill reduction.This also included sensory impaired kids..such as visibility , hearing impairment .
III. Developmental Special needs:These are kind of special needs in which a child development when compared to peers and age group shows differences. Some of these are apparent in early age like autism, but some are not apparent till a child reaches a certain level of education or is in a particular age group..like dyslexia. So a regular comparison of developmental progress with similar age group/social group/economic status group helps to identify special needs children.
IV. Behavioural and Emotional special need: This is the class of special need which very hard to identify ,as it is not apparent as the other ones mentioned above .Here a trained professional or licensed health professional is needed .This involves conditions such as disassociation where child is not able to make a connection with other peoples thoughts . The reason might be childhood trauma, refugee crisis. Hyperactivity also known as ADHD which is very common now a days , as much as 5 percent of school kids suffer from this . Here a proper parent teacher communication helps to assess and solve the situation.
Question 2
To complete this task refer to (pp.396) of your textbook ‘Frameworks for Learning and Development’.
There are a number of essential practices required to ensure an inclusive program. List three strategies and provide an explanation on how this is evident in practice.
    Strategy
    Explanation
    Implement Universal Learning
    Universal design are set of guidelines which lay down a framework for equal opportunities for every child This involves the what , how and why of learning which are inline with 3 brain network of every child . These are representation (what of learning ) network, strategic network( how of learning) and affective network( why of learning .
The classrooms, learning plan are designed in such a way that all students are able to study without any issue. The teachers can use signs/instructional videos along with lessons to make kids with special need understand better .
    Know your students ( IEPs and 504s)
    Individual education program and 504 plan are specially designed for Student with special need and to provide conducive environment for them. These forms if available with teacher help them to create specially designed courseware and material for special needs student. These also involve students with IEP to have attention beyond class , so that they come upto the level with other students .
    Multiple means representation
    This strategy focuses conveying information to student in multiple and the way tat make them understand best,. As the special need inclusive classrooms have a diverse audience, thus one model fits all will not work here . Here teachers use various instructional methods , video , audio, plays to relay the message . This helps student with varying level of learning to adapt and learn
    Source: Adapted from Klein, M., Cook, R. & Richardson-Gibbs, A. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Delmar/Thomson Learning. Albany, NY.
Question 3
To complete this task refer to (p.388 - 389) of your textbook ‘Frameworks for Learning and Development’.
List the consideration/adjustments that may need to be made in relation to staffing when children with additional needs are enrolled in the service.
    Some of the roles to consider while training/ employing staff for children with additional needs:-
1. Sign language interpreters.
2. Scribers- developing special curriculum and lesson plans.
3. Mobility and orientation guides.
4. Personal assistants and tutorial assistants- to help during physical activities.
5. First aid providers.
Question 4
To complete this task refer to (p.14) of your reading:
· Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs.
When adapting an activity for a child with special needs the educator can assess experiences to determine how to ensure it is inclusive for the child.
Document the six key questions for adapting experiences as identified within the reading.
    1. Does the child have an opportunity to be in control of the learning experience?
2. Is there a balance between adult-initiated learning and child-initiated learning?
3. Can the child make choices while learning the skill?
4. Is the child able to initiate his/her own efforts to practice the skill, with support given by the child care provider?
5. Is the child gaining...