CHCECE021 - Implement strategies for the inclusion of all children
SKU:
CHCECE021
A$495.00
A$495.00
per item
$544.50 inc GST - GST will be charged on checkout
​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.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
What we give you in the package:
Our package is delivered to you in CD (electronic) format, our materials contain references and links to topical literature and MS Word documents; including
Our resources are able to be contextualised and replicated as you see fit.Â
Our licence allows you to reprint, badge, remove, and add materials to your specifications – if you feel it necessary.Â
Our resources still offer you the breadth, depth and complexity of knowledge and competencies covering selecting, adapting and transferring skills and knowledge to new environments.Â
Our resources still provide you with the technical advice and early leadership skills for problem resolution.Â
The licence allows for use onlineÂ
​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.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
What we give you in the package:
Our package is delivered to you in CD (electronic) format, our materials contain references and links to topical literature and MS Word documents; including
- comprehensive candidate’s workbooks;
- candidate’s assessment tools;
- trainer’s marking guides;
- PowerPoint presentation/s;
- competency assessment mapping against:
o    performance criteria;
o    foundation skills;
o    performance evidence;
o    knowledge evidence.
Our resources are able to be contextualised and replicated as you see fit.Â
Our licence allows you to reprint, badge, remove, and add materials to your specifications – if you feel it necessary.Â
Our resources still offer you the breadth, depth and complexity of knowledge and competencies covering selecting, adapting and transferring skills and knowledge to new environments.Â
Our resources still provide you with the technical advice and early leadership skills for problem resolution.Â
The licence allows for use onlineÂ
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:
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:
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 circumstances 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:
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.
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.
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 circumstances 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.