Certificate of Education Support – Additional Needs

Unit 1  – Support learning for students with disabilities in a classroom environment

• Delivery of services
• Key issues for disabilities
• Meeting individual needs
• Family carer issues
• Grief and loss
• Personal goals
• Legal requirements
• Disability services legislation
• Principles and objectives
• Disability legislation
• Australian legislation principles (AAPs)
• Access and equity principles
• Personal values and attitudes
• Appropriate language
• Promote individuality
• Appropriate terminology
• Types of disabilities
• General learning disabilities
• Rights, interests and needs
• Strategies to assist students
• Exercise rights and independence
• Empowering students
• The right to learn
• Vicious circle of low expectations
• Positive expectations
• Respecting students
• Education adjustment program profile (EAPP)
• Negotiated education plan (NEP)
• Support requirements of students
• Fading
• Supporting communication
• Augmentative and alternative communication (AAC)
• Situations of risk
• Situations posing risk to students
• Preventing hazardous situations
• Organisational policies
• Unacceptable risk
• Intermediate risk
• Abuse
• Reporting inappropriate behaviour
• Personal safety of self and others
• Store equipment safely
• Appropriate learning environments
• Health and safety legislation

Unit 2  – Support students with additional needs in the classroom environment

• Roles and responsibilities
• Co-operation with staff
• Facilitate student support
• Procedures and protocols
• Information collection
• Students with additional needs
• Respect, empathy and acceptance
• Diversity and cultural difference
• Child protection acts
• Promote positive self-concept
• Praise
• Challenges
• Self-image
• Childhood development
• Language, equipment and materials
• Communication aids
• Computer access aids
• Educational learning aids
• Mobility and transportation aids
• Vision and reading aids
• Simple task analysis
• Individual education programs (IEP’)
• Classroom programs
• Small group / cooperative learning
• Cross-curricular learning
• Modification of general activities
• Help in the classroom
• Behaviour management strategies
• Non-verbal communication
• Redirection
• Personal safety (staff)
• Appropriate learning environments
• Contribute to learning opportunities
• Encourage problems solving
• Independence and social skills
• Attitude and knowledge
• Constructive advice and feedback
• Suggestions to teachers

Unit 3  – Conduct a program for children and young people with special needs

• Plan and prepare a program
• Designing specific programs
• Required resources
• Specialist resources
• Ideas and experiences
• Additional needs
• Key factors with delivery
• Multi-cultural issues
• Cross-cultural interactions
• Routine assessments
• Key milestones and targets
• Programs to meet developmental needs
• Additional support services
• Addressing non-participation
• Operational arrangements
• Agreement from child and carers
• Signed written contract
• Determine range of activities
• Promote cross cultural activities
• Effective communication
• Communication styles that suit child
• Appropriate language
• Feedback on session technique
• Enlist specialist communication
• Address problems with delivery
• Conduct the program
• Current accepted practices
• Activities to suit abilities
• Enhance emotional well-being
• Provision and use of aids
• Rules, codes and health and safety
• Collection of equipment
• Effectiveness of program
• Evaluate self-esteem
• Children’s confidence
• Self-esteem model
• Monitor progress and participation
• Modify program

Unit 4  – Work with students in need of additional support

• Identify problems for students in need of additional support
• Identify learning needs
• Motor skills disorder
• Sensory integration dysfunction
• Cerebral palsy
• Muscular dystrophy
• Differences in the students condition
• Duchenne muscular dystrophy
• Gross motor dysfunctions
• Oppositional defiant disorder (ODD)
• Risk factors and treatment options
• Conduct disorder
• Attention Deficit Disorder (ADD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism spectrum disorder (ASD)
• Dyslexia and dyspraxia
• Dyscalculia and dysgraphia
• General learning disabilities
• Auditory Processing Disorder (APD)
• Visual Processing Disorders (VPDs)
• Apraxia of speech
• Expressive language disorder
• Intellectual disability
• Down syndrome
• Barriers that impact on ability to learn
• Behaviours and emotions
• Recognising signs a child is in distress
• Accepted developmental millstones
• Observation record
• Team planning for students in need of additional support
• Professionals who will form part of the team
• Individual education program/plans (IEPs)
• Gathering information and designing IEP program
• Implementation and evaluation
• Behaviour plans (10 step plan)
• Plan fundamentals
• Expectation for students
• Rights and principles
• Modification and activities
• Using smartboards and classroom displays
• Identifying and assembling resources
• Assistive technologies
• Education and learning aids
• Mobility and transportation aids
• Vision and reading aids
• Shaping and prompting students
• Scaffold learning
• ESL programs
• Keyword signing
• Practising new skills
• Monitoring student progress
• Cooperating with teachers
• Maintenance of equipment