CHCECE046 - Implement strategies for the inclusion of all children

Unit code: CHCECE046 | Study level: TAFE
Nominal hours:
65
Location
Footscray Nicholson
St Albans
Sunshine
Werribee
Prerequisites
N/A
Overview
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Overview

This unit describes the performance outcomes, skills and knowledge required to promote inclusion and diversity and to plan, implement and monitor individual support strategies.

Assessment

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
• use critical reflection to evaluate three different areas of practice in the service in terms of how they support inclusion and inclusive practices
• promote inclusion in each of the following contexts on at least one occasion:
• curriculum development
• interpersonal communication
• develop, implement and review a plan for support and inclusion for at least one child.

Students will also be expected to demonstrate the following knowledge:
• requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
• collaborative partnerships with families and communities
• educational program and practice
• physical environment
• relationships with children
• legal and ethical considerations that impact practice around inclusion at a leadership level:
• key provisions of anti-discrimination legislation
• human rights framework
• positive guidance and behaviour guidance
• privacy, confidentiality and disclosure requirements
• ways to promote inclusion across different areas of practice:
• curriculum
• communication with children, colleagues and families:
• challenging bias
• modelling behaviour
• providing examples
• provoking children’s thinking
• behaviours that show respect for diversity
• types of additional needs or barriers to participation that may be identified, how to develop full understanding of these, and the implications for the role of the educator:
• behavioural or psychological disorders
• child at risk of harm or illness
• family circumstances and needs
• health problems
• physical, sensory or developmental disability
• different backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs
• factors that may impact the inclusion of the child and their family
• strategies for individual support and inclusion:
• how these are developed
• initial and ongoing consultation and communication with families and others
• how the child's and family's right to privacy is respected
• monitoring of progress
• critical reflection:
• what is critical reflection
• why and how educators use critical reflection
• what makes for meaningful critical reflection.

Required reading

The qualified trainer and assessor will provide teaching and learning materials as required in the form of workbooks produced by Victoria University and/or via the Victoria University e-learning system.

As part of a course

This unit is studied as part of the following course(s):

Diploma of Early Childhood Education and Care
CHC50121 | Diploma | Duration:

Refer to the course page for information on how to apply for the course. VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.

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