CHCIC512A: Plan and implement inclusion of children with additional needs

Descriptor: This unit describes the knowledge and skills required for workers who provide care for a range of children to identify children with additional needs and work with relevant others to plan and implement inclusion strategies that meet identified needs
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to working with children in a range of community service contexts

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Identify children with additional needs	1.1 Investigate child’s behaviour and expressed emotions to identify an additional need 1.2 Observe the particular child, identify and document needs for additional care and use to develop a plan of inclusion 1.3 Discuss concerns with others to develop a clear understanding of a particular child’s needs and use this information to plan 1.4 Identify the cultural and language background and migration experiences of the child
2. Develop a plan for inclusion	2.1 When developing a plan of inclusion, consider child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements 2.2 Develop plan in consultation with all those working with the child 2.3 Identify parents’ goals/expectations for their child and use when developing a plan of inclusion 2.4 Seek parents’ experience and practices as a resource 2.5 Adapt service to meet child’s needs within resource limitations 2.6 If a child cannot be included immediately, communicate the reasons clearly 2.7 Decide on a time to review the plan 2.8 Seek additional resources as necessary
3. Implement strategies to meet the child’s additional needs	3.1 Support child’s entry in the service 3.2 Adjust level of support over time according to the child’s needs 3.3 Encourage others to adopt inclusive attitudes and practices 3.4 Provide support to others to implement strategies 3.5 Develop specific program initiatives to meet a child’s needs 3.6 Investigate and trial strategies that may address difficulties 3.7 Implement strategies designed by a specialist according to directions 3.8 Respond to the daily needs of children with additional needs, seeking assistance as required
4. Consult with others about ongoing issues that arise	4.1 Share information about progress amongst all concerned 4.2 Identify and discuss issues of concern 4.3 Establish and maintain information exchange with parents or appropriate family/community members about the child’s needs and care strategies 4.4 Seek and gain parental permission prior to consulting with others regarding the child 4.5 Ensure communication occurs within a culturally and linguistically responsive framework
5. Monitor and review strategies	5.1 Closely monitor new strategies and any unexpected side effects in accordance with workplace practices 5.2 Adapt to changes in the child’s participation at the time 5.3 Confront and resolve interruptions to the strategy being implemented

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Developmental milestones
Disability Discrimination Act
Historical context of disability
Impact on families with a child with a disability
Principles of inclusive practice and policies
Cultural beliefs and expectations regarding abilities, disabilities, gender, roles etc.
Relevant codes of ethics
Individualised, child centred programming
Team work
Negotiation skills
Organisation standards, policies and procedures
Racial Discrimination Act 1975
Universal Declaration on the Rights of The Child
Impact of settlement for newly arrived CALD families
Cultural contexts and views of care and education

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess for and meet additional needs in consultation with the child where appropriate and others

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills
These include the ability to:

Demonstrate application of skills including:
- Team work
- Negotiation skills
- Interpersonal
- Planning
- Cross cultural communication skills
- Literacy skills needed to develop a plan for inclusion

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Children with additional needs may include needs due to:	Language difficulties Physical, sensory or developmental disability Health problems Behavioural or psychological disorders Family circumstances and needs A child recently arrived in Australia from a very different culture Children who have experienced torture and/or trauma Children who have suffered dislocation A child whose culture is different from the culture of the centre Child at risk of harm or illness Unknown diagnosis Known diagnosis Cultural/religious practices Communication difficulties Giftedness
Communication difficulties of a child may be due to:	Trauma, violence and crises Disabilities e.g. Hearing, visual, speaking Health problems and disorders Learning problems Deprivation of sensory stimulation Children learning English as a second language
Investigate child’s behaviour and expressed emotions includes:	Level and type of social interaction with adults and other children Anxieties and aggression Withdrawn/silent children
Concerns about a child may be discussed with:	The child Parent/s, families, community members when culturally appropriate Field workers/ resource workers/early intervention service staff/medical staff Supervisor/coordinator/director School staff Other care providers
Plan in consultation may include:	Parents Family members/community members (where culturally appropriate ) Care givers Referral agencies Staff Child Resources available Staffing levels Skills of current staff Transport vehicles Access to venue Financial considerations of parents Languages spoken by workers
Adapt service may involve developing the capacity of the service and include:	Gaining additional funds Sups workers or resource workers Changes to routines Special equipment Training in relevant care practices Alterations to venue Bicultural support workers Inclusion support facilitators Provision of linguistically appropriate information
The plan may be discussed with others at:	A staff meeting Conference of workers, parents, staff of other services (where culturally appropriate ) One to one consultation Referral from a service/agency Enrolment with no referral

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.