CHCSD611C: Facilitate the inclusion of children with additional needs

Descriptor: This unit describes the knowledge and skills required by resource workers or those with a leadership role within children’s services
The focus is on developing the capacity of workers in the service to respond to the needs of all children, including those with additional needs
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to community services work in a range of 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. Facilitate the development of a plan of inclusion	1.1 Assess child’s needs for additional care with worker, parents and others 1.2 Identify with workers, service’s current capacity to provide required care 1.3 Design, implement and review a plan to develop the capacity of the service 1.4 Identify with workers, additional resources and support required and included in the plan 1.5 Outline plan of inclusion and plan with all staff working with the child 1.6 Ensure plan includes strategies for ongoing review
2. Coordinate the implementation of the plan	2.1 Locate relevant materials and equipment and provide within budget parameters 2.2 Gather and/or provide information 2.3 Advocate with other services to gain their participation and support 2.4 Identify outcomes for child and review progress in relation to plan’s objectives with all involved 2.5 Review plan according to timeframe decided on
3. Provide support to workers	3.1 Provide support in order to demonstrate specific care and management strategies 3.2 Ensure support is particularly targeted when the child enters the service 3.3 Give information about particular children and clearly describe and explain their needs 3.4 Encourage others to adopt inclusive attitudes and practices 3.5 Prepare workers to implement the plan, in conjunction with the service 3.6 Develop workers’ understanding of a shared care approach by explanation, and describing examples
4. Develop the confidence of child care workers in caring for children with additional needs	4.1 Respond to concerns of workers and negotiate problems 4.2 Acknowledge improvement in skills by providing positive feedback

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:

A range of resources that may be utilised - equipment, personnel with specific expertise, specialist services, information resources, toy libraries
The range of services provided by child care organisations in the local community - their philosophy, program objectives, style of organisation
Social justice and access and equity principles
The central role of the family in planning inclusion of the child
Impact on families of a child with a disability e.g. Challenges, stress, cultural beliefs and understandings
Impact of migration on children and families
The importance for the child of their culture and language being respected by workers in children’s services
Confidentiality principles and complex issues
Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop the capacity of workers to respond to the needs of all children including those with additional needs, within a philosophical framework of children’s services delivery

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:

High level of communication skills:
- listening
- questioning
- suggesting ideas
- providing information
- giving positive feedback
- giving negative feedback if required
Demonstrate application of skills in:
- assessment of child’s needs
- facilitating discussions
- planning
- evaluation
- advocacy and self advocacy principles
- workplace training
- cross cultural communication

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.

Assess child’s need for additional care may be based on information may be gathered from:	The child Parents Services used previously Health professionals involved
The service’s current capacity to provide required care may be limited by:	Staff or care providers with the necessary skills, knowledge and confidence Venue that has necessary access and characteristics Availability of special equipment and resources
A plan to develop the capacity of the service may include:	Training program provided Sups worker, casual ethnic worker or other resource worker to work with service Information materials provided Input from school staff or special needs staff
Plan of inclusion may involve:	Spending time with parent Parent participation at centre Coordination of various services working with child/family
The plan may be developed through:	Liaison with each party Convening and facilitating meetings
Additional resources may include:	Resource materials for programming Staffing Equipment Specialised transport services Training
Provide support in order to demonstrate specific care and management strategies may include:	Training programs Demonstrations
Concerns of workers may involve:	Safety issues Impact on other children Concerns about their own level of experience and skills
The degree of support provided will depend on:	Current skills and confidence of care givers Child’s level of ability Request from service and amount of input they wish to use Availability, other demands on the support service

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.