Cert 3 Education Support Working with Disabilities CQI-FRM028

This page contains a case study and risk assessment for Cert 3 Education Support Working with Disabilities CQI-FRM028. The case study involves a situation where the toilets and washroom on the ground floor of Cascade Peak School have been under repair for a week, and the teacher aides have to assist the students using wheelchairs from the lower floors to access the toilets on the second floor. The page also includes a risk assessment template and control measures to eliminate or minimize the risks.

Assessment Coversheet CQI-FRM028
Version 16 as at 03.04.19
Unit code/s & name/s: Cluster 6
CHCEDS016 Support learning for students with disabilities in a classroom
environment
CHCEDS018 Support students with additional needs in the classroom
environment
CHCEDS025 Facilitate learning for students with disabilities
CHCDIS007 Facilitate the empowerment of people with disability
Assessment Type:
☐ Quiz ☒ Case Studies ☐ Portfolio 1 ☐ Portfolio 2
☐ Portfolio 3 ☐ Workplace Observations ☐ Third Party Report
Student Declaration: I declare that I have undertaken the necessary training associated with this unit of
competency and that this assessment is my own work. Any ideas and comments made by other people have
been acknowledged as references. I understand that if this statement is found to be false, it will be regarded
as misconduct and will be subject to disciplinary action as outlined in the Student Misconduct Management
Policy and Procedure. I understand that by emailing this assessment item, it confirms my assent to this
Declaration in lieu of a written signature.
Student signature: Date:
(when submitting assessment)
(Assessor completes the below)
Attempt number: 1 ☐
Assessor feedback:
☐ Student provided with feedback
UNCONTROLLED WHEN DOWNLOADED OR REPRODUCED
Retain all forms. Contact Records Management Administrator for archiving advice CRICOS Code 02003C Page 1 of 35

Student Name:
Assessor Initials:
Individual Assessment Task: Satisfactory ☐ Not satisfactory ☐ Date:
Attempt number: 2 ☐
Assessor feedback:
☐ Student provided with feedback
Assessor Initials:
Individual Assessment Task: Satisfactory ☐ Not satisfactory ☐ Date:
Final Unit Result: N/A ☐ Competent ☐ Not competent ☐ Date:
(The CQUniversity trainer/assessor verifies that the student has completed all performance and knowledge
evidence for this unit.)
Assessor name: Assessor signature:
Note to assessor: Please indicate if reasonable
adjustment has occurred - Yes ☐ Please refer to
Disability Policy and Procedure.
Record any reasonable adjustment to this
assessment (e.g. written assessment given orally)
Privacy Disclaimer: CQUniversity is collecting your personal information for assessment purposes. The
information will only be accessed by authorised employees of CQUniversity, in accordance with the
Information Privacy Act 2009 (Qld). Some of this information may be given to the Australian Skills Quality
Agency (ASQA) and/or the Department of Education, Training and Employment for audit and/or reporting
purposes. Your information will not be given to any other person or agency unless you have given us written
permission or we are required to do so by law.

Student Name:
CASE STUDIES
Case Study 1: Brenda Price
The toilets and washroom on the ground floor of Cascade Peak School have been under repair
for a week now. As teacher aides, you and two other colleagues have to assist the students
using wheelchairs from the lower floors, to access the toilets on the second floor. The school
does not have a lift but a ramp for wheelchairs is used to reach the other floors.
Ten (10) students are assisted from the ground floor. One teacher aide in her late forties,
Brenda Price, starts to complain of having back pain. She often looks very tired even if it is just
the start of the day.
You assume that Brenda’s complaints may be the result of the task assigned to you. You also
know that the risks occurring to Brenda can pose another potential risk to students whom she is
assisting. Prior to the situation, the school principal has advised that students needing mobile
assistance must not be left alone when going to the second floor.
The policies and procedures at Cascade Peak School require the staff to report any hazard to
appropriate WHS personnel.
To do:
Complete the risk assessment (found in the resource tab on Moodle) to outline the ways the
school is affecting the level of impairment for these students in wheelchairs.
Compose an email to the HSRs and to the principal of Cascade Peak School reporting about the
situation and its potential risk to students and staff.
Your report must contain the following:
 Brief description of the situation that poses health and safety issues (use your own
words)
 At least two (2) risks for the staff. (Highlight or make these sentences bold)
 A least one (1) risk for students with disabilities. (Highlight or make these sentences
bold)
 List the roles and responsibilities of all staff involved
 Identify a change in the legal and political framework found in your textbook to support
your report.
 Attach the risk assessment (the template and instructions can be found in the resources

Student Name:
tab in the folder titled “Risk assessment documents”))
Do not send the email, type your answer in the email space provided and attach the risk
assessment.
Write your email text below.
To: HSR’s and Principal
Subject: Regarding the situation which is related with the assistance of children for
toileting.
Message:
Your report must contain the following:
1. Brief description of the situation that poses health and safety issues (use your own
words)
2. At least two (2) risks for the staff. (Highlight or make these sentences bold)
3. A least one (1) risk for students with disabilities. (Highlight or make these sentences
bold)
4. A list of the roles and responsibilities of all staff involved
5. Identify a change in the legal and political framework found in your textbook to support
your report.
6. Complete the risk assessment following. The instructions for completion of this can be
found in the resources file with the title of managing-health-safety-risks.pdf
 The description is well related with the issue of hazard which is well analyzed with the
context of children with disability. Due to the repairing of the ground floor toilet, the
children are focus on the use of second floor toilet. In addition, it is well known that
there is no any life is available in school, so children require assistance for their
toileting which is done by Brenda who is forty-year-old. Currently, she is facing issue
due to the providing of assistance to children and she is extremely tired.
 There are two type of risk which is will be occur such as tiredness and risk of injury.
 The risk of falling is also the major issue which may related with the student with the

Student Name:
disability. Therefore, due to the movement which is occur from the ground floor to
second floor with the ramps where the staff just remove the hand or incidentally some
consequence the risk of fall is the major aspect which is determined within the school.
The injury may occur which is the major and initial risk that is well analyzed with the
case study as per the context to the student risk due to the barrier which show their
occurrence.
 The major role or responsibilities of the staff within the situation is may involve with
the issue of risk which may associated with the supporting of children with disability
and provide the care for their toileting with the proper assistance.
 The staff are hire or caregiver is mandatory within the school for the support of children
with disabilities.
Reminder: Have you highlighted or made the relevant sentences bold? Refer to the
instructions above.
Have you completed the Risk Assessment form below?
Risk assessment template
Use this template to document a risk assessment to manage health and safety hazards and risks.
For more details on the risk management process refer to the Managing Health and Safety Risks
factsheet.

Student Name:
Note: for risk assessments with curriculum activities refer to the Managing Risks in School Curriculum
Activities procedure.
Activity description:
Conducted by: Date:
Step 1: Identify the hazards
Biological (e.g. hygiene, disease, infection) Blood/bodily fluid  Virus/disease  Food handling
Other/details: There is no any kind of hazards are determined within the report which is related with
the blood and other.
Chemicals (note: refer to the label and safety data sheet (SDS) for the classification and
management of all chemicals) Non-hazardous chemical(s)  Hazardous chemical (refer to a completed hazardous chemical
risk assessment)
Name of chemical(s)/details: There no any proper determination of chemical Hazard within the case
study.
Critical incident – resulting in: Lockdown  Evacuation  ✔Disruption
Other/details: The case study show the scenario which is related with the issue of disruption that is
well related with the repairing of toilet which may arise the issue of shifting toilet from ground to
second floor due to the repairing.
Energy systems – incident/issues involving: Electricity (incl. mains and
solar) LPG gas  Gas/pressurised containers
Other/details: No energy system is involved within the case study which may show potential hazards.
Environment Sun exposure  Water (creek, river, beach,
dam) Sound/noise Animals/insects  Storms/weather  Temperature (heat, cold)
Other/details: No mentioned in the case study which is showing the above mentioned factor.

Student Name:
Facilities/built environment Buildings and fixtures ✔  Driveway/paths  Workshops/work rooms Playground equipment  Furniture  Swimming pool
Others/details: The building toilet are in repair which may cause the issue of shifting of toilet that
create issue with children with disability.
Machinery, plant and equipment Machinery (fixed
plant) Machinery (portable)  Hand tools  Vehicles/trailers
Other/details: No mentioned with case study from the above as the cause of hazards.
Manual tasks/ergonomics Manual tasks (repetitive,
heavy) Working at heights  Restricted space
Other/details: No mentioned or required as the determination of hazards as per the case study.
People Students ✔  Staff ✔  Parents/others Physical ✔  Psychological/stress
Other/details:
Other hazards/details:
The risk of falling and cause of injury is the major issue which may associated with the case study.
The case study is usually focus on the aspect which is related with the issue of hazards and through the
case study, it is well analyse that the hazard is occur with the staff and student with disability. In
addition, the major risk of hazards is well related with the issue of injury and fall that may occur when
the wheelchair of children is taking into the stair or ramp then the chance is which may cause the risk
of injury.
Step 2: Assess the level of risk
Consider the hazards identified in Step One and use the risk assessment matrix below as a guide to
assess the risk level.
DoE Risk Management Matrix

Student Name:
Likelihood
Consequence
Insignificant Minor Moderate Major Critical
Almost certain Medium Medium High Extreme Extreme
Likely Low Medium High High Extreme
Possible Low Medium Medium High High
Unlikely Low Low Medium Medium High
Rare Low Low Low Low Medium
Consequen
ce Description of consequence Likelihood Description of likelihood
1.
Insignifican
t
No treatment required. 1. Rare Will only occur in exceptional
circumstances.
2. Minor
Minor injury requiring first aid
treatment
(e.g. minor cuts, bruises, bumps).
2. Unlikely
Not likely to occur within the
foreseeable future, or within the
project lifecycle.
3. Moderate Injury requiring medical treatment
or lost time. 3. Possible
May occur within the
foreseeable future, or within the
project lifecycle.
4. Major
Serious injury (injuries) requiring
specialist medical treatment or
hospitalisation.
4. Likely
Likely to occur within the
foreseeable future, or within the
project lifecycle.
5. Critical Loss of life, permanent disability
or multiple serious injuries.
5. Almost
certain
Almost certain to occur within
the foreseeable future or within
the project lifecycle.
Assessed risk level Description of risk level Actions

Student Name:
Low
If an incident were to occur, there
would be little likelihood that an injury
would result.
Undertake the activity with the
existing controls in place. ✔
Medium
If an incident were to occur, there
would be some chance that an injury
requiring first aid would result.
Additional controls may be
needed.
High
If an incident were to occur, it would be
likely that an injury requiring medical
treatment would result.
Controls will need to be in place
before the activity is undertaken.
Extreme
If an incident were to occur, it would be
likely that a permanent, debilitating
injury or death would result.
Consider alternatives to doing the
activity.
Significant control measures will
need to be implemented to ensure
safety.
Step 3: Control the risk
In the table below:
1. List the hazards/risks you identified in Step One.
2. Rate their risk level (refer to information contained in Step two to assist with this)
3. Detail the control measures you will implement to eliminate or minimise the risk.
Note: control measures should be implemented in accordance with the preferred hierarchy of
control. If lower level controls (such as administration or PPE) are to be implemented without
higher level controls, it is important the reasons are explained.
Hierarchy of controls
Most
effective
(High
level)
Elimination: remove the hazard completely from the workplace or activity.
Substitution: replace a hazard with a less dangerous one.
Redesign: changing a machine or work process to make it safer.
Isolation: separate people from the source of the hazard.
Administration: putting rules, signage or training in place to make a workplace safer.

Student Name:
Personal protective equipment (PPE): protective clothing and equipment.
Hazards/risks and control measures
1. Description of
hazards/risks
2. Risk level 3. Control measures (Note: if only administration or
PPE controls are used, please explain why)
Risk of falling High
In addition, it is well analysing that the issue is well related
with the repairing of toilet which may shift the use of toilet
from ground floor to second floor where the student with
disability is assisted which require proper support and care.
In this, due to the up and down with the reason of toileting
may cause the risk of fall which is associated with student
because there is no lift service are available in school so the
chance is higher with student with disability.
Risk of injury Medium
The consistent use of ramps which is taken by student is
showing the major risk of fall and due to this the injury are
occurred which is major. Therefore, the issue is usually
focus on the context that is well related with the aspect
which provide the injured aspect when the wheelchair is
gone out of control from the ramps.
Tiredness of staff Low
The staff are usually show their proper support and care to
the children with disability in order to make proper
assistance. But the situation may persist for the longer
period it may cause the issue of tiredness that is well
analysed with the Brenda assist the children for their need
and due to the excess of up and down from the ground floor

Student Name:
to second floor it may create the issue with the tired and
exhausted.
Improper assistance to
student with disability
The student requires proper assistance for their need which
is related with the toileting. The report usually covers the
context that is well related with the aspect of having
approach for the assistance that is accurate and may show
the effect which generate wellbeing and resilience.
Therefore, the issue of poor assistance may cause the
problem with the comfort of student with disability.
Stress and frustration,
psychological risk.
The regular assistance taken by student with disabilities
and it is usually provided by staff or teacher may face the
issue of disturbance that may render the health of the
teacher, student and the staff. In other words, the
continuous issue may cause the aspect which is related with
the psychological issue that show the persistent aspect for
the mental health issue such as stress and frustration.
Other details: The other detail which may show the risk of hazard that is well related with the risk of
injury if the behaviour is persist for the longer period that is taking the student with the disabilities.
The ramps are usually flat and have the slope where the chance of slip is more which may cause the
issue with the student to get the risk of injury. Therefore, the student must focus on the ramps while
taking their wheelchair. In addition, they always used to assistance when they require to go from the
ground floor to second for the using of toilet. There is no lift within the premises of school which may
show issue with the student for using the toilet in the appropriate ways.
In addition to this, the plan is used to implemented which any provide the impact which is helpful in
order to provide the brief context that reduce the complication of risk of injury. The caregiver and
other support worker are used to taking under the consideration in order to outline the issue which is
well related with the aspect of support the student for their disabilities. Therefore, the children used to
take proper assistance for the issue of toileting and they require appropriate and safe assistance for the
risk reduction.

Student Name:
Submission
This activity will be conducted in accordance with this risk assessment, implementing the control
measures outlined in Step Three. Changes will be made to the activity, if required, to manage any
emerging risks to ensure safety.
Contact person: Date:
Indicate those others involved in the preparation of this risk assessment:
Step 4: Monitor and review controls
Complete during and/or after the activity Yes No
1. Are the planned control measures sufficient and effective in minimising the level or
risk? ✔ 
2. Have there been any charges to the planned control measures?  ✔ 
3. Are further control measures required in future?  ✔ 
Details:
Review completed by: Designation:
Signature: Date:
Case Study 2: Human Rights

Student Name:
Pippa is a Year 8 student of Asian descent who has been deaf since birth. Support and
assistance have been provided by the school following input from the family and Pippa.
All staff at the school comply with the Human Rights Act 2019.
Pippa has been always confident about her studies and seldom had troubles with her
schoolwork. Her teachers and peers admire her and would often say that she is a model
student especially for those with disabilities. She is a happy child, smiling when people greet
her. She also likes to draw beautiful pictures during break times.
Pippa’s cultural needs have been identified;
 being touched by another person to gain attention is offensive and she does not
respond well
 close physical proximity intimidates and offends Pippa
Lately you have observed that Pippa seems withdrawn and nervous. She has continued
drawing at break times; however, they are not pictures Pippa typically draws – her drawings
are of scary figures and of dark colours. You tried to approach Pippa to ask her about the
drawing but as soon as you came near her, her mood shifted from fear to anger. She ripped up
the drawing and ran away.
© Compliant Learning Resources 2016
On another occasion, you saw Pippa, still with the same withdrawn and nervous demeanour.
Again, you tried to approach her and this time she did not leave. You observed that Pippa’s
eyes were on the floor, and she was clasping and squeezing her hands on her lap. She also has
a bruise on her right wrist. When Pippa saw Mr. X pass by, she started to cry, with signs of
fear. Mr. X is the substitute teacher for Pippa’s Math class. You have learned from some of

Student Name:
your colleagues that Mr. X had been asking some teachers if he could offer special classes to
some of the students.
1. What are the indicators of possible abuse based on the scenario? Provide two (2).
1. Physical abuse: The Pippa used to face the issue of physical abuse which is well
determined when the bruise was identified in his hand. In addition, Mr. X analyse the Pippa
that she continues to see the floor and she was clasping and squeezing which is related with
the hand on her lap. Therefore, she starts carrying and may show the continuous nervousness
which indicate the sign of abuse.
2. Emotional abuse: Due to the behaviour which is well analysed by the Pippa show the
impact that is related with the mental aspect. The Pippa usually show the behaviour which is
related with the issue of fear and nervousness. Therefore, she does not want to talk any one
which act as the main symptom which is well related with the issue of abuse. The continuous
and persistent behaviour which is related with the sadness and worry may show the impact
which configure the issue of abuse which is based on psychological level that induce the issue
of emotional abuse.
2. List two strategies stating how you could assist Pippa to understand her rights.
1. In addition, Pippa usually face the issue of abuse which is majorly show the physical
abuse that is well determined by the sign and symptom such as fear and anxiety with the
bruises that is analyse on the Pippa hand. In this, the strategies are used to follow which may
show the division which is specifically follow the concept of their right. There are various
polices and legislation are used in order to prevent the harm which may occur due to the
behaviour of abuse. In this case, Pippa must share such incident to the centre carer and their
parents which may provide the aspect as the concept of prevention from the side of carer and
parents. In some cases, the carer is also sometime analysed the main culprit of abuse, in such
cases, Pippa must share the incident with the trusted person who may provide the proper
knowledge which is related with right that she must reinforce to eradicate such kind of issue.
2. In this enhance primary care and behavioural parents training program, it the major
strategic which is used by children such as Pippa in order to create the barrier which may

Student Name:
associated with the issue of having the abuse which is related with the physical and
emotional. In addition, the behavioural parent training program help the parent to determine
the issue of their child with the initiation of proper communication and coordination that
provide the brief information regarding the control the abuse which may be physical or so on
that face by Pippa within the centre. These above strategies show the plan which is related
with the increase of primary care that assist the Pippa to make the aspect which is reliable
with the term of control or precaution that is well related with the issue of abuse that she faces
for longer period which is evaluated by Mr. X.
3. Identify two support services that will uphold Pippa’s needs and rights. What will be
your role in the implementation of these services?
1. Child protection: The child protection is the defined as the major aspect which is required
in order to make the barrier within the setting to reduce the rising issue which is related with
the abuse, neglect and many more. The child is usually vulnerability and sensitive and this
type of abuse which is faced by Pippa that is related with the need and rights. Therefore, the
child protect aspect is reliable for the control of child abuse.
2. Support children towards learning and educating for their right which may provide the
context of having the proper information which is well related with the context of abuse and
harm that face by children in their centre. In this, there are number of student just like face the
issue of abuse and they are quit due to the fear. In addition, they must know their need and
right which may show the aspect which reduce the issue which may arise the issue of having
the impact that affect wellbeing and health that is related with the mental health.
Your role in the implementation of these services.
My role is to educate student regards with their right which may helpful for the children to
reduce the issue of abuse within the center.
4. Identify Pippa’s cultural needs and describe how you will accept and uphold these?
1. Pippa is usually show their cultural need which is related with the aspect of division
which provide information that she does not like that person touched him in order to get
attention. she usually become offensive due to such behaviour that may impact negative on

Student Name:
Pippa visit and she does not respond well. It is well accepted by the centre that she is
offensive someone touch her. Therefore, the verbal communication is appropriate in order to
make communication and interact with Pippa.
2. The close physical proximity intimidate and offend Pippa are also taking into the
consideration and develop communication with the use of proper verbal communication
which may consider the cultural need of Pippa.
5. Access and review Cascade Peak School’s policy and procedures:
Guidance: This document can be found in the Resources tab in Moodle.
What are the best responses that you can do in this situation? Provide two (2).
1. Call centre authority and report incident which is happen within the centre.
2. Take appropriate action which is related with the legal aspect that well provide the context
to never do such thing such as abuse and so on within the centre with the children or student.

Student Name:
Refer to the Cascade Peak School’s Organisational Chart Guidance: This document can be
found in the Resources tab in Moodle.
6. Follow workplace policies and procedures and report the situation to your
supervisor and the principal. Send them an email that has the following
information:
 Brief description of a situation that poses health and safety issues and demonstrates a
duty of care.
 Two (2) risks for the student with disability (Highlight or make these sentences
bold)
 Two (2) uncharacteristic or inappropriate behaviour observed (Refer to your
responses in Task 1) (Highlight or make these sentences bold)
 One (1) relevant right that has been breached from each of the following:
o Human Rights Act 2019 (Highlight or make these sentences bold)
o Convention on the Rights of Persons with Disabilities. (Highlight or make these
sentences bold)
Find in resource section
Guidance: Provide one related article for each and briefly explain what it is about.
Write your email in the spaces provided below.
There is no need to send an actual email to the addresses provided. Also, write on the
address box the names of the personnel to whom you will send the email report. There is
no need to provide an email address for this assessment.

Student Name:
To: Guidance: Names of 2 teachers and principal
Subject:
Message: Brief description of a situation that poses health and safety issues Two (2) risks for the student with disability (Highlight or make these sentences
bold) Two (2) uncharacteristic or inappropriate behaviours observed (Refer to your
responses in Task 1) (Highlight or make these sentences bold)
One (1) relevant article that has been breached from each of the following:
o Human Rights Act 2019 (Highlight or make these sentences bold)
o Convention on the Rights of Persons with Disabilities. (Highlight or make these
sentences bold)
The Pippa is usually show the sign that is well related with the sign of abuse. Therefore,
Mr. X determine that the issue of physical and psychological abuse that is faced by
Pippen within the centre.
The two issue which is well associated with the disable student are difference in disabled
student service and abuse.
The two uncharacteristic or inappropriate behaviour is well observed that is physical
abuse and psychological abuse.
Human right act 2019 which state every individual have right to live freely that is violated
by abusing the Pippa within the centre.
Reminder: Have you highlighted or made the relevant sentences bold. Refer to the
instructions above.

Student Name:

Student Name:
Case Study 3: Awareness and Inclusion
Inclusion is a practice that must be implemented in all Australian schools. This is supported
by the access and equity or Inclusion policies promoted in schools. Despite this, there are still
barriers that affect the social and academic life of students with disabilities.
Your task is to raise awareness about the social and academic barriers for students with
disabilities and help them recognise and understand their rights.
Task 1
1. Research and read on the following:
a. Social barriers for students with disabilities
b. Academic barriers for students with disabilities
c. Rights of students with disabilities
2. Identify two (2) social barriers and two (2) academic barriers, and two (2) rights of
students with disabilities.
3. For each of the four (4) barriers that you have identified, provide at least (1) solution to
minimise or eliminate the barrier.
Guidance: There should be two (2) solutions for social barriers, and two (2) solutions for
academic barriers.
4. For each of the rights that you have identified, provide two (2) ways on how students
can be supported to achieve their goals. You may refer to the Disability Standards for
Education 2005
5. Write your answers on the guidance template below.

Student Name:

Student Name:
Social Barriers Solutions to Minimise/Eliminate the Barrier
1. Stereotyping
2. Discrimination
There is need to provide proper education to every
individual which can be effective and allow
understanding the stereotyping. This can be highly
effective and can include various people with different
race. This can also need to provide proper education
about working together and living effectively with
different people, cultural diversity. This can help to
get motivated and ensure that there should be proper
inclusion of every individual to stay together and
believe on others. This can help to minimize and
eliminate the stereotyping barrier within School.
There is also need to educate children about equality
which can be effective to provide respect to other and
promote reducing stereotyping.
There is need to effectively deal with the
discrimination. In this, there is need to provide proper
education to every individual which can allow them to
understand the difference and should not create any
type of discrimination within school. There is need to
decrease the discrimination barrier which is one of a
social barrier for learning. Here, it is need to provide
education to every individual with diverse
communities that can allowed to make them to believe
that they are equal and nothing different between
them. This can create equality and due to inclusion
children will learn about working together and living
peacefully. This can promote to live together and
should not create any type of discrimination. This can
also educate and provide knowledge about staying
together and getting benefit from each other. This can

Student Name:
also be effective to reduce the risk of discrimination
within each other.
Academic Barriers Solutions to Minimise/Eliminate the Barrier
1. Non-availability of teachers
2. Shortage of classroom
During academic availability of teacher can be a
barrier which may include the non-availability of
teachers within school. In this, there is need to ensure
the institution that there should be a sufficient number
of educators or teacher which can allow to provide
proper education to every student equally. With the
presence of a equal ratio of teacher within institution,
it can allow to manage work and help in educating
children more effectively. This can also help
educational institution to provide education to every
student and should not avoid any lecture or class. This
can help to promote proper management and delivery
of education to every individual within educational
institution. Availability of teachers can be managed
by hiring required number of teacher that should be
sufficient to provide quality of education to student
without compromising with their learning and
knowledge. Sufficient number of teacher availability
can help them to effectively provide education to
every children without compromising their study and
improving their quality of education.
Shortage of classroom is an academic barrier within
educational institution in which it is essential to
ensure that they are should be sufficient number of
classroom in the educational institution. There is need
to ensure educational institution that they should
provide sufficient number of classroom to student.
They should ensure that they take admission of
sufficient number of student that are able to get there
classroom. It is also need to ensure that number of

Student Name:
classroom should be in proper ratio with the number
of students. This can be helpful and enable
educational institution to provide proper number of
classroom for their proper education and learning
without compromising with their study.
Rights Ways to Exercise these Rights
1. Rights to go to school
2. Rights to get respect in
classroom
In Australia every student have the right to go to
school. In this, there is need to provide proper
education and create awareness to every individual
and parents that can help to promote the effectiveness
of children's right. Here, parent should also play an
important role and providing education to their
children which are their rights to go to school. Every
parent should take it in consideration and fulfill the
requirement of education to children through sending
them to school. Parent should not avoid the rights of
children rights to go to school. They should take
consideration of rights about going to school for every
children without any discrimination. It is there is need
to create awareness within parents and children which
can be helpful and provide them understanding that
every children have their right to go to school. Evey
student should get education and learn which can be
helpful to make their future better with different
learning
Australian student have also right to get respect in
classroom. In this, every teacher and educator have
the responsibility to ensure that they should not create
any type of discrimination within the classroom. They
should also include student in their study and proper
learning. This can be helpful to provide better
education and knowledge to student which can
provide them proper learning and feel the respect that

Student Name:
they deserve. Any educator or teacher should not
creative personal issue in which they should not
respect student within their classroom. Every educator
or teacher have responsibility to treat children with
proper respect and dignity which should not been
neglected.

Student Name:
Task 2
Using the information that you have provided in Task 1, raise awareness by creating a poster
that you could provide as a resource for a student’s educational adjustment profile and display
in the classroom of the two students you are supporting to assist them in understanding their
rights.
Photograph of poster displayed in the classroom.
Every student have their right to get proper education and should be respected.
They have the rights to education which should not be neglected and taken in consideration
that every child should go to school and treated with proper respect and their dignity should
be maintained.

Student Name:
Case Study 4: Zion
Zion is a Year 1 student diagnosed with mild autism. His parents have taught him basic self-
care skills such as washing hands and using the toilet. At home, Zion is assisted by his Mum
to wash his hands at the kitchen sink. This learned activity becomes a problem when Zion is
in school.
As a teacher aide, you often remind the Year 1 students to wash their hands after using the
toilet. Most students, including Zion, would often forget this instruction especially when they
are playing with their peers or during lunch breaks. You have also observed that most of the
students need reminding to flush the toilet.
As for Zion, he is unable to wash his hands in the school’s bathroom sink since he knows that
he should only wash his hands in the kitchen sink.
In the same class is Salim, a student from an African background. Salim has just moved
school and is still learning to read in English.
Task 1
Create a visual support for Zion and Salim that will help remind them how to use the
bathroom correctly, using a simple task analysis.
The simple task analysis should have no more than seven (7) steps and must be in the correct
order. It should address the issues found from the scenario.
Make a simple or a digital drawing of the task. Post a scanned copy or a photo of your
drawing in the space provided below. You can be creative with your drawing if it will be
appropriate to the needs of the children.
You may also use apps or software that can digitally produce visual supports such as
“Boardmaker”.

Student Name:
Post your drawing below.
Step 1- Wet the hands thoroughly. Here, water temperature should be normal and acquirable.
Step 2- Applying soap or lather with hands which includes palms, backs, under fingernails
and finger.
Step 3- Scrubbing hands for about 20 seconds. This can help to effectively hand wash which
can includes mistakes.
Step 4- Rinsing hands well.
Step 5- Using towel which should be cleaned and should be turned off the faucet which has
been used before during taking it.
Step 6- Drying hand thoroughly which include that it is important. This includes the damp
hands which are about 1000 times more risk of getting pick up bacteria when there is wet
hands.

Student Name:
Case Study 5: Jean
Jean, a Year 8 student, was diagnosed with ADHD since she was seven years old. Jean enjoys
sports like swimming and table tennis. She is in fact a member of the table tennis team at
Cascade Peak School. She has been congratulated by her teammates as she is always on time
for meetings, practices, and matches. She would often be the one to remind her teammates
about their schedule. She would get disappointed if the schedule was cancelled.
Her coach says that Jean would often be found restless and inattentive especially when they
are having team meetings but would get really excited when they are about to start their
practice. Jean is very competitive even during practice time. Sometimes, she would get
frustrated and throw her racquet to the floor. The coach would often tell Jean that everything
is okay and praises her for her hard work.
Jean has many friends in school. She is happy talking to people when she arrives early in
class, whether it is a classmate or a staff member. On instances when the classroom teacher
has not arrived yet, Jean may be seen talking with her classmates moving from one group to
another. She just seems interested in everything. Her teacher says that Jean is a kinaesthetic
learner. It is difficult to make Jean read and study in class but when the teacher starts citing
examples of things that Jean likes, such as camping or outdoors, she shows interest and learns
quickly.
At home, Jean loves to cook with her Mom. She likes preparing foods that involve decorating
- making faces out of pancakes, putting toppings on pizza, and decorating cupcakes. Jean says
that she is having difficulty with remembering long instructions but is great at memorising
and remembering songs that she has just heard from the radio. On Saturday afternoons, Jean
would call her best friend John and they would talk about things that they did during the
week. Some weekends, Jean and her friends would come to John’s house so they could hang
out together.
Task
Assist in creating a one-page profile for Jean using the information provided in the
scenario. Fill out the following template.
Ensure that you will only be submitting a one-page document.

Student Name:

Student Name:
Jean’s One Page Profile
WHAT PEOPLE LIKE ABOUT ME?
o List five (5) positive traits about Jean
Even after being diagnosed with Attention- deficit
Hyperactivity syndrome at the age of 7 Jean was one of the
favorite students of the teachers at school because she
exhibited a lot of traits of a good student like-
Punctuality
Although the syndrome leads her to have compromised attention and memory skills, but
she never failed to be on time. She was always early for the sports practice sessions and
matches and was found to be warming up even before every one reached the ground.
Sports enthusiast
She was more interested in sports than in studies, specifically in swimming and table
tennis. She was even a member of the table tennis team at Cascade Peak School and was
among the top ten performers in swimming at school. She was always excited and
competitive even during practice sessions and would get disappointed whwn they were
cancelled. She often would be the one to remind her teammates about their schedules. She
even sometimes behaves impulsively when any of the teammates did a stupid mistake.
Friendly
Jean has many friends in school. She would often arrive early in the class even before the
teachers and would love to talk to everyone, be it students or other staff members. She was
found talking to her classmates jumping from one group to another.
Kinesthetic learner
Due to lack of attentiveness her teachers found it difficult to make her read but as soon as
they started teaching something related to camping and outdoors, her interest immediately
increased.
Cooking
Jean used to cook with her mom and loved decorating cupcakes and pancakes by making
faces, putting toppings on pizza.

Student Name:
WHAT IS IMPORTANT TO ME?
o List five (5) things that are
important to Jean. Be
specific about the details.
Sports
Sports especially table tennis and swimming
are very important for Jean because she
herself would not miss any meeting and
practice session and would not even let
anyone else miss it by reminding them of
the meetings. She even gets disappointed
when the meetings suddenly got cancelled.
Talking to people
She loved talking to people whether it is her
friends or staff members of the school. She
had a lot of friends and would even come
early to school so that she can talk to them.
Camping and other outdoor activities
She liked adventurous activities like
camping as whenever the teachers were
teaching things any how related to such
things, automatically she would start taking
interest in the lesson.
HOW TO SUPPORT ME?
o List five (5) ways on how you can
support Jean in activities that involve
school. Be specific about the details.
Children like Jean who are suffering from
Attention deficit/Hyperactivity syndrome
exhibit symptoms like poor organizational
skills, inability to focus or priorities things,
they keep on commencing new tasks
without finishing the previous ones because
they tend to forget stuff quickly. Such
students are always restless and face
difficulty in sitting quietly. Therefore, it is
difficult for such students to perform the
same way as other students are performing
and also it is difficult for teachers to be able
to make them understand things at the level
same as normal students. Therefore, the
school ought to have some rules and ways
which would make it easy for such students
to learn and for the teachers to teach.
Firstly, the school should conduct regular
weekly meetings between such students and

Student Name:
Decorating food
She loved cooking with her mom but she
specifically loved decorating food items like
cupcakes and pancakes and loved putting
toppings on pizza because these things have
short instructions to remember and she had
difficulty in remembering long instructions.
Talking to John
On every Saturday Jean would never forget
to call her best friend and have long
conversations with him over the phone
about what all the did during the entire
week. Even on some weekends she even
visited john's house along with her friends
to have fun.
their teachers so that the students can learn
to have to calm and one to one
conversations with their teachers. This
would even help such students to properly
frame their feelings into words which will
ultimately help them to have better
understanding of their unnecessary
impulsive behavior which is not in their
control but this would help them to bring
calmness in their fidget behavior.
Secondly the school should have yoga and
meditation sessions scheduled daily for such
students in order to help them to increase
their attentiveness and focusing abilities.
Meditation sessions will also provide them
quiet surroundings which will even help
them to manage their fidgeting and unstable
behavior by making them habitual of sitting
in a still position.
The school should use various tools and
activities which can help them to develop
their organizing skills like providing them
with kid-friendly planners so they can plan
their day for starting and can follow the
same schedule they formed for themselves,
this will bring stability in their activities.
Teachers can even build interests in students
for collecting various things like coins,
shells, books etc. which will bring in them
the sense of belongingness and help them
decrease the carelessness in them.
Schools should also introduce the students
with checklist system which will motivate

Student Name:
them for completing the task they started
and will prevent them from continuously
commencing new tasks without completing
the previous one.
The school should try to keep such children
engaged in various physical activities. This
will provide them an area where they can
channel their impulsiveness in doing
something productive and will even help in
reducing their constant fidgeting by draining
them off their extra energy which they
would rather invest in doing excessive
talking and other activities which are not
required. Engaging them in sports will even
help them manage their anger and unusual
excitement and will help them improve
coordination and planning skills.
Such students should be made to sit on the
first benches of the class permanently
because these students have extremely poor
concentration so it will be easy for them to
maintain concentration as well as it would
be easy for the teachers to bring their focus
back once they lose it.

Student Name: