Student Assessment Workbook

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Instructions:
 Before you start your assessment task, please read the student declaration below.
 All assignments must be submitted with this attached cover sheet.
 Assignments submitted without this cover sheet or declaration completed, will be returned to the
student for resubmission.
 Please keep a copy of your assignment. Your assignment will not be returned to you.
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Email to [e-mail]
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE021 Implement strategies for the inclusion of all children
Student Name
Student Email
Assessment start date
Assessment Due Date
Trainer Name Kim Smellin
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student Handbook). ☐ ☐
(only complete if you have special needs). I have advised of my special needs and any changes to
the assessment process have been taken into consideration. ☐ ☐
The work in this assignment is my own work. I declare that this assessment item is my own work
unless otherwise acknowledged and referenced. ☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality Authority,
Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers,
Consultant, Industry Representatives) to review the quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature: Date Submitted:
Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in
plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar
assessment both students will need to resubmit their assessment.
14769409607858736060.docx Page 1 of 32

Student Assessment Workbook
This page has been left blank intentionally
14769409607858736060.docx Page 2 of 32

Student Assessment Workbook
COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE021 Implement strategies for the inclusion of all children
Student Name
Assessor Name
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Promoting inclusion  
Assessment Task 2 - Respecting diversity  
Assessment Task 3 - Identifying children with barriers to learning  
Assessment Task 4 - Developing a plan for support and inclusion  
Assessment Task 5 - Implementing strategies to meet the child’s additional needs  
Assessment Task 6 - Monitoring and reviewing strategies  
Feedback
Assessment Task 7 – Workplace tasks  
Feedback
Assessment Task 8 – Project
Questions 1- 12  
Feedback
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐ COMPETENT ☐ COMPETENT
☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
Assessor Name
Assessor Signature Date
Administration Resulted  VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Initial:
14769409607858736060.docx 3

Student Assessment Workbook Copy sent to student Date:
14769409607858736060.docx 4

Student Assessment Workbook
CHCECE021 Implement strategies for the inclusion of all children
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you need to
demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information about the
assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment procedure that can be
made to accommodate your needs and instructions to students including how to submit your assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work based activities. These tasks are used to
demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
PART ONE: UNIT AND ASSESSMENT OVERVIEW
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit,
manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the
candidate has completed the following tasks:
 developed and implemented a plan for support and inclusion for at least one child, including:
 contributing to individualised, child-centred planning and service delivery
 collaborating and sharing information with family and other educators to develop and implement an inclusion plan
 investigating and trialling strategies to address the needs of the child
 reviewing and suggesting adaptations to service delivery to meet the needs of children with special needs
 identifying and assessing the additional needs of individual children
 gathering additional resources or sources of information to assist in developing and adapting curriculum to meet
additional needs.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and
performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include
knowledge of:
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 and how to navigate through framework and standards documents to find areas relevant to this unit of competency
 relevant legislation, regulations and workplace practices
 range of additional needs that may be identified and the implications for the role of the educator, including:
 behavioural or psychological disorders
 child at risk of harm or illness
 family circumstances and needs
 health problems
 physical, sensory or developmental disability
 strategies that encourage participation
 understanding of different backgrounds, experiences and needs of children and families in exceptional
circumstances or with additional needs
 organisation standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service. In addition, simulations and scenarios must be used
where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are
situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is
impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would
be performed, with all the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality Framework for Early Childhood Education and
Care.
14769409607858736060.docx 5

Student Assessment Workbook
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
Topics Covered
The topics covered in this unit include:
 Establishing and applying limits and guidelines for behaviour
 Identifying and reviewing behaviour as required
 Developing a plan to guide a child’s behaviour where required
 Implementing and monitoring a behaviour plan
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the assessment
task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are a
distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence: validity,
authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the
assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of these
assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant
understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer sufficiently
articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases, this may
be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of information, you
must make reference to where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
14769409607858736060.docx 6

Student Assessment Workbook
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum 240 hours of mandatory
work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The process
for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about your
assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform you of
the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or redo the
practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given a ‘Not
Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer verbal
questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements your
results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students must
have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6 enrolled
on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diploma of Early Childhood Education and Care includes a mandatory work placement of 240 hours to cover
the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children (if not completed in Certificate III)
 CHCECE005 Provide care for babies and toddlers (if not completed in Certificate III)
 CHCECE007 Develop positive and respectful relationships with children (if not completed in Certificate III)
 CHCECE010 Support the holistic development of children in early childhood (if not completed in Certificate III)
 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
 CHCECE019 Facilitate compliance in an education and care service (min 120)
 CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility they
will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably qualified
member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the candidate in the
completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to hold a
Working with Children Clearance Notice. States and Territories may have different requirements and it is best to check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed efficiently
and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow the Complaints
and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you talk with your Trainer.
PART TWO: ASSESSMENT TASKS
14769409607858736060.docx 7

Student Assessment Workbook
Before you commence this assessment, please read the student declaration on the front page. It is
important that you are ready for assessment and understand the assessment process. Please speak
with your Trainer if you have any questions.
Assessment Task 1
Promoting inclusion
Purpose
This assessment task is designed to assess your skills and knowledge in promoting inclusion.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation
 access to the Early Years Learning Framework and the United Nations Convention on the Rights of
the Child.
It is essential that you promote inclusion. To do so you must:
 make curriculum decisions that promote participation
 demonstrate actions that assist, support and encourage children to participate
 interact with families and children in ways that show you believe in their capacity to succeed
 work with others within and outside of your service to develop your professional knowledge of
people with different needs.
The following are some people and services that can support you to do these things:
 Families of children with additional support needs
 Educational leaders
 Professional Support Coordinators (PSCs)
 Inclusion Support Agencies (ISAs)
 Services within the community that specialise in supporting children with specific additional
support needs
1. Explain and provide evidence to show how each of these people and services assist you to
promote inclusion. You might provide evidence such as:
 documents
 pamphlets, leaflets or flyers
 website addresses
 notes from discussions
 points based on your knowledge.
 Families of children with additional support needs help promote inclusivity by informing the
educators how to take care of their children effectively. Thereby they also make contributions to
curriculum development where helping the children with additional support by actively engaging
with them becomes a part of the daily activities in the centre.
 Educational leaders promote inclusion in early childhood setting by sharing their knowledge of
the importance and relevance of inclusion of all children in daily activities, irrespective of their
personal nuances.
14769409607858736060.docx 8

Student Assessment Workbook
 Professional support coordinators assist in promoting inclusion by providing customised training
and mentoring to the professionals involved in the childcare profession.
 Inclusive support agencies help the professional early childhood services to be able to
effectively provide support and promote inclusive activities in the early childhood centre so that
all children can engage together irrespective of their differences, to collectively meet their
learning outcomes.
 The services within the community that specialise in supporting children with specific additional
support, assist us in promoting inclusivity by taking each child with special needs into
consideration and amending segments of the curriculum to fit them in the activities. At the same
time, they also help develop resources and materials tailored to incorporate all children together.
2. Reflect on UNICEF’s The right to participation (www.unicef.org/crc/files/Right-to-Participation.pdf)
and the United Nations Convention on the Rights of the Child. Explain how your service
philosophy, policies and procedures link to this international legislation. Discuss:
 inclusion, equity and diversity
 the need for understanding different backgrounds, experiences, and needs of families in
exceptional circumstances or with additional needs
The United Nations Convention on the Rights of The Child is an international legislation that upholds
the children’s rights as much as the rights of all adult human beings. Similarly, the Right to Participation
supports the notion of equal school and educational participation for all children, irrespective of their
individual differences.
The service links to this international legislation by actively promoting the inclusion of all children in all
the activities and not discriminating against a child based on his / her individual differences. In terms of
inclusion, equity and diversity, the service follows the philosophy of no child left behind, and promotes
active learning and educational goals of the children in an inclusive and respectful manner.
In order to promote that level of inclusivity, the service also attempts to understand the background and
needs of each child in a highly detailed manner. This involves constant sessions with the parents and
families of the children, especially those with special needs.
3. Link the principles of inclusion and participation to a Principle, Practice and Outcome of the Early
Years Learning Framework.
Principle: Respect for diversity.
Practice: Cultural Competence
14769409607858736060.docx 9

Student Assessment Workbook
Learning Outcome: Children are connected with and contribute to their world
Assessment Task 2
Respecting diversity
Purpose
This assessment task is designed to assess your skills and knowledge in respecting diversity.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation
 to ensure you maintain confidentiality as required.
Seek permission before you interview two sets of parents from two different families. Explain that their
participation will help you understand more about families and the differences and similarities of children
within the service. Remind the parents that their participation is voluntary and they do not have to
contribute any information they wish to keep private.
1. Ask the parents questions that focus on the differences in each family home. Consider family
routines, culture, lifestyle and values. Provide the questions that you ask and the families’
responses.
Family 1:
Q: How do you find the culture and lifestyle here to be different from what you are used to? Does this
pose a barrier for you?
A: Well, there are a few differences that we have noticed, food being a primary one. Our Vietnamese
food is quite different from what we normally get here, but there are Vietnamese restaurants around
which makes things a lot easier. In terms of people, I find that the people here are quite friendly and are
mostly willing to help others. Speaking of barriers, I don’t think either of these has been a barrier to us,
but language has definitely been a barrier when we first came. We both had to take ESL classes to be
able to communicate freely.
Family 2:
Q: How did the shift from India to Australia prove to be a barrier to you? Were there any special cases
that made you want to go back to India?
A: There were no special cases like that. Food was definitely a big issue at first because we are
vegetarians and the first few weeks when were still settling in, it was difficult for me to be able to cook
and take care of my children as the same time. But the values in terms of interpersonal relations have
been a supporting factor because we did receive a lot of help from our neighbours.
14769409607858736060.docx 10

Student Assessment Workbook
2. Identify the similarities and differences between each family. Aim to find at least four similarities and
four differences. Include your findings about similarities and differences in a short report.
For both the families, four similarities that can be summed up are:
1. Belonging to a foreign nationality.
2. Cultural nuances.
3. Food being a primary barrier to settlement.
4. Both families have migrated for professional reasons.
Four differences that can be highlighted are:
1. The Vietnamese family was able to utilise available restau
3.Choose one child from one of the families you have just interviewed. Explain how this child’s rights
have been valued and acknowledged within the service. Consider the following:
 How the child’s family culture has been valued and acknowledged
 How the child’s personal identity has been valued and acknowledged
 How the child’s abilities and strengths have been valued and acknowledged
 If you are unable to find evidence for any of these points within the service, explain how it could
be done.
The service has valued the children’s rights and family cultures by adhering to the specific
requirements that the families have elaborated for their children. For instance, the meals for the Indian
child are always vegetarian and this aspect has been respected by the service.
4.Develop a discussion experience for children that explores the diversity within your service. Include
information about:
 fairness
 similarities and differences
 interdependence
 respectful and equal relations.
Record your experience in a table similar to the following so that your trainer/assessor can see your
preparation.
14769409607858736060.docx 11

Student Assessment Workbook
Experience format:
Group identification: Age of children: 2 - 3
Information this discussion is based on: Diversity in the service
Why this information encouraged you to plan this experience: Diversity in early childhood helps in the
development of cultural and interpersonal competency.
EYLF Outcome: Children are connected with and contribute to their world. (Outcome 2)
Name of discussion: Know your friends.
Explanation of discussion. Include:
 questions asked
 other directions required
 how you incorporated fairness, similarities and differences, interdependence, respectful and equal
relations.
Materials required: Pictures and videos of different cultural habits, relevant materials.
Strategies used to get children involved: Ice breaker games
What happened: After a mini ice breaker activity where all the children are made to participate, they are
shown a video regarding how the Culture of people from Iran is different from their own cultures. This
includes clothing styles, food habits and art and music. After that they were shown different pictures that
highlighted those differences. Through the discussion, the children were able to understand that their
habits are different from their friend(s) in a positive light.
The following communication types are sometimes used by children with additional support
need:
 COMPIC
 Key Word Sign – Auslan
 Key Word Sign – Makaton
1. For each communication type, answer the following questions:
 What is it?
 Where can you access information about it?
 When might it be used within your service?
 What are three useful words you can learn, to encourage the participation of a new child at your
service?
COMPIC
A COMPIC or a Communication Pictograph is a library of computer generated pictures or line drawings
that are used to teach a word or a concept to the children. They are available online and can be
downloaded, printed and used in the centre. In the service, it can be used for children with specific
needs, like speech and hearing impairment, to teach them sign language.
14769409607858736060.docx 12

Student Assessment Workbook
Key Word Sign – Auslan
Auslan Signbank is a language resource and repertoire for Australian Sign Language. They use various
gestures to teach new words to people with speech and hearing disability.
Key Word Sign – Makaton
Makaton also uses signs and symbols to help people communicate, but unlike Auslan, it is also used by
people with communication issues and may not be catered specifically to people with hearing and
speech disorders.
5.Develop a learning experience that will introduce one of these communication styles to a group of
children. For instance, you might develop a game or activity that uses this communication style as part
of:
 general play
 a routine
 a discussion about disability or communication.
 Use a planning format similar to the following to describe the activity.
Communication style experience
Group identification: Age of group: 1-3 years
Name of experience: Let’s speak Auslan
Value of the experience:
Description of the experience: The children are asked to describe a few specific feelings like happy,
sad or angry, by using facial expressions. Their actions are recorded on a camera and the video is
shown to them. The children might laugh at the video.
Present the children with the Auslan guide sheet for feelings and demonstrate a few examples of how
the hand movement along with facial expression can tell people what they want to tell.
Materials required: Aslan guide sheet, educators
demonstrating hand movement.
Presentation of materials (describe, sketch or
attach a photo):
14769409607858736060.docx 13

Student Assessment Workbook
Communication style experience
Strategies used to get children and educators involved: The educators and the children try to first
communicate by using body movements and no speech. This grabs the interest of the children and
they want to know more about Australian sign language.
EYLF Outcome: Children are confident and involved learners.
What happened: In the first session, the children were able to formulate the expressions of happy, sad,
good and bad after multiple trials and errors.
Assessment Task 3
Identifying children with barriers to learning
Purpose
This assessment task is designed to assess your skills and knowledge in identifying children with
barriers to learning.
Requirements
To complete this assessment activity, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Conduct research to learn about autism. Identify the main characteristics of this condition and what
barriers an autistic child may experience toward learning. Find out how organisations may be able
14769409607858736060.docx 14

Student Assessment Workbook
to help your service if you had a child with autism in your care. Summarise your findings in a short
report. Ensure you cite your references.
Autism is a developmental disorder where the children find it difficult to maintain social interaction and
interpersonal communications. It is characterised by abnormal body posture or facial expressions, tone,
behavioural disturbances, problems in understanding language and delay in learning to speak etc.
Organisations may be able to help the children with autism by primarily designing activities and tasks
that are suitable for them. At the same time, they should also take ample care of the interpersonal
relationships that they are forging with the children.
2. If a child with autism were to begin orientation in your service tomorrow, what strategies could you
implement immediately to meet the child’s needs? As yet, you have no other information about the
child.
 How would you prepare for the child?
 What would you tell other educators to be aware of, in relation to how they might support the
child, support the parent and prepare the environment?
Preparing to help the child will require understanding how the child is faring in certain specific situations
and understanding the strenuous situations for the child. Based on that the curriculum will be amended
to fit his / her needs. Nonverbal cues also need to be looked at because they will provide indication
towards the child’s tastes, likes and dislikes.
3. What actions would you then take to develop a holistic understanding of the child’s needs? Discuss
the following:
 The additional needs of children with autism
 Who you might consult to gather information about these needs
 How you might investigate and trial strategies to address these needs
 How you might encourage participation by reviewing or suggesting adaptions to service
delivery to meet these needs
The additional needs of the children with autism involve extreme level of care and understanding non
verbal cues to understand their needs and requirements. A Flyer or a brochure can also be used in the
centre to achieve this outcome.
14769409607858736060.docx 15

Student Assessment Workbook
14769409607858736060.docx 16

Student Assessment Workbook
Read the scenario, and then complete the tasks that follow.
Scenario
Five children with additional support needs wish to attend your service. The five children include:
 a child with attention deficit hyperactivity disorder (ADHD)
 a child who has been neglected
 a child whose parents have recently divorced
 a child with diabetes
 a child with a slight vision impairment.
4. Choose one of the children and discuss their additional needs with your supervisor. What barriers to
learning might this child have? Take notes to record your discussion.
For a child who has been neglected, the primary barriers to learning would be the lack of trust and
companionship that they can develop with an elder. At the same time the physical mal – development
also causes a barrier to learning.
5. Identify:
 one resource already in your service that could be used to support the child and the
family
 one adaptation to service delivery that could easily be implemented to support the child
and the family
 two things you may need to know or do before orientation
 any procedures or work practices that may be involved.
Communication is the key strategy that will help bring the level of trust and faith in the children who are
neglected. The nutritional, physical and mental health requirements are also needed to be taken care of
appropriately.
Assessment Task 4
Developing a plan for support and inclusion
14769409607858736060.docx 17

Student Assessment Workbook
Purpose
This assessment task is designed to assess your skills and knowledge in developing a plan for support
and inclusion.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation
 to ensure you maintain confidentiality as required.
Read the scenario, and then complete the tasks that follow.
Scenario
Tessa, 4 years, has completed an orientation process at your service. She has an acquired brain
injury and limited hearing. You have met with her specialists and her mother a number of times and
gleaned the following information about Tessa:
 She is not yet toilet trained.
 She has a limited vocabulary, but has not been heard using any speech or making any sounds
at your service.
 Tessa is from a single-parent family and she has an older school-aged brother. Her mother is
currently trying to toilet train Tessa. She is also working on Tessa’s vocabulary and is planning
to introduce some simple sign language.
 You have contacted the local Inclusion Support Programs to gain funding, education and
support and have met with the professional support coordinator (PSC).
1. Develop one goal for Tessa based on the information you have gathered from the specialists
and her mother. Explain your choice. Consider Tessa’s:
 abilities, interests, expectations and health status
 cultural values, needs and requirements
 behavioural or psychological disorder
 physical, sensory or development disability.
Goal: being able to communicate primarily using both verbal and non verbal cues.
2. Develop two objectives for Tessa based on the goal you developed. Explain your choice.
1. Tessa will be able to use her limited vocabulary to speak to the people in the centre.
2. Tessa will learn and use Auslan to communicate non verbally.
3. Explain how you might need to adapt the environment and routines of your service to ensure that
Tessa is fully included in the group.
14769409607858736060.docx 18

Student Assessment Workbook
To include Tessa fully into the group, the environment and routines will be adapted to include specific
Auslan sessions wherein the children will all participate in learning Auslan so that Tessa can be helped
in an inclusive setting with the learning objectives.
4. Identify two strategies you can introduce immediately to encourage Tessa’s participation.
Tessa will be introduced to the children and an activity that will be interesting for Tessa will be
performed after consultation with her parent regarding her interest.
5. List any legislation, procedures or workplace practices that you may need to consider as you make
a plan for Tessa.
The workplace practice of group time can be used to help Tessa.
Assessment Task 5
Implementing strategies to meet the child’s additional needs
Purpose
This assessment task is designed to assess your skills and knowledge in implementing strategies to
meet the child’s additional needs.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
Read the scenario, and then complete the task that follows.
Scenario
You work in a room with 5-year-old children and are supported by two other educators. You are the
leader in the room and are responsible for developing the plans for the children and sharing these with
the other educators.
14769409607858736060.docx 19

Student Assessment Workbook
Today, you have been working with Tessa, who has a physical disability. Tessa is learning to move her
body from one place to another. Tessa is very strong-willed and is determined to reach a milestone. She
has almost succeeded in her task and although she needs occasional breaks, she seems to be enjoying
the challenge. You are tired, however, and at times you feel frustrated.
1. What would your next step be in this situation? Consider the following:
The child’s needs
Your needs
The success of the strategy
The role of others
The level of support provided for the child
The next step in this case would be to minimise the goal for the day for Tessa and gradually increase it
in the coming days.
Read the scenario, and then complete the task that follows.
Scenario
Today you receive a report from a specialist. The report includes several suggested goals and objectives
for a child with additional support needs.
2. What would your next step be in this situation? Consider the following:
Your service policies, procedures and work practices
Those involved in supporting the child
Actions that need to be taken to put the goals and objectives into place
The immediate step is to thoroughly understand the report and make sure that everybody in the centre
understands the same report in great detail, prior to making decisions regarding actions.
14769409607858736060.docx 20

Student Assessment Workbook
Assessment Task 6
Monitoring and reviewing strategies
Purpose
This assessment task is designed to assess your skills and knowledge in monitoring and reviewing
strategies.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
Read the examples, and then answer the questions that follow.
Example 1
Objective: For the child to eat breakfast independently using a spoon.
Strategies: Provide a spoon. Offer Weet-bix mixed with milk to a thin consistency.
What happened: When the child uses the spoon, it tips sideways and the food slips off. The child
can’t eat any food and is very frustrated and hungry.
1. What is the issue of concern in this situation?
The issue of concern is the child being unable to hold the mix in the spoon and eat, because of the thin
consistency.
2. What effect does the current strategy have on the child?
As a result of the current strategy, the child is hungry and frustrated.
3. What is the barrier to this strategy?
14769409607858736060.docx 21

Student Assessment Workbook
The barrier to this strategy is the child’s frustration which does not allow him to use the spoon properly.
The thin consistency can also be a barrier.
4. What would you do immediately in response to this situation? What strategies might you use to
encourage participation?
The immediate response to this situation would be to increase the consistency of the mix.
5. How could you find out more information about the child’s background, experiences and/or
additional needs to see if this has any impact on the situation?
Talking to the child’s parents and / or previous educators will provide insights into the child’s behaviour.
6. What would your new objective be?
The new objective would be to help the child hold the spoon steady so that even liquid mixtures can be
consumed.
7. What legislation, procedures or workplace practices do you need to be aware of before you can
implement this change?
Workplace practice of appropriate eating habits, combined with physical developmental progress of the
child.
Assessment Task 7
Workplace Task 1
1. Identify the areas in your service philosophy, policies and procedures that relate to inclusion,
14769409607858736060.docx 22

Student Assessment Workbook
equity and diversity. List some of the practices in your service that support each of these ideals.
The service holds biweekly sessions with parents and members from diverse communities whose
children are a part of the service, wherein the members talk about and interact with the children and
the staff promoting the richness of their native culture.
The Service promotes equity by ensuring that all children are equally involved in all forms of activity.
Through this, the service also promotes inclusivity, while assessment of children are also done keeping
the children’s individual needs in consideration.
2. How do you ensure that all children achieve the learning outcomes? What equitable and
effective strategies do you use?
To ensure that all children achieve the learning outcomes, it is important that the service ensures a
holistic participation of all children, including those children who are in need of special requirements.
Workplace Task 2
1. Is your service a mainstream, inclusive or fully inclusive service? Briefly explain.
The service is an inclusive service. It allows all the children in the service, specifically in
different rooms, to be able to learn and play together irrespective of their individual
differences.
Workplace Task 3
1. Develop a profile of a child with additional support needs currently in your service.
Include:
• abilities and interests
• cultural values
• health status (physical, social emotional, cognitive and language)
• goals and expectations
• needs and requirements
• the EYLF outcome linked to goal.
Child profile:
Age: 1.5 years
14769409607858736060.docx 23

Student Assessment Workbook
Special need: Congenital deformity in left arm
Abilities and interests: The child can handle paintbrushes and similar equipment with his right arm but
needs support using them. He is highly interested in finger painting.
Cultural values: The Child belongs to Asian Ethnicity.
Health status: The child is given all necessary and age appropriate immunisation doses. No
physiological illness whatsoever.
Goals and expectations: to be able to identify and use various colours to produce a work of art using
paintbrushes and make sketches using pencils.
Needs and requirements: Educator scaffolding while handling instruments with one hand only.
EYLF outcome: Children are confident and involved learners.
2. Explain how these needs might impact your mealtime routine for this child.
Being able to use only one hand affects the child’s mealtime routine as the educator will be helping the
child not only handle painting equipment with one hand but also other instruments like spoons and forks
etc. Therefore the learning will also progress to the mealtime routine.
3. Describe how other professionals and the child’s family could be involved in the curriculum plans.
Healthcare professionals and the child’s family can be involved in making curriculum plans by providing
inputs that are relevant to the child’s wellbeing and feasible functioning in the centre.
4. Complete a task analysis based on how the child washes their hands.
The child turns on the tap and wets his right hand palm. Then he rubs his hand on a bar of soap, uses
the fingers to spread the soapy lather on his palm and washes the hand. He does not use handwash
14769409607858736060.docx 24

Student Assessment Workbook
like other children because he is unable to press the top of the handwash bottle and take handwash in
his palm at the same time with only one hand.
Workplace Task 4
1. Review your service orientation policy and procedures. Summarise the points that refer to the
support provided for children with additional support needs. Do you think any of these points could be
expanded? Why or why not?
There are two points that I think could be expanded. Firstly, the point on the service’s actions of ensuring
the safety, health and wellbeing of the children with healthcare needs. Here the service needs to put in a
proposition of a constant medical practitioner presence at the centre in cases of emergency, given that
there are quite a few children with healthcare needs.
Secondly, the service needs to have a better provision for the children with mental health and other areas of
cognitive development. This is because, the current policy does not have an explicit point that explores the
mental health domains of children.
14769409607858736060.docx 25

Student Assessment Workbook
PROJECT
CHCECE021 Implement strategies for the inclusion of all children
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment task is designed to assess your skills and knowledge across the whole unit
CHCECE021 Implement strategies for the inclusion of all children.
Requirements
To complete this assessment activity, you need:
 access to a children’s services environment
 to complete the tasks outlined and submit responses as directed by your trainer/assessor/training
organisation
 to ensure you maintain confidentiality as required.
1. Develop an information booklet to inform new parents that you are an
inclusive educator with individualised child-centred planning and
service delivery. Include the following sections.
Inclusive philosophy and policy
Write a paragraph that summarises the areas of the service’s philosophy and policy about inclusion,
equity and diversity. Briefly explain the link to:
 human rights
 national legislation, frameworks, standards and guidelines.
Inclusive curriculum and practice
Provide examples of how your curriculum meets the holistic needs of all children (including those with
additional support needs). Ensure you consider how you:
 support children’s entry into the service
 cater for each child’s abilities, goals, interests, expectations, health status and cultural values
 use planned and spontaneous strategies to adjust the environment and routines to meet each
child’s needs
 adapt the level of support you provide for individual children
 source information and resources as required
 implement practices to ensure all children have opportunities and achieve learning outcomes
 engage children
 encourage children to value their similarities and differences, interdependence and ability to live
together and be respected.
Individual inclusion plans
Outline the process used to develop and implement an inclusion plan by using a flowchart or step-by-
step procedure. Ensure you include:
 an explanation of what an inclusion plan is and what it is used for
 three ways you investigate a child’s barriers to learning
 how you investigate, identify and implement strategies for addressing a child’s inclusion needs
 how you communicate the details of the inclusion plan
 methods used to share information about the plan’s progress, including strategies where
cultural or linguistic issues may be involved
 review processes
 actions taken if barriers or issues of concern arise.
14769409607858736060.docx 26

Student Assessment Workbook
Keeping up-to-date
Briefly outline how you stay up-to-date with current professional knowledge. Explain how you work in
partnership with families, communities and other services and agencies. Provide an example.
Useful links
Include a list of web links the parents of a child with additional support needs might find useful (for
example: www.mychild.gov.au).
2. Choose one additional support need from the following list, then complete
the tasks.
 A child with Asperger’s syndrome
 A child who suffers acute asthma
 A child who lives with domestic violence
 A child whose family is homeless
 A child with a profound speech delay
Describe the background experience, symptoms and/or needs that are relevant to a child with this
condition.
Outline how this additional support need may impact your role as an educator. What would you need to
do to:
 identify the child’s barrier to learning
 develop a plan for support and inclusion
 implement strategies to meet the child’s additional needs
 monitor and review the strategies.
Identify a national support body or organisation that can provide specific information and resources
about this need. Include their name and contact details.
Identify a state, territory or local body or organisation that can provide specific information about and
resources for this need. Include their name and contact details.
Record your information in the table below.
14769409607858736060.docx 27

Student Assessment Workbook
Additional support need Background experience,
symptoms or needs
Impact on your role National support State, territory or
local support
Child (2 years 2
months) who lives with
domestic violence
Child comes to centre
with bruise marks
under his sleeves and
on the shoulders,
swollen reddish eyes
from crying,
malnourished, sick
and avoids main
contacts with
educators out of fear.
This impacts my
role as an
educator as I am
unable to reach
out to the child
and help him
achieve his
outcomes.
National
resources and
legislations
that condemn
domestic
abuse.
State
resources and
legislations
that condemn
domestic
abuse.
14769409607858736060.docx 28

Student Assessment Workbook
3. Choose a child in your service who has an additional support need and develop a profile of this
child. Use a format similar to the following.
Child profile
Child’s details: Child has degenerating visual abilities and currently has problems differentiating
alphabets and numbers unless they are large.
Name: Vineet Date of birth: 4-11-2017
Those involved in developing the profile: Educators and staff members, parents
Relevant background information: Child belongs to Indian origin, is the younger of two children of the
parents, elder sister is in grade 5, father is a dentist and mother teaches at a primary school.
Abilities: painting, making structures out of building blocks.
Interests: Music and arts.
Expectations (in the context of their cultural values): That the child will be able to perform well in life
irrespective of disability.
Health status (physical, social, emotional, cognitive and language): Overall physical fitness is perfect,
immunisation records are updated. Emotionally and cognitively strong and attempts to understand each
and every alphabet and number by taking the book / paper as close to eyes as possible. Linguistic
abilities are well developed, although English speaking skills need working.
Needs and requirements: educator scaffolding
Possible barriers to learning: visual impairment
Advice from others: Provide aural and tactile support instead.
4. Collect observational data about the child, using an appropriate method, to form a better
understanding of their needs. State the method you have used to collect data and explain how it
helped you understand the needs of the child. Use the data you have collected to complete the
profile.
The primary method of data collection is through recording observations of how the child interacts with
other children by looking at what they are doing. He goes around asking people what they are doing
and is interested in their response.
14769409607858736060.docx 29

Student Assessment Workbook
5. Review your service delivery:
 List the regular activities and experiences for one session (morning or afternoon) in your
service.
 Identify the activities and experiences (including routine tasks) that might create a barrier
for the child. For each barrier, explain why.
Morning:
1. Dance to the beat.
2. Rhyming game
3. Making houses out of cereal boxes.
4. Painting and art.
5. Recess
6. Story telling and story reading
Activities that can be a barrier :
Painting and art
Story telling and story reading
6. Identify the legislation, organisational procedures and/or workplace practices you must observe
to complete this task.
Workplace practice of observing and recording the children in terms of their activities and games playd
in the centre.
7. Develop an inclusion plan for the child you profiled in question 3. Use a format similar to the
following.
Inclusion plan
Permissions required:
14769409607858736060.docx 30

Student Assessment Workbook
Inclusion plan
The child’s details: Child has degenerating visual abilities and currently has problems differentiating
alphabets and numbers unless they are large.
Name: Vineet Date of birth: 4-11-2017
Date of plan: February 21, 2020 Date to be reviewed: April 20, 2020
Those involved in developing the plan: parents, Educators and staff members, healthcare professional.
Name and contact details of relevant specialist or support body (if required):
Needs to be addressed: Tactile sensibility and auditory skills
Relevant background information: Child belongs to Indian origin, is the younger of two children of the
parents, elder sister is in grade 5, father is a dentist and mother teaches at a primary school.
Things the child does well: Can build struictures out of building blocks and Legos by feeling the
grooves.
Goals: Help the child develop listening skills, start teaching Braille through the help of a professional
support.
Objectives:
EYLF Outcomes:
 OUTCOME 2: Children are connected with and contribute to their world.
 OUTOME 3: Children have a strong sense of wellbeing.
 OUTCOME 4: Children are confident and involved learners.
Strategies for inclusion and participation: All children will be involved in a series of activities where they
will be blindfolded and asked to interpret the meaning of a song or a rhyme. Similar activities where
listening skills are developed will also be used.
Adaptations: As per the child’s requirements (e.g. the blindfolding game)
Environment: Indoor environment, all possible
harmful objects are removed, educator presence in
the room is crucial.
Program:
Resources and materials needed:
How the child will be involved: The child will be involved through active participation in the programme
How the parents will be involved: Through regular updates and participation in the child’s development
programme.
14769409607858736060.docx 31