CQUniversity CHCEDS016/018/025/DIS007 Portfolio 1: Supporting Learning

This portfolio assessment for CQUniversity units CHCEDS016, CHCEDS018, CHCEDS025, and CHCDIS007 includes observations and communication strategies for supporting students with disabilities in a classroom environment. The portfolio features anecdotal records of two students, Jack and Oliver, noting their learning challenges and progress. Jack, a 9-year-old, faces difficulties with spelling and math calculations, benefiting from speech-language therapy. Oliver, an 11-year-old, requires more time to process information and benefits from occupational therapy. The portfolio also contains questionnaires documenting discussions with both students about their educational programs, their perceived positives and concerns, and suggestions for future support, highlighting the importance of individualized approaches and effective communication in inclusive education.

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
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.)
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.
UNCONTROLLED WHEN DOWNLOADED OR REPRODUCED
Retain all forms. Contact Records Management Administrator for archiving advice CRICOS Code 02003C Page 1 of 19

PORTFOLIO 1
Task 1 - Observation
An inclusive educational environment does not only support the learning needs of
students who are from diverse backgrounds, it also supports students who have
disabilities and/or special needs. This portfolio will focus on the facilitation of
learning of two (2) students on an Individual Education Plan (IEP) or equivalent ─
each with a different special need and/or specific disability.
Observations provide the teaching team with feedback and valuable information on how
students are progressing/learning, while also informing an EAP (Educational Adjustment
Profile).
To do:
 Observe the two (2) students
 Record two (2) observations below, one for each of the two (2)
students.
Version 2

Anecdotal Record
Student Name: Jack Age: 9 Class:
Date of Observation: 01 April 2022 Time of Observation: 11 PM Observed by: Teacher
Observation Details
What the child did during the activity: (Be as accurate and specific as possible)
Jack was taking to Amanda about cartoon show. He was told to read the question of mathematics by teacher which create
difficulty to read some spelling but completed the paragraph. Teacher ask if he know to solve that math or not. Here, Jack
replies that he may face difficulty in dealing with addition which shows that Jack faces difficulty in maths. Then teacher ask to
try and get help when needed. Then Jack start to solve the question and tried to solve on his own. Teacher ask about the
solution and Jack replies the correct answer. Then Jack start to talk with Amanda again about the cartoon show and others.
Interpretation and notes about your observation.
It has been observed that Jack is facing difficulty in dealing with some spelling that needed to improve his reading skills. In
this, Jack is also need to focus on the vocabulary which can lead to create high impact on learning and reading spellings. There
is also need to take care of the calculation which can help in getting calculation which are associated with his curriculum. I
have also observed that Jack has some difficulty in reading some spelling which create difficulty in dealing with proper
sentences and readings. Jack also take time in calculation which include addition. There may be other calculation which need to
understand by the Jack to make is quick easily.
Supervising Teacher (printed name): _________________________ Date Checked:
_________________________
Version 2

Anecdotal Record
Student Name: Oliver Age: 11 Class:
Date of Observation: 25 March 2022 Time of Observation: 02 PM Observed by: teacher
Observation Details
What the child did during the activity: (Be as accurate and specific as possible)
Oliver was reading English textbook which constantly but the same paragraph. Teacher asked what he is try to do. Here, Oliver
replies about reading to many time to understand and interpret the meaning of that paragraph. Teacher ask to read it loudly
but slowly which can enable to understand it more easily. Oliver face difficulty to understand things in one time and take time
to complete the task on one attempt. Oliver try to interpret the meaning and other different task in one attempt but not get
succeed. Oliver like to be constant on task which can help to make it complete. Oliver took 5 times reading to get the meaning
and understand the paragraph which normal child need only one or two attempts. After getting the meaning of one paragraph
Olive shifted to second paragraph which he also continues working on it.
Interpretation and notes about your observation.
After observing Oliver constant work on task which leads to interpret that Oliver is slow learner and he needs some extra
support of time which can help to complete the task. Oliver is good at work and is hard to complete the task at one time. It has
also interpreted that Oliver need some external support which can help him to complete the task in one or two attempt. Olive is
constant learner and works hard which help him to complete his task with some extra effort. It is also analysed that Oliver is
not able to interpret things easily which require him to continually work on it which can help to understand the things and can
process further.
Supervising Teacher (printed name): _________________________ Date Checked:
_________________________
Version 2

Version 2

Task 2 - Effective Communication
To do:
Schedule a discussion with your supervising teacher and each of the two (2) students
that you will be supporting for this task. Gather background information and academic
performance for each of the two (2) students. Depending on your school’s policies
and procedures, the discussion may be set at different times for each student.
Read the questionnaire below first then meet with each student. Record each
student’s responses to the questions.
Ensure that you:
 abide by regulatory and legal requirements when working with
students with a disability.
 maintain confidentiality.
 maintain privacy.
 promote inclusive practices at all times.
 display acceptance of individual differences
 show empathy
Version 2

Questionnaire
Student Name: Jack
Year Level:
Educational Program/Activity: Speech-language therapy
Student Responses
What have we tried? What have learned?
They have tried for the learning and
reading everyday which can help
improve the learning and also try to
learn 5 different spelling and its
meaning which are associated with
difficult to pronounce. This can help
to improve the spelling
pronunciation and help to use those
anytime either in academic or
during conversation with friend,
parents or teachers. This was the
strategy during implementing the
program that can help to deal with
the difficulty in spelling of words.
They have also used the speech-
language therapy as the strategy
that are also effective and allow to
get better and effective care to Jack
to better deal with the spelling
problem. Jack also face the
difficulty in calculation where he
has tried to improve the basis
learning which can help to improve
the calculation and Jack has
confirmed that he gets some
improvement through it.
Jack has learned through the
speech language therapy which is
effective and allow to learn about
better and effective learning which
are associated with taking care of
effective spelling reading. This
education program allows to
understand the language more
effectively and allow to get better
and effective learning which are
associated with taking care of
better and constant learning. Jack
has observed the improvement in
learning spelling and better
pronunciation it which make him
excited to get involved in this
education program and participate
in it effectively with full
concentration. Jack also confirms
that he has leaned through the
basic about the pronunciation of
small words which help and allow
him to speak without any hesitation
and provide confidence to speak
and read it without any delay or
second thought. Jack has leaned
with initial stage and then with
increasing the level which help to
get better and effective learning
about pronunciation which help to
improve the learning. Jack has also
improved his calculation through
understanding the work more
wisely and through improving basic
calculation he gets better
Version 2

improvement in calculation than
previously.
What has been the positives? ‘Were there any concerns?
During implementation the program
of speech-language therapy which
allows to get better and effective
care that can help Jack to learn and
improve the spelling learning
through improving in the spelling
pronunciation. This help to get
better improvement and help Jack
to improve the learning. Jack has
leaned about the spelling speaking
and pronunciation which enable to
effectively deal with reading
English more effectively. This also
provides better learning which are
associated with taking initiative
through the speech-language
therapy where Jack has learned
through the one-on-one learning.
Here, oral-motor/feeding and
swallowing therapy is highly
effective which allow to get better
and effective improvement in
eating, drinking along with
swallowing.
During implementation of program
includes the Jack has face difficulty
in initial stage which create
difficulty in dealing with creating
better learning improvement. Jack
has face the problem which
includes the issues of getting
difficulty to deal with the situation
that can create during
pronouncing the words which are
already written. This create
irritation issues and resist to get
involve in the speech-language
therapy. This leads to create
difficulty in dealing with better
and effective response toward the
program. During the
implementation of program
include the different issue like
getting involve in dealing with
situation that includes the
effectiveness of response towards
the teacher when Jack face
difficulty in speaking work
spelling. They have the concern
about dealing and speaking long
word without any hesitation or
difficulty.
What do we need to do next?
Jack suggests that there is need to make some improvement in the
learning which can allow to achieve better and effective response that
are associated with taking care about the issues which are generally
faced by him. Here Jack also respond that he gets irritated due to
reputation of spelling which is difficult to pronounce. There is need to
use some other strategy which can be effective and allow to work more
effectively and help Jack in getting well without difficulty. In this, Jack
ask about using different strategy which can be effective to draw in
dealing with better leaning for spelling and can help in improving better
speaking of spelling and understanding it appropriately. Jack advices that
there should be change in the strategy where word with easy spelling
should be avoid or should be learned once rather than repeating for
Version 2

longer which lead to irritation within Jack. There is need to main focus on
the words which have difficult spelling and teacher should help to make
spelling through listening words or pronunciation that can help more
effectively to deal with it.
Supervising Teacher (name): ___________________________
Date of discussion:
Version 2

Questionnaire
Student Name: Oliver
Year Level:
Educational Program/Activity: Occupational therapy
Student Responses
What have we tried? What have learned?
Oliver is facing issues in learning
through one attempt which are
effective and can have negative
impact on the learning process.
There is need to take care of
individual which are associated
with taking care of effective
learning without repeating it. Oliver
is leaned through implementing the
strategy and participating in the
activity that help to learn through it
and improve the learning which are
effective and help to understand
things and perform activity in one
attempt. During implementing this
program allow to include the
effectiveness that influences about
delivery of better and effective
learning to Oliver. There is
implementation of Occupational
therapy which is effective and allow
to get better learning and
completing task without any extra
effort. This help Oliver to perform
well in the academics and provide
self-confidence.
Oliver stated that he has learned
through the educational program
which are effective and lead to create
high impact on leaning activity.
through applying this program, Oliver
is able to create the difference in
previous and present learning.
Through implementation of this
program Olive is effectively leaned
about improvement in understand
things and able to perform well which
are effective and have high response
towards the learning which can help
to improve in the academic learning
and help in improving better and
effective response. In this, through
implementing the occupational
therapy, it allows to improve the oral
learning and help to understand the
meaning which are also effective to
perform well that includes the
effectiveness of improving better deal
with getting constant on any work.
Oliver has leaned to perform the task
own self without repeating one task
for longer. Through Occupational
therapy in initial stage, it helps to
develop motor skills which are
effective to improve the learning and
help in getting better understanding
about the task which can help to carry
on and complete it on time without
repetition to process task.
What has been the positives? ‘Were there any concerns?
Version 2

. Oliver explained that there is high
effectiveness of this program which
allow him to perform well and
improve and boos the self-esteem
which also help to sense of
accomplishment. During the
implementation of the program,
Oliver has faced various things
which are effective and help him to
improve the learning like improving
in different activity which can help
to complete the task easily without
any difficulty and repetition. It also
helps to deal with the cognitive
problems which have high impact
on perform well in the academics
and allow to more effective deal
with previous completed task. Olive
also liked the improvement in the
eye-hand coordination which allow
to get better care about the
effective response which are
associated with school skills like
reading and complete any task
without getting external help.
Oliver have some issue during the
implementation of the program which
includes the difficulty in dealing with
different activity that can help Oliver
to take care of completing task that
also help to delivery it more
appropriately. There is some concern
to Oliver which includes to complete
the task in repetition. Oliver face
concern about implementation of
program which is getting fast and may
create difficulty to follow up further
for longer. This can have difficulty in
further process which is one of the
main issue through which Oliver is
facing difficulty.
What do we need to do next?
Oliver stated that there is need to provide better and effective response
which are associated with next lesson. Oliver also response that there is
some concern that implementation of program is getting faster to catch it
easily. There is need to reduce the speed of program which can help in
performing well and allow to better care about the delivery of lesson which
can improve the task completion in less repetition.
Supervising teacher (name): ___________________________
Date of discussion:
Version 2

Task 3
To do:
Participate in an education adjustment profile meeting for each of the two
(2) students you have been assigned. Your role as teacher aide would only
allow you to be a participant in the profile meeting, and not as the primary
person discussing with the principal, the education support team, the
parent/carer of the student, and the student. If you are unable to attend these
meetings, have a discussion with your supervising teacher and other relevant
personnel about a meeting that has already taken place for the two students
that you support. If possible, obtain a copy of the meeting minutes to refer to.
Complete the Discussion Notes template below for the two students.
Obtain a copy of each of the student’s Education Adjustment Program (EAP)
Profile. You will find a sample in the resource folder on Moodle. Refer to the
school’s policies and procedures on how a profile meeting is conducted. You
are not required to create a new EAP for each of the students; however, you
need to fill out an EAP profile if the student does not have one.
Version 2