DT1A 04 (CCLD 209)Support a Child with Additional Support Needs

DT1A 04 (CCLD 209)Support a child with additional support needs

Elements of competence

CCLD 209.1Support a child with additional support needs by providing care and encouragement

CCLD 209.2Provide support to enable the child to participate in activities and experiences

CCLD 209.3Support the child and family according to the procedures of the setting

About this Unit

This unit is about supporting a child with additional support needs (or equivalent terminology within your home country).

This unit is for you if you work in a setting or service whose main purpose is to support the care, learning and development of children in partnership with their families. This is for you if you work with a child with additional support needs, normally as an assistant in a setting.

Keywords

What we mean by some of the words used in this unit
Augmentative and Alternative Communication (AAC) / This refers to any device, system or special method of communication that helps individuals with communication difficulties to communicate more easily and effectively: e.g. symbols, communication boards, voice output communication aids, sign language or facial expressions and gestures
Assistive Technology / Technology that supports a child’s ability to participate in the setting. It is a broad term that includes items ranging from e.g. a simple foam wedge for positioning to sophisticated power mobility devices
Barriers to participation / Anything that prevents the child participating fully in activities and experiences offered by the setting or service
Barriers to communication / Anything that prevents the child communicating with others or making relationships e.g. hearing, speech or visual loss, lack of support services, mental health issues, learning disabilities
Children / The children you work with, except where otherwise indicated
Additional Support Needs / A physical or mental impairment which has a substantial and long-term adverse effect on the child's ability to carry out normal day-to-day activities. This includes Special Educational Needs (SEN) which can mean that children with special educational needs learn differently from most children of the same age. These children may need extra or different help from that given to other children
Integration / Inclusion of children with disabilities or special educational needs in mainstream settings
Others / People who your setting’s procedures say need to be informed about your concerns, such as other colleagues, supervisor, manager, SENCO, teacher
Social and medical models of disability / The medical model reflects the traditional view of disability, that it is something to be ‘cured’, treating the child as a sick patient. The social model considers that it is society that needs to change and that disabled people have rights and choices
Participation / Participation is the process by which children and young people influence decision making which brings about change in them, others, their services and their communities.

Evidence Requirements for the Unit

It is essential that you adhere to the Evidence Requirements for this Unit

GENERAL GUIDANCE

Evidence must be provided for ALL of the performance criteria and ALL of the knowledge.
Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any particular occasion.
Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and practice are linked.
The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and the values and the principles for good practice in children’s care, learning and development.
All evidence must relate to your own work practice.

SPECIFIC Evidence Requirements for this unit
Simulation:

Simulation is not permitted for this unit.

The following forms of evidence ARE mandatory:

Direct Observation: Your assessor/expert witness must observe you in real work activities which will provide evidence of some part of each element in this unit.
Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be able to use a reflective account to provide some of the performance evidence for this unit, for example,how you adapt your practice to meet the needs of the child you are caring for and how you ensure that what you do is effective and responsive, the effects on families of having a child with disabilities or special educational needs and how you can offer support within your role and responsibility.

Issues for consideration:

The following performance criteria may be difficult to evidence by observation by the assessor or expert witness:

Element 1 – PC’s 1 and 3
Element 2 – PC 4
Element 3 – PC’s 1, 2 and 4
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:

Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand principles which support practice, policies, procedures and legislation, and that you can critically evaluate their application e.g. the specific needs of the child or children you are caring for and how these needs are met through your everyday practice, the legal and ethical issues that provide a framework for your work, principles of inclusion and anti discriminatory practice and how these are implemented in your practice. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
Products: These are non-confidential records made, or contributed to, by you, e.g.curriculum plans, adaptations to which you have contributed, play and learning materials you have developed to support children.
Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual location and be referred to in the assessor records in your portfolio e.g. individual care or education plans, records to which you have contributed.
Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards and check that you have retained and can apply learning to practice, e.g. inclusion/antidiscrimination training, disability awareness training, training in special educational needs and relevant codes of practice.
Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the knowledge requirement of your award.
Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses.

Knowledge specification for this unit

Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.

You need to provide evidence for ALL knowledge points listed below:

To be competent in this unit, you must know and understand the following: / Enter Evidence Numbers
1Laws and codes of practice affecting provision for children with additional support needs within your home country
The rights of children and families who are eligible for direct payments and the processes involved
The rationale for the personalisation of care and how this can work in practice
The impact of direct payments on care of children with additional support needs
The meaning and application of ‘participation’ and why this is important
2Specialist local and national support and information that is available for disabilities and special educational needs
3Partnerships with parents and families are at the heart of provision as they know most about their child and how partnerships can be encouraged
4The importance of not labelling children and having realistic expectations
5How integration/inclusion works in your setting and local area and the reasons for its benefits or otherwise
6Details about particular disabilities or special educational needs affecting the children in your care
7How to use Alternative and Augmentative Communication and assist children through use of all their available senses
7 a) The range of commonly used assistive technology in mainstream work contexts
7 b) How the provision supports all children including gifted children and those with occasional and longer term support needs
8Planning for each child’s individual requirements in partnership with other colleagues
9What barriers may exist preventing children’s participation and how to remove these barriers
10How to make sure what you do is suitable for all the children you work with, according to their age, needs and abilities
11What specialist aids and equipment are available for the children you work with and how to use these safely
12The possible impact of having a child with additional support needs within a family

CCLD 209.1 Support a child with disabilities or special educational needs by providing care and encouragement

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Seek information about the child’s individual needs from colleagues, the child and their family
2Follow the child’s individual plan as a basis for their care and participation
3Promptly refer to others any concerns about the child, according to the procedures of your setting
4 Communicate effectively with the child, seeking advice and support to overcome any communication difficulties
5Give praise and reward for the child’s efforts and achievements
6Sensitively support and care for the child, making sure that what you do is suitable for the child’s age, needs and abilities

CCLD 209.2 Provide support to help the child to participate in activities and experiences

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Sensitively observe the child in everyday activities, identifying any barriers to participation in activities and experiences
2Offer alternative activities if required
3In consultation with others adapt activities and experiences to enable the child to take part
4 Use any specialist aids and equipment as required
5Adapt the environment, including layout of furniture and accessibility of equipment
6Encourage children's positive behaviour

CCLD 209.3 Support the child and family according to the procedures of the setting

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Seek help from others when you require information or support
2Provide personalised support to the child and family
3Support family members to participate in activities with children, as required by your setting
4Give feedback about a child’s progress to the child and other adults as required
5Record children's progress according to agreed methods

DO = Direct ObservationRA = Reflective AccountQ = Questions

EW = Expert Witness P = Product (Work)WT = Witness Testimony

To be completed by the Candidate
I SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT and that the candidate has demonstrated the application of the princples and values.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..

Unit: DT1A 04 (CCLD 209) Support a child with additional support needs