Unit of competency Outline
Date retreived
22/07/2026 9:15 PM AWST
22/07/2026 9:15 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Support students with additional needs in the classroom
Support students with additional needs in the classroom
Unit of competency
National Code
CHCEDS315B
CHCEDS315B
State Code
D2430
D2430
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
04/07/2014
Field of Education
090509 - Care For The Disabled
Original Release Date
04/07/2014
Nominal Hours
25
Description
This unit describes the knowledge and skills required by a teacher aide to support students with additional needs in classrooms where there are students with a mix of abilities and needsThis unit describes the knowledge and skills required by a teacher aide to support students with additional needs in classrooms where there are students with a mix of abilities and needs
Notes
Elements and Performance Criteria
1 Work with others to support students with additional needs
- 1.1 Demonstrate understanding of own role and responsibilities in relation to students and a range of additional needs
- 1.2 Identify roles and responsibilities of others involved
- 1.3 Cooperate with others in support of students
- 1.4 Share information with others to facilitate student support and does this is accordance with relevant procedures, guidelines and protocols
2 Support individual students with additional needs
- 2.1 Show respect, empathy, acceptance for individual differences in dealings with students
- 2.2 Encourage students in ways which promote their positive self concept and esteem
- 2.3 Use language, equipment, materials and strategies suited to the student
- 2.4 Apply simple task analysis as necessary to assist students with additional needs
- 2.5 Identify the role, purposes and content of individual education programs to address additional needs
- 2.6 Follow individual education programs planned by teachers for particular students, and recommend amendments as appropriate
3 Assist with classroom programs to support students with additional needs
- 3.1 Use knowledge of classroom strategies and programs used to support students with additional needs
- 3.2 Identify and follow classroom strategies and programs used to support particular students
- 3.3 Assist with the modification of general activities to particular needs where necessary
- 3.4 Assist with whole class activities as directed by teacher
- 3.5 Use behaviour management strategies and techniques appropriate to the students and as directed by teacher and others
4 Contribute to learning opportunities
- 4.1 Identify strategies used by teachers to encourage problem solving by students and support strategies appropriately as required of teacher aide
- 4.2 Identify strategies used by teachers to assist development of independence and social skills in students and support strategies appropriately as required of teacher aide
- 4.3 Notice and take opportunities to encourage and support incidental learning by students
- 4.4 Provide constructive advice and feedback to students
- 4.5 Where appropriate, provide suggestions to teachers or other members to improve learning opportunities of students
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Additional needs may be due to:
Learning difficulties
Physical difficulties
Intellectual disabilities
Sensory disabilities
Language impairment
Psycho-emotional disorders
Non-English speaking background
Giftedness
Psychiatric disorders
Other medical conditions
Cultural background
Family issues
Education background
Socio-cultural disadvantage
Others involved may include:
Class teacher
Support teacher
Speech pathologist
Social worker
Teacher aide medical personnel
Guidance officer
Physiotherapist
Occupational therapist
Carer
Relevant procedures, guidelines and protocols may include:
Confidentiality, right to privacy
Individual education programs may include:
Literacy
Numeracy
Gross and fine motor skills
Life skills
Key work signing
Communication and speech
Individual and class social skills
Classroom strategies and programs may include:
Peer tutoring
Multi-level teaching
Cross curricular teaching
'Buddy' support systems
Small group, 1:1 instructional tutoring
Vertical grouping
Peer modelling
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Additional needs may be due to:
Learning difficulties
Physical difficulties
Intellectual disabilities
Sensory disabilities
Language impairment
Psycho-emotional disorders
Non-English speaking background
Giftedness
Psychiatric disorders
Other medical conditions
Cultural background
Family issues
Education background
Socio-cultural disadvantage
Others involved may include:
Class teacher
Support teacher
Speech pathologist
Social worker
Teacher aide medical personnel
Guidance officer
Physiotherapist
Occupational therapist
Carer
Relevant procedures, guidelines and protocols may include:
Confidentiality, right to privacy
Individual education programs may include:
Literacy
Numeracy
Gross and fine motor skills
Life skills
Key work signing
Communication and speech
Individual and class social skills
Classroom strategies and programs may include:
Peer tutoring
Multi-level teaching
Cross curricular teaching
'Buddy' support systems
Small group, 1:1 instructional tutoring
Vertical grouping
Peer modelling
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should be on the job and/or related to actual workplace evidence
Simulated situations and hypothetical questioning may be used as a supplement to such assessment if this is necessary to enable the trainee/teacher aide to demonstrate all aspects of the competency
In order to establish consistency of performance, evidence should be collected over a period of time, across a range of events
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
appropriate documentation and resources normally used in the workplace
Method of assessment may include:
Observation of work performance
Written tasks
Interview and questioning
Authenticated portfolio/log book
Supporting statement of supervisor/s
Authenticated evidence of relevant work experience and/or formal/informal learning
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should be on the job and/or related to actual workplace evidence
Simulated situations and hypothetical questioning may be used as a supplement to such assessment if this is necessary to enable the trainee/teacher aide to demonstrate all aspects of the competency
In order to establish consistency of performance, evidence should be collected over a period of time, across a range of events
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment of this unit include access to:
appropriate documentation and resources normally used in the workplace
Method of assessment may include:
Observation of work performance
Written tasks
Interview and questioning
Authenticated portfolio/log book
Supporting statement of supervisor/s
Authenticated evidence of relevant work experience and/or formal/informal learning
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C0241 | CHCDIS11A | Coordinate work in the disability sector | Unit of competency |
| S3113 | CHCDIS14A | Support students with additional needs in the classroom | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| D8567 | CHCEDS335B | Support students with additional needs in the classroom environment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J281 | PSP30612 | Certificate III in Government (School Support Services) | Qualification |
| J282 | PSP30712 | Certificate III in School Support Services | Qualification |