CHCECE021 - Implement Strategy For The Inclusion Of All Children - Case Study Management Assignment Help

Assignment Task

Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures.
Attempting assessment tasks
Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding.

Respecting the Rights and Privacy of Children and Families
This unit has been assessed using a combination of theory tasks, workplace tasks and workplace simulation.  To honour the rights of the child and the family to privacy a decision has been made to use a workplace simulation to identify, plan and implement a program. The right of parents to privacy and respect in relation to their child should be observed – it is considered inappropriate for a student (who is not known to the parent/child) to engage in a discussion of the child’s needs.

This decision reflects the National Quality Standard:
• QA5 Relationships with children. 
5.1.2 The dignity and rights of every child are maintained 
• QA6 Collaborative partnerships with families and communities.
6.1 Respectful supportive relationships with families are developed and maintained and families are supported in their parenting role.
Student must ensure that they comply with the service’s Privacy and Confidentiality policies.

Question 6
To complete this task refer to (p. 336) of your textbook ‘Frameworks for Learning and Development’and your reading
• Guide to the National Quality Framework -

a) What does Element 6.2.2 Access and Participation, aim to achieve in relation to supporting each child’s access, inclusion and participation in the program?
b)    List the six skills educators display when they are including children with a disability?

Question 7
To complete this task refer to (pp.12 – 13) of your reading:
• Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

Identify two EYLF principles that reflect a commitment to inclusion.

Question 8
To complete this task refer to (p.329) of your textbook ‘Frameworks for Learning and Development’ and your reading:
• Code of Ethics.

Identity the key principles embedded in the Early Childhood Australia (ECA) Code of Ethics that reflect a commitment to supporting diversity and inclusion.

Question 9
To complete this task refer to (p. 14) of your reading:
• Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs.

One of the most important roles for an educator within an early childhood environment is to facilitate a sense of belonging and inclusion.
List three strategies educators can use to achieve this.
Scenario: Spiders
The educator has set up a project on spiders, providing a wide range of opportunities for children to explore and investigate. Kyle, Laila, Asher, Tilly and Maya have contributed to the project in different ways. 
Kyle (4 years 6 months) has autism. He functions quite well in the service as long as his routine is maintained and he is given plenty of unhurried time to complete tasks. Kyle has limited language and uses word/picture cards to communicate. Kyle loves to draw. His drawings are extremely detailed which reflects his amazing eye for detail. The educator has provided Kyle with a series of photographs of different types of spider webs for Kyle to examine and draw. 
Laila (4 years 8 months) is delayed in all areas of development. She finds it difficult to concentrate and stay on task and prefers experiences where she can move around and interact with materials. The educator has created weaving frames made from small trees branches. Laila is working with the educator to make a spider web.  She is able to use her fine motor skills to weave wool around the branches to create a web.
Asher (4 years 2 months) has well developed literacy skills. He likes to research information from books and copy things that interest him into his project book. Today he has a book on spiders which he borrowed from the local library. He is drawing a spider and has asked the educator to help him label the spider’s anatomy. The educator works with Asher using the reference book.
Tilly (4 years) and Maya (4 years 7 months) are making up a song about spiders. The girls have been invited by the educator to sing their song to the group at morning tea.
 

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