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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Identify and support learners with special needs 
SAQA US ID UNIT STANDARD TITLE
13674  Identify and support learners with special needs 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
All qualifications for Education, Training and Development (ETD) practitioners are required by law to include unit standards that enable ETD practitioners to accommodate learners with special needs.
This unit standard is relevant to assistant or junior environmental education practitioners. It ensures that they will be aware of, sensitive to and able to support learners with special needs in a learning situation.

A person credited with this unit standard will be able to:
  • Describe a range of special needs that may be encountered during an environmental learning programme or action project
  • Recognise and assist learners who have special needs during an environmental learning programme or action project 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner should demonstrate GETC or equivalent. This unit standard does not assume prior environmental education training or experience. 

    UNIT STANDARD RANGE 
    This unit standard is applicable assistant or junior environmental education practitioners working under supervision or assisting more experienced practitioners to implement environmental learning programmes or action projects. At this stage the candidate should be able to recognise and assist a learner with special needs.

    A separate unit standard has been developed to enable more senior environmental education practitioners to design programmes to accommodate learners with special needs (Unit standard EE 5D.07 Develop learning programmes to enhance participation of learners with special needs).

    Environmental education practitioners should be aware of learners with special physical, health, cognitive, emotional and economic needs. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe a range of special needs that may be encountered during an environmental learning programme 
    OUTCOME NOTES 
    Describe a range of special needs that may be encountered during an environmental learning programme or action project. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. List a range of special needs. 
    ASSESSMENT CRITERION RANGE 
    Including physical, health, cognitive, emotional and economic needs.
     

    ASSESSMENT CRITERION 2 
    2. Describe how to recognise learners with particular special needs by explaining typical symptoms or signs. 
    ASSESSMENT CRITERION RANGE 
    Cover about five scenarios, including an example of a learner with a physical disability, a health condition and a learning disability, a learner who has suffered emotional abuse, and a learner from an economically deprived background (e.g. showing signs of malnutrition).
     

    ASSESSMENT CRITERION 3 
    3. Describe in general terms how to respond appropriately and sensitively to learners with special needs. 

    ASSESSMENT CRITERION 4 
    4. Describe in specific terms how to respond to learners with a range of special needs. 

    SPECIFIC OUTCOME 2 
    Recognise and assist learners who have special needs during an environmental learning programme 
    OUTCOME NOTES 
    Recognise and assist learners who have special needs during an environmental learning programme or action project. 
    OUTCOME RANGE 
    Demonstrate competence in at least two different contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Apply knowledge of learners with special needs by recognising symptoms and signs in practice. 

    ASSESSMENT CRITERION 2 
    2. Demonstrate appropriate and sensitive responses to learners with special needs during learning events. 

    ASSESSMENT CRITERION 3 
    3. Provide appropriate support to learners with special needs during learning events. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Refer to Specific Outcomes and to the Assessment Criteria contained in this unit standard.

    To achieve this unit standard the learner will require basic knowledge of the symptoms of a range of special needs, and appropriate ways of responding to and supporting learners with a range of special needs.

    They will also need to understand the goals, principles and methods of environmental education. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on and explore a variety of strategies to learn more effectively.

    Participate as a responsible citizen in the life of local, national and global communities. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Specified requirements:

    Specified requirements include specific legal and workplace requirements and are contained in one or more of the following documents:

    Legal:

    Relevant laws, regulations and policies, e.g. the Occupational Health and Safety Act, Curriculum 2005

    Site specific:

    Relevant contextual information and documentation, including workplace procedures and protocols 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22900   National Certificate: Environmental Education, Training and Development Practice  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  ETDP SETA 
    Core  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  49087   National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-07-29  Was ETDP SETA until Last Date for Achievement 
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  CHE 
    Elective  48818   Further Education and Training Certificate: Arts and Culture Administration  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  71469   Further Education and Training Certificate: Equine Practices  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Assessment and Entrepreneurship Centre 
    2. Dabulamanzi & Njabulo Ndaba Consulting cc 
    3. DELTA ENVIRONMENTAL CENTRE NPC 
    4. Elective Training Institute Enterprise CC 
    5. M3i Skills Development 
    6. Nkinane Training Institute and Consulting (Pty) Ltd 
    7. Sekunjalo Education Training and Development 
    8. South African Guide-Dogs Association for the Blind 
    9. SPS Consulting (Pty) Ltd 
    10. THE GMC GROUP PTY LTD 
    11. Ulwazi Training & Development 
    12. Wildlife and Enviroment Society of South Africa 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.