SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Coach people with disabilities 
SAQA US ID UNIT STANDARD TITLE
244585  Coach people with disabilities 
ORIGINATOR
SGB Inclusive Education 
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 5  Level TBA: Pre-2009 was L5  15 
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 
The purpose of the learning is to coach people with disabilities in terms of personal, family, work and training, emotional, medical, motivational and social dynamics which could impact on their development. Credited learners can ensure that people with disabilities can compete in the open labour market by facilitating their successful participation in organisation, the economy and society.

Coaching is a transferable competence, and credited learners can apply this not only in the area of vocational equity practice, but also in other related areas such as education, training and development practice.

Coaching people with disabilities is one of the most important factors in ensuring their economic and social participation, thus improving their chances of successful employment. Disability employment practice also benefits from coaching competence by ensuring that disclosure and confidentiality principles are upheld.

Credited learners are capable of:
  • Analysing relevant information regarding the individual with a disability and organisational requirements.
  • Developing a coaching plan for an individual with a disability in conjunction with relevant stakeholders.
  • Implementing the agreed coaching plan for an individual with a disability.
  • Evaluating the impact of a coaching plan. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 4.

    It is recommended that learners are competent in the Unit Standard titled Assess support needs of people with disabilities. 

    UNIT STANDARD RANGE 
    Range statements are provided with specific outcomes and assessment criteria, where relevant. The above outcomes are to be achieved in terms of personal, family, work and training, emotional, medical, motivational and social dynamics which could impact positively or negatively on a person's growth. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse relevant information regarding the individual with a disability and organisational requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of disclosure and the arrangements for facilitating it are understood for employees with disabilities according to given legislative and organisational policies and procedures. 
    ASSESSMENT CRITERION RANGE 
    Disclosure information includes but is not limited to confidentiality of information, choice of non-disclosure, legislation and guidelines, disclosure agreement forms, including all persons and/or organisations who can contribute to the development and positive change of people with disabilities, etc.
     

    ASSESSMENT CRITERION 2 
    Information obtained from a range of sources is analysed and applied for the purpose of meeting support needs. 
    ASSESSMENT CRITERION RANGE 
    Information includes person, disability, work environment, outside support, job, workplace culture, past or present accommodations, financial considerations, assistance of family and friends, transport, housing, medical factors, etc. Sources include but are not limited to assessments, reports, interviews and observations.
     

    ASSESSMENT CRITERION 3 
    Feedback is communicated to relevant stakeholders and confidentiality is upheld. 

    ASSESSMENT CRITERION 4 
    Findings, conclusions and recommendations are reported in order to develop an effective coaching plan or seek further advice if necessary. 

    ASSESSMENT CRITERION 5 
    All data is secured according to confidentiality requirement, policies and procedures. 
    ASSESSMENT CRITERION RANGE 
    Specified locations can include on a management information system, data includes disclosure agreements, professional reports and recommendations, observation checklists, interview schedules, etc.
     

    SPECIFIC OUTCOME 2 
    Develop a coaching plan for an individual with a disability in conjunction with relevant stakeholders. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Job requirements are analysed to identify job performance specifications and job and working environment accommodations and adjustments in order to address specific staff needs. 
    ASSESSMENT CRITERION RANGE 
    Needs include but not limited to training, flexible scheduling, more person specific supervision.
     

    ASSESSMENT CRITERION 2 
    Recommendations are made to the employer to meet the reasonable accommodation needs of the individual with a disability for successful integration in the workplace. 

    ASSESSMENT CRITERION 3 
    Responsibilities of all role players are identified and communicated for the purposes of providing maximum support to the person with a disability. 

    ASSESSMENT CRITERION 4 
    Training needs of the individual with a disability are interpreted against the job requirements and confirmed with all role players to guarantee competencies are clear to all. 

    ASSESSMENT CRITERION 5 
    Work group norms about the flow and pace of work are adapted for the coaching plan in consultation with role players. 

    ASSESSMENT CRITERION 6 
    A daily work routine and schedule is established for the individual with a disability based on input from all stakeholders. 

    SPECIFIC OUTCOME 3 
    Implement the agreed coaching plan for an individual with a disability. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    On the job training and support is provided to the individual with a disability in accordance with the coaching plan. 

    ASSESSMENT CRITERION 2 
    Systematic training of specific job duties is provided to the individual with a disability as a transfer of skills initiative. 

    ASSESSMENT CRITERION 3 
    Appropriate work-related behaviours are modeled by the coach to demonstrate applicability to the workplace for the person with a disability. 

    ASSESSMENT CRITERION 4 
    Workplace social integration and self promotion skills are developed to encourage the individual with a disability to fit into the culture of the organisation. 

    ASSESSMENT CRITERION 5 
    Self management skills are facilitated to enable the individual with a disability to work independently of the coach. 

    ASSESSMENT CRITERION 6 
    Specific skills at the job site are developed through on the job training according to the daily work routine and schedule as outlined in the coaching plan. 

    SPECIFIC OUTCOME 4 
    Evaluating the impact of a coaching plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Reports on interviews and counselling sessions with individuals with a disability outlining opportunities for improvement and change indicate improvement in job performance by the individual with a disability. 

    ASSESSMENT CRITERION 2 
    The implementation of the coaching plan is evaluated against delivery by all role players to ensure continuous improvement for the organization. 

    ASSESSMENT CRITERION 3 
    The outcome of the coaching process on the individual is evaluated to identify further coaching requirements, learning and career pathing options. 

    ASSESSMENT CRITERION 4 
    The impact of the coaching plan is evaluated to ensure that coaching plan objectives are met. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.
  • Moderators must be registered assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Definitions of coaching, mentoring, training, support within the context of vocation equity disability practice.
  • Relevant sections of legislation and implications of legislation for disability employment practice.
  • Codes of good practice.
  • Benefits of and risk management by employing people with disabilities.
  • Barriers to inclusivity, growth and advancement for different disabilities within specific contexts.
  • Rights of people with disabilities in the workplace.
  • Disclosure agreements, principles of disclosure and confidentiality, and policies and procedures to facilitate disclosure.
  • Employee profiling.
  • Industry guidelines for assessment of ability.
  • Information management and data security procedures.
  • Benchmarking models and international best practice.
  • Financial outlay calculation for coaching plan. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems through critical and creative thinking relating to the planning, implementation and evaluation of the coaching cycle by making responsible decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when coaching employees with disabilities according to individual and organisation needs and requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through the coaching process. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate the coaching plan for the purpose of planning, implementation and evaluation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively to stakeholders using visual, mathematic and/or language skills in the modes of oral and/or written presentation, reports, counselling sessions, and feedback sessions. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when all relevant documentation is recorded and secured according to given procedures. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that the process of coaching involves working as a multi-disciplinary team across various levels and sectors. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SABPP 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


    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. Kula Institute 
    2. South African Guide-Dogs Association for the Blind 



    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.