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: 

Identify and recommend support needs of people with disabilities 
SAQA US ID UNIT STANDARD TITLE
244594  Identify and recommend support needs of 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 
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 determine support needs of people with disabilities, based on their specific disabilities, barriers to equal opportunities and existing support. Learners will know which supports are available and, based on an assessment of needs, specific contexts and gaps, can recommend relevant supports.

Learners will achieve competence in information gathering and building support information networks that can be transferred to various other fields. This competence is also valuable in terms of enhancing learning and their own performance, as they are able to gather, analyse and critically evaluate information.

Assessing support needs of people with disabilities is an important factor in ensuring their economic and social participation, thus improving their chances of successful employment. Disability employment practice also benefits from this competence by ensuring that people with disabilities are adequately supported, thereby improving customer service and professionalism.

The qualifying learner will be capable of:
  • Identifying and understanding disabilities and barriers to equal opportunities relating to specific work contexts.
  • Assessing existing support for people with disabilities within specific contexts.
  • Implementing and evaluating support for people with disabilities within specific contexts. 

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

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and understand disabilities and barriers to equal opportunities relating to specific work contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The nature of specific disabilities and barriers to equal opportunities are described in relation to the applicable context. 
    ASSESSMENT CRITERION RANGE 
    Contexts can include work, home, transport etc.
     

    ASSESSMENT CRITERION 2 
    Definitions and terminologies are explained with examples and applied in applicable contexts. 

    ASSESSMENT CRITERION 3 
    Information is sourced and secured from relevant entities, individuals and resources for specific contexts and purposes. 
    ASSESSMENT CRITERION RANGE 
    Information includes information gathered from people with disabilities about their disability and the barriers to equal opportunities that they experience related to that disability, as well as information from relevant professionals who have diagnosed and treated the people with disabilities, and support networks and family.
     

    ASSESSMENT CRITERION 4 
    Information is documented, verified and communicated to all relevant stakeholders according to organisational policies and procedures and in compliance with applicable legislation. 

    SPECIFIC OUTCOME 2 
    Assess existing support for people with disabilities within specific contexts. 
    OUTCOME RANGE 
    Support includes within and outside of workplaces, and be reasonable accommodations in the form of individuals, organisations, equipment, tools and materials, such as job coaches, assistive devices, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Existing supports are assessed and described in terms of their scope and relevance for specific disabilities. 

    ASSESSMENT CRITERION 2 
    Existing supports are documented and communicated to all relevant stakeholders according to organisational policies and procedures. 

    ASSESSMENT CRITERION 3 
    Role players in work environments are identified and documented in relation to their relevance for support of people with disabilities. 

    ASSESSMENT CRITERION 4 
    Information is gathered from relevant role players about existing support relevant for specific disabilities and specific needs of people with disabilities. 

    ASSESSMENT CRITERION 5 
    Support needs and existing supports are compared based on verifiable information. 

    ASSESSMENT CRITERION 6 
    Support gaps for people with disabilities are justified and recorded in order to address barriers. 

    ASSESSMENT CRITERION 7 
    A gap analysis is undertaken and findings, conclusions and recommendations are reported to relevant stakeholders. 

    ASSESSMENT CRITERION 8 
    Principles of confidentiality and legal privacy obligations are adhered to at all times according to organisational and legal requirements. 

    SPECIFIC OUTCOME 3 
    Implement and evaluate support for people with disabilities within specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Recommendations are motivated in terms of availability, costs effectiveness, efficiency and accessibility. 

    ASSESSMENT CRITERION 2 
    Recommendations are efficiently and effectively implemented in authentic situations. 

    ASSESSMENT CRITERION 3 
    The implementation of recommendations are regularly monitored, evaluated and adjusted in accordance with the circumstances. 


    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 the 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 the relevant ETQA.
  • Moderators must be registered as assessors with the relevant RTQA, or with an ETQA tha has a Memorandum of Understanding with the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Purpose of legislation relevant to disability employment practice.
  • How legislation is developed in South Africa.
  • Relevant sections of legislation and implications of legislation for disability employment practice.
  • Codes of good practice.
  • Relevant legal concept definitions.
  • Benefits of and risk management by employing people with disabilities.
  • Rights of people with disabilities in the workplace.
  • Nature of different disabilities, definitions and correct terminology, and definition, scope, accessing and reasons and benefits for specific supports relevant to specific disabilities.
  • Barriers to inclusivity, growth and advancement for different disabilities within specific contexts. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to recommend supports for people with disabilities within specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when information is gathered from various sources such as people with disabilities, employers, professionals, families, etc. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively by applying and adhering to principles of confidentiality at all times. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to recognise, disabilities and barriers to equal opportunities within specific contexts, describe existing supports within specific contexts for people with disabilities, and describe support gaps for people with disabilities within specific contexts, and when access to supports is accurately described and information about access is accurate and up to date. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when relevant information, existing supports, and gaps in support are documented/recorded and reported/communicated to all relevant role players according to given policies and procedures. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when recommended supports are available and can be accessed. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when identified role players in work environments are relevant for support of people with disabilities, all relevant supports are identified for specific needs of people with disabilities, and support gaps are justified in terms of specific disabilities and barriers for those disabilities. 

    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  61609   Further Education and Training Certificate: Volunteer Support  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SABPP 
    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. 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.