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: 

Refer a person with a disability to specialised services 
SAQA US ID UNIT STANDARD TITLE
244610  Refer a person with a disability to specialised services 
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 this Unit Standard is to enable learners to refer people with disabilities to specialised service providers when their needs fall outside a learner's scope of practice. Learners will know when to refer someone to other professionals, and who to refer them to. They can also analyse the information received from referrals to improve their own support to clients.

Competent referral will ensure that people with disabilities have access to the services that they need, and disability employment practitioners will meet legal, ethical and professional standards, thereby ensuring the quality of service delivery and professionalism of the field. Learners will achieve competence in referral which 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 and analyse information regarding their clients.

A qualified learner is capable of:
  • Describing specialised service providers according to scope of practice.
  • Assessing suitability and effectiveness of services against identified needs.
  • Implementing referral process according to identified needs.
  • Interpreting and applying information from the referral process.
  • Recording, storing and maintaining referral information. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication at NQF Level 4. It is also recommended that learner's are competent in computer literacy at NQF Level 2 or equivalent. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe specialised service providers according to scope of practice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Specialised service providers available within specific contexts are identified according to referral needs. 
    ASSESSMENT CRITERION RANGE 
    Specialised services providers may be inside or outside the organisation depending on local resources.
     

    ASSESSMENT CRITERION 2 
    Different roles of services providers are described according to their scope of practice. 

    SPECIFIC OUTCOME 2 
    Assess suitability and effectiveness of services against identified needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The reasons for referral are analysed and presented to all relevant stakeholders for purposes of obtaining approval, funding and providing relevant information. 

    ASSESSMENT CRITERION 2 
    The suitability of the service is assessed and justified against criteria and needs. 

    ASSESSMENT CRITERION 3 
    Identified services are selected according to suitability. 
    ASSESSMENT CRITERION RANGE 
    Suitability includes but is not limited to effectiveness, cost, availability, priority, feasibility, sustainability, etc.
     

    SPECIFIC OUTCOME 3 
    Implement referral process according to identified needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Networking with service providers is established in terms of communication, support and intervention needs. 

    ASSESSMENT CRITERION 2 
    A process to manage a referral is arranged together with the service provider. 
    ASSESSMENT CRITERION RANGE 
    Processes can include verbal, written or electronic communication, meetings, etc.
     

    ASSESSMENT CRITERION 3 
    Findings and recommendations are analysed in order to determine if further assessment or intervention might be required. 

    ASSESSMENT CRITERION 4 
    The success or failure of the referral process is assessed in terms of work performance and organisational policy. 

    SPECIFIC OUTCOME 4 
    Interpret and apply information from the referral process. 
    OUTCOME RANGE 
    Information includes needs, problems, and issues contained in information received from specialised service providers, that is, in the scope of other professions' practice areas. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The reports are understood in terms of the recommendations made by liaising with specialised service providers. 

    ASSESSMENT CRITERION 2 
    Findings are presented and justified to all relevant stakeholders. 

    ASSESSMENT CRITERION 3 
    Ethical and professional practices and requirements are adhered to according to codes of practice and legal obligations. 
    ASSESSMENT CRITERION RANGE 
    Includes but not limited to consultation with the individual referred.
     

    ASSESSMENT CRITERION 4 
    The results of the referral are used in the development and implementation of the coaching plan. 

    SPECIFIC OUTCOME 5 
    Record, store and maintain referral information. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Referral information is recorded and meets specified requirements for addressing individual needs and organisational obligations. 

    ASSESSMENT CRITERION 2 
    The security of records are maintained and stored to preserve privacy and confidentiality and comply with current legal requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Define referral.
  • Codes of good practice.
  • Rights of people with disabilities in the workplace.
  • Information storage and formats. 

  • 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 when identified services are prioritised according to suitability and effectiveness. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when networking with service providers meets agreed communication, support and intervention needs, information of referral meets service provider requirements, and assistance in interpreting reports or results is accessed where relevant and from appropriate sources. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when agreed processes to manage referrals are adhered to, and given legal, ethical and professional requirements are adhered to, and seek advice where necessary. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information for identifying and using specialised services according to scope of practice. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when reasons for referral are presented and recording of referral information meets specified requirements and findings are presented to all relevant stakeholders. 

    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 to assess relevance of services in terms of identified needs. 

    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 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  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. 3 At Work Recruitment Agency 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Access Employment Skills & Development Agency 
    4. Amogelang Marketing and Training 
    5. Arden School of Management 
    6. Assessment & RPL College (Pty) Ltd 
    7. Avax Training & Development 
    8. Bangwaketse Trading and Projects 
    9. Barcor Learn to Earn cc 
    10. Bella Onke General Trading Pty LTD 
    11. Berry Rose Project Consultants & Service Providers 
    12. Boikgantsho Consulting & Events cc 
    13. Boitjhorisong Resource Centre 
    14. Bopaditshaba Community Project 
    15. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    16. Brain Boosters Business Education (PTY) LTD 
    17. Brainwave Projects 1997 CC 
    18. Browers Entertainment 
    19. Compass Academy of Learning 
    20. Custoda Trust 
    21. D M Management and Consulting 
    22. DEVELO CC 
    23. Dintshang Trading 
    24. Directflo 
    25. Early Inspiration 
    26. Early Learning Foundation Montessori Teacher Training 
    27. Early Learning Resource Unit (ELRU) 
    28. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    29. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    30. EDU-Bless College 
    31. Edu-Build Development 
    32. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    33. Elective Training Institute Enterprise CC 
    34. Enjo Consultants 
    35. Environment and Language Education Trust 
    36. Eskilz College (Pty) Ltd 
    37. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    38. Faranang Business and Training Solutions PTY(LTD) 
    39. Faranang Marketing 
    40. Future Performance Training and Development 
    41. Future-Teacher (Pty) Ltd 
    42. Gauteng Baobab Early Learning Training Programme 
    43. Golang Kulani ELC 
    44. Goldfields FET College 
    45. Grassroots Adult Education and Training Trust 
    46. GWALA TRAINING SERVICES 
    47. Happy Day Training and Development Services 
    48. HOPE ACADEMIC AND SKILL CENTRE 
    49. ICM t/a Institute for Career Management 
    50. Igugu Training and Investments 
    51. Ikusasa Lothisha t/a ECD Training Provider 
    52. Institute of Professional Studies and Services 
    53. Isamon Integrated 
    54. Isamon Vocational College of Excellence Pty Ltd 
    55. Isibani Skills Academy 
    56. Isibani Soluntu Development Trust 
    57. Itireleng Bokamoso Training and Development 
    58. Jabulani Training & Development 
    59. Katiso-kuno Consulting 
    60. Keletsong Community Training & Resource Centre 
    61. Kgang-Kgolo Consulting 
    62. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    63. Khululeka Community Education Centre 
    64. Kids Academy 
    65. Kitso Bokamoso Training Solution 
    66. KITSO TRAINING AND DEVELOPMENT 
    67. Klein Karoo Resource Centre 
    68. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    69. Leratham Supply Distribution and Enterprise 
    70. Leronsa Trading Enterprise 
    71. LESEDI EDUCARE ASSOCIATION 
    72. Letlhokoa Management Services CC 
    73. Li Lichule Trading cc 
    74. Little Elephant Training Centre For Early Educationt/a LETCEE 
    75. Loago Business Consulting 
    76. Lynne Hobbs cc 
    77. Majahd Educational Services Multi-Purpose Primary Co-operative Limited 
    78. Mapheto Business Enterprises t/a MBE 
    79. MASAKANE TRUST 
    80. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    81. MATHS CENTRE INCORPORATING SCIENCES 
    82. MENTORNET (PTY) LTD 
    83. MIDLANDS COMMUNITY COLLEGE 
    84. Mochochonono Training Solutions cc 
    85. Motheo Training Institute Trust 
    86. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    87. Ndoma Mathodi Trading Enterprise 
    88. Netgrow Training Solutions 
    89. Networx for Career Development 
    90. New Beginnings Training and Development Organisation 
    91. Nkqubela Community Developers 
    92. Noni Community Development 
    93. Northern Cape Urban College: Kimberley Campus 
    94. NORTHLINK COLLEGE 
    95. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    96. Ntataise Lowveld Trust 
    97. NTATAISE TRUST 
    98. Ntevho-Ketso Training and Recruitement Consultancy cc 
    99. Ntsangalala Business Enterprise 
    100. Orbit FET College - Rustenburg Campus 
    101. Peddie Development Centre 
    102. Peddie Development Culture 
    103. Petra institute of Development (PTY) Ltd 
    104. PHAKAMANI AGENCY CC 
    105. PMA Holding (Pty) Ltd 
    106. PND Academy of Learning cc 
    107. POPUP UPLIFTMENT 
    108. Pro-Ed Training 
    109. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    110. Professional Development and Training Institute (Pty) Ltd 
    111. Rampadise Education Training & Development Centre 
    112. Realeboga Development Services 
    113. Realeboga-Bakubung Training and Development Agency 
    114. Reflections Development Institute 
    115. REGIONAL EDUCARE COUNCIL 
    116. Retshetse Training Project 
    117. Reyapele Human and Organisational Development 
    118. Rhodes University 
    119. Right 4 u College 
    120. Safe and Sound Learning Association 
    121. SANTS College 
    122. Siragelaphambili Abet Skills Development 
    123. Sisazi Consulting 
    124. SITHUTHUKILE TRUST 
    125. Siyahluma Education Institute 
    126. SIYATHELA EARLY LEARNING ASSOCIATION 
    127. Siyathuthuka Nursery School 
    128. South African Congress For Early Childhood Development 
    129. South African Guide-Dogs Association for the Blind 
    130. Southern African Youth Movement 
    131. Spotru Training Centre 
    132. SPS Consulting (Pty) Ltd 
    133. Step Up Training and Skills Development (Pty) Ltd 
    134. Sustainability Institute Trust 
    135. T Mabuya & Associates (Pty) Ltd 
    136. Takatso Educare Training and Development Services 
    137. Teachers Learning Centre PTY LTD 
    138. Tembe Service Providers 
    139. Tendazwau Trading 8 
    140. Thabelanang t/a Thabelanang Trading Enterprise 
    141. The Iscariota Group (Pty) Ltd 
    142. The Port Elizabeth Early Learning Centre 
    143. Thembekile training consulting 
    144. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    145. THUSANANG TRUST 
    146. Thuto Botshabelo Training Academy 
    147. Thuto Ya Setshaba Training Services (Pty) Ltd 
    148. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    149. Tiakeni Training Centre 
    150. TLHOAFALO TRAINING CENTRE 
    151. TPN Training and Recruitment cc 
    152. Training and Resources in Early Education (TREE) 
    153. TSHEPANG EDUCARE TRUST 
    154. Tshepo Hope Consulting 
    155. Ubuntu Care and Development 
    156. UNIVERSAL COLLEGE OUTCOMES SA 
    157. Vuselela FET College - Potchefstroom Campus 
    158. Winston Academy 
    159. WonderKids Academy 
    160. Wonderkids Montessori Training Centre 
    161. World Wide Education Providers(Pty)Ltd 
    162. Woz'obona Early Childhood Community Service Group 
    163. Wozabona Early Childhood Community Service Group 
    164. Yellow Media Publishers (Pty) Ltd 
    165. Zuzulwazi Development 



    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.