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 respond to learners who have special needs 
SAQA US ID UNIT STANDARD TITLE
7390  Identify and respond to learners who have special needs 
ORIGINATOR
SGB ABET 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 
Persons credited with this unit standard will be able to: Identify learners who may have special learning, counselling or health needs, refer these learners to relevant services and take appropriate action within the learning situation. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Define own role as ETD practitioner, in learner support 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Distinction between counselling (empathy, information, referral) as opposed to directive advice is fully explained. 

ASSESSMENT CRITERION 2 
2. Learner's right to ask for or receive extra-curricular support is acknowledged. 

ASSESSMENT CRITERION 3 
3. Learner's right to confidentiality is acknowledged. 

SPECIFIC OUTCOME 2 
Recognize learners who have special needs 
OUTCOME RANGE 
Special needs are: Physical disability such as sight or hearing impairment; impairment of movement or motor skills; learning disability as a cause of impaired performance in writing, reading, spelling, numeracy ability. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Instances when a learner?s inability to match the performance of peers may be due to a learning or physical disability, are recognised. 

ASSESSMENT CRITERION 2 
2. Implications of the learning or physical disability for an individual?s learning, are identified. 

ASSESSMENT CRITERION 3 
3. Need for intervention by someone other than the educator involved, is identified. 

SPECIFIC OUTCOME 3 
Discuss with learner the need for further intervention 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Discussion is conducted in a manner which is sensitive, supportive, non-judgmental and confidential. 

ASSESSMENT CRITERION 2 
2. Issue of how the disability may affect learning is included in the discussion. 

ASSESSMENT CRITERION 3 
3. Need for positive interventions, such as testing and referrals, is discussed. 

ASSESSMENT CRITERION 4 
4. Learner is involved in joint decision-making concerning referrals. 

ASSESSMENT CRITERION 5 
5. Advice is in the form of support, information and referral, rather than direct advice or instruction. 

SPECIFIC OUTCOME 4 
Refer learner for further intervention 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Person to whom the learner should be referred is identified. 
ASSESSMENT CRITERION RANGE 
This may be someone inside or outside of the provider organisation, depending on local resources.
 

ASSESSMENT CRITERION 2 
2. Coherent reasons for referral are presented to the relevant person. 
ASSESSMENT CRITERION RANGE 
Reporting should include samples of work which caused concern; description of difficulties encountered in the learning situation, e.g. access for wheelchairs.
 

ASSESSMENT CRITERION 3 
3. Adequate information regarding the referral is provided to learner in order to reduce anxiety. (e.g. address, time, nature of referral, people involved) 

SPECIFIC OUTCOME 5 
Implement strategies to assist learner 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Willingness to help the affected learner to learn is demonstrated. 

ASSESSMENT CRITERION 2 
2. Learning environment is organised to alleviate difficulties. (e.g. seating learner closer to the front, negotiating help from other learners) 

ASSESSMENT CRITERION 3 
3. Recommendations from testing or referral agency are implemented. 

ASSESSMENT CRITERION 4 
4. Success or failure of recommendations is reported to the relevant authority. 
ASSESSMENT CRITERION RANGE 
Report should include areas in which the programme was successful or was not successful.
 



Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identifying and solving problems in which responses display responsible decisions made using critical and creative thinking. 

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

UNIT STANDARD CCFO ORGANISING 
Organising and managing oneself and one's actions responsibly and effectively. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

UNIT STANDARD CCFO CONTRIBUTING 
Contributing to the full personal development of each learner and the social and economic development of the society at large. 

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

UNIT STANDARD NOTES 
This standard aims to be in line with the White Paper on learners with special needs, which requires that all ETD qualifications acknowledge learners with special needs.


Special note about values and underpinning knowledge:

1. This standard is aimed at facilitating an initial, restricted, sympathetic and confidential response to problems of learners in the form of a referral. It must be emphasised that ETD practitioners should never be encouraged to function as psychologists.

2. The practitioner is expected to show sensitivity to particular cultural norms and practices so that these are not confused with learning difficulties.

3. At level, 4 a practitioner is not expected to test or design programmes for special needs. Knowledge of the relevant person within the learning organisation, or of relevant local resources is therefore required. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  20838   National Certificate: ABET Practice  Level 4  Level TBA: Pre-2009 was L4  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. Amaqamu Project Management and Consulting 
2. ATS Institute 
3. Beam Sun Projects Training Centre International 
4. BOTSHO BOTLE RESOURCES 
5. CURMO Designs (Pty) Ltd Co 
6. D M Management and Consulting 
7. Faranang Marketing 
8. Funda Africa Academy (Pty) Ltd 
9. Funda Fun 
10. Hlengana Sibiya Training and Associates cc 
11. Igugu Training and Investments 
12. Josmap Training Institute 
13. KITSO TRAINING AND DEVELOPMENT 
14. Letlhabile Institute Of Management and Training 
15. Libizona Training Centre 
16. Maccauvlei Learning Academy 
17. MVIMBI BUSINESS ENTERPRISE 
18. MWG Logistical Services 
19. Nkinane Training Institute and Consulting (Pty) Ltd 
20. Nomoyi Skills Development 
21. Ntevho-Ketso Training and Recruitement Consultancy cc 
22. PC Educational Holdings 
23. Professional Development and Training Institute (Pty) Ltd 
24. Project Literacy 
25. Regenesys Management (Pty) Ltd 
26. Resonance Institue of Learning 
27. SEOPOSENGOE TRAINING CONSULTANCY CC 
28. Siragelaphambili Abet Skills Development 
29. Thuto Botshabelo Training Academy 
30. Tinissa Trading 29 PTY Ltd 
31. Triple E Training Holdings 
32. Tshirologo Disability Training Services(Pty) Ltd 
33. Ungaphelamandla Consultancy Private College (PTY) LTD 
34. World Wide Education Providers(Pty)Ltd 



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.