SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Remedial Education

SAQA QUAL ID	QUALIFICATION TITLE
115929	Advanced Diploma in Remedial Education
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-01-08	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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 qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
93730	Advanced Diploma in Education in Remedial Education	Not Applicable	NQF Level 07	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Advanced Diploma in Remedial Education prepares educators with theoretical knowledge and practical skills to develop as remedial teachers and learning support specialists. Teachers will develop specialised competence and evidence-based practices around the pedagogy and didactics of remedial education with a curriculum that integrates theoretical and practical components. Teachers will also be able to interrogate theory around topics such as learning disability (dyslexia, dysgraphia, dyscalculia), primary and second language acquisition, linguistics (phonology, semantics, morpho-syntax, pragmatics), orthography, learning support and parent-school partnerships.

In the practical component, teachers will receive supervision via online communication channels to select and identify pupils who have specialised remedial or learning needs. The teacher conducts an appropriate diagnostic scholastic assessment which informs the design and implementation of interventions, individual support plans and the management of such pupils. The focus is on learners who experience scholastic, learning, language, reading and maths difficulties. Teachers will develop skills in collaborating with classroom teachers and members of multi-disciplinary teams. They will develop counselling skills when consulting with parents throughout the process of assessment and interventions. Teachers will also develop written and oral reporting skills by writing a report and conducting parent/teacher feedback sessions.

This qualification helps teachers to develop their competence in designing, implementing and reporting on learning support plans, curriculum differentiation and adapted classroom practices for these learners. This qualification allows teachers to develop their knowledge and skills in these highly specialised areas of teaching. In practice, teachers need to render support to pupils by diagnosing areas of deficiency, designing remedial intervention plans; differentiating the curriculum; enriching language experiences and adapting their classroom practices to support these remedial needs. Also, provide such remedial learning support requires skills in collaborating with school-based and multi-disciplinary teams and with parents in developing home remedial programmes for learners with learning and language difficulties.

Rationale:
This qualification includes a larger online component, thus allowing a greater intake of teachers- which is in line with national objectives of improving teacher skills and competence. Teachers on the African continent can register for this qualification, thus widening educational access. The online service delivery model allows them to access the qualification material from their internet-connected mobile devices. This convenience opens access to the qualification for teachers who are unable to attend lectures and tutorials on campus physically.

This online delivery mode allows for teachers in remote rural areas to access the material and thus improve the quality of education in such areas and reduces learner travel and study costs.

There is a high demand amongst schools and parents for teachers with specialised knowledge and skills around remedial teaching. Many learners in all phases of schooling exhibit difficulty with language acquisition, learning, literacy and numeracy. Individuals who enrol for this qualification are teachers presently practising in either primary or high schools. This qualifications add to their knowledge and provides specialist skills in supporting learners with scholastic, language, literacy and numeracy difficulties. In mainstream classrooms, since the formalisation of inclusive education with the White Paper 6 (Department of Education, 2001) there are many more learners with mild to moderate scholastic, language and learning problems and teachers require additional competence and specialised skills in assessing, diagnosing and supporting these pupils' remedial difficulties.

In their initial teacher education qualification, teachers receive content and methodology of their learning areas. There appears to be limited education in support of learners who exhibit problems with acquiring the language of instruction which for many children differs from their primary or home language. There is also limited focus on the remediation of pupils who exhibit reading, spelling, writing, handwriting, learning, and memory and mathematics difficulties.

Teachers will benefit society by being able to provide much-needed support and remediation for children experiencing difficulties with school work and learning. They will work ethically and establish professional relationships with the pupil's parents and collaborate with other professionals in multi-disciplinary and school-based support teams.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is an integral part of education and academic practice. All learning has value, and the faculty accepts the challenge to assess prior learning and award credit that is aligned to faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the faculty's RPL procedure, recognises prior learning to provide for admission to qualification, grant advanced placement in qualification and grant credits for modules on the principles and processes that serve as the basis for faculty-specific RPL practices.

A panel of selected institutional staff members determines, on a one-on-one basis, the competence of prospective teachers who apply for RPL. In determining their competence against the relevant Exit Level Outcomes, this panel does one or more of the following:

Verify the standard/quality of a learner's prior qualifications.

Ask for and assess a portfolio containing examples of the teacher's work in the field of education, training and development.

Observe the applicant's performance in authentic and in situ teaching-learning situations and contexts via a submitted video recording.

Conduct interviews with applicants via, e.g. Skype, to discuss the results of the evidence collection process.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Education, NQF Level 7.
Or

Bachelor's Degree or Diploma, plus a Postgraduate Certificate in Education, NQF Level 7.
Or

Diploma in Education plus Advanced Diploma, NQF Level 7.
Or

Any qualification previously recognised as a fully professional qualification by SACE and Department of Basic Education.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, 120 Credits:

Remedial Foundations, 30 Credits.

Scholastic Assessment, 30 Credits.

Learning Support, 40 Credits.

Parental Involvement, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate sound knowledge concerning the pedagogy and didactics of remedial education: basic linguistics, language acquisition, emergent literacy, orthography, learning disability, diagnostic assessment principles, learning support and parental involvement.
2. Diagnose scholastic learning difficulties; design and implement remedial intervention support plans; report on assessments and interventions; collaborate with parents, teachers and multi-disciplinary teams.
3. Demonstrate appropriate and adaptable professional skills and judgement in evaluating appropriate and effective curriculum differentiation and adapted classroom practices which allow for remedial education promoted in classrooms.
4. Critically analyse relevant remedial and support materials, resources and practices, in the light of a conceptual understanding of the specialist area of remedial education.
5. Demonstrate a commitment to high ethical standards in the practice of remedial education, collaboration with stakeholders and on-going professional improvement.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Comprehensively and critically interrogate theoretical knowledge relating to the pedagogy and didactics of remedial education: basic linguistics, language acquisition, emergent literacy; orthography; learning disability; diagnostic assessment principles; learning support and parental involvement.

Associated Assessment Criteria for Exit Level Outcome 2:

Ethically and practically assess and conduct a diagnosis of scholastic learning difficulties with a learner experiencing Specific Learning Disability (SLD).

Systematically design and implement a complex remedial intervention support plan for a learner with SLD underpinned by pertinent theory and in collaboration with the School-Based Support Team (SBST).

Accurately write a report on a scholastic assessment done with a learner with SLD.

Actively demonstrate collaboration with the parents, teachers and multi-disciplinary team or SBST associated with a learner experiencing SLD.

Resourcefully design a home remedial plan for a learner with SLD in collaboration with the parents and multi-disciplinary experts considering authentic family contexts.

Empathically consult and counsel parents of a learner with SLD demonstrating culturally sensitive basic counselling skills.

Associated Assessment Criteria for Exit Level Outcome 3:

Critically evaluate real-life didactic environments and adapted classroom practices for SLD based on sound theoretical knowledge of remedial foundations;

Creatively design an effective differentiated curriculum for SLD based on relevant remedial principles and in collaboration with the classroom teacher.

Associated Assessment Criteria for Exit Level Outcome 4:

Critically analyse remedially and learning support material, resources and practices in a school, using the conceptual framework of remedial education.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate ethical and responsible work procedures in obtaining informed consent from parents and teachers when assessing, intervening and reporting on SLD.

Integrated Assessment:
Assessment in the qualification serves to monitor the Teacher's progress and competence development. The final mark in each module is cumulative. A variety of formative assessment opportunities support the learning process. Teachers submit assignments and recorded practical demonstrations during the year for constructive facilitator feedback. In each of the four modules, learners complete four learning tasks in approximately 28 weeks (academic year) which, when combined, constitute at least 50% of the final mark. Final summative assessment opportunities include the submission of a portfolio demonstrating competence or written examinations which constitute the other 50% of the final mark.

The teacher will provide evidence of supervision of remedial interventions in a logbook. The final summative assessment opportunities are substantive with the submission of a portfolio that demonstrates all remedial work to ensure that the theoretical and practical outcomes assessment integrate.

INTERNATIONAL COMPARABILITY

University College Dublin, Ireland: Combined Post Graduate Diploma qualification SEN.
This Diploma is a one-year qualification in compensatory, remedial and special education for qualified teachers at pre-school, primary and secondary levels. While the remedial departments of mainstream schools are the main employers of HDRSE learners, many find employment by the State and voluntary institutions engaged in the care and education of children and young adults with special needs, e.g. the Central Remedial Clinic, Rehabilitation Institute, FAS, St John of God services. The qualification equips teachers, and others equivalently qualified, with the interpersonal, diagnostic, pedagogical, interventionist, therapeutic and technological skills necessary to function to maximum effectiveness as a remedial, resource or special education teachers at all levels of the school system.

Content: Special educational needs and inclusion from the perspectives of the foundation disciplines of philosophy, sociology, psychology and law; curriculum development; aetiology of learning disabilities; assessment and diagnosis of learning difficulties; teaching methodology for learners with SEN; teaching of language, literacy and numeracy skills; history, geography and social/scientific; assistive technology and therapies (including speech, language and occupational therapy) for learners with SEN; developing whole-school approaches for inclusion and special educational needs; formulation of Individual Education Plans; the organisation and administration of SEN provision and inclusion; parent-teacher relationships; counselling and behaviour management; research methods in SEN and the professional development of teachers of learners with special educational needs.

Comparison: The institution ADE (Rem Ed) focuses primarily on the narrower field of Learning Disability, rather than the broader focus of Special Educational Needs as in the above Dublin College diploma. Similarities would cover the aetiology; assessment and diagnosis of learning difficulties; teaching of language, literacy and numeracy skills; formulation of Individual Education Plans; and developing parent-teacher relationships.

University of Birmingham:
Postgraduate Certificate (3 modules) and Postgraduate Diploma (6 modules) in Speech and Language Difficulties: This research-led distance education qualification is for teachers, speech/language therapists and other professionals working with children and young people with language and communication needs. Learners gain knowledge and skills to plan and implement the curriculum, taking into account the communication, speech and language needs of these pupils. Learners study through online facilities, study packs and a residential component with a personal tutor and regional tutorial groups. Teaching is research-led to develop reflective practice.

Content: Speech and Language Difficulties - Describing language, functions, conversation, structure, meaning, speech sounds, phonology. The nature of speech and language difficulties in children; Assessment of speech and language. Managing the Curriculum for Speech and Language Difficulties, approaches, Language assessment in the classroom, Planning the curriculum, Working with literacy. Provision and practice for speech, language and communication needs, national and professional contexts. Learning to work together: inter-professional learning, Partnership and participation - working with parents and pupils, Curriculum and pedagogy: an evidence-based approach. Alternative and augmentative communication, Language difficulties and bilingualism; Phonology and literacy, Secondary-age pupils with language and communication difficulties, Communication difficulties in children with autism, language and social, emotional and behavioural difficulties.

Comparison: The institution ADE (Rem Ed) focuses primarily on the field of Learning Disability, which includes deficits in oral language, reading, spelling, writing and numeracy, rather than the specific focus of the Birmingham University qualification on Speech and Language difficulties only. Similarities cover speech and language disorders, assessment of language difficulties, managing the SLD curriculum, literacy development, working with parents and inter-professional learning.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF Level 8.

Postgraduate Diploma in Education in Special Needs, NQF Level 8.

Postgraduate Diploma in Education in Inclusive Education, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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.

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