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 QUALIFICATION THAT HAS PASSED THE END DATE:

Advanced Diploma in Education in Special Needs Education

SAQA QUAL ID	QUALIFICATION TITLE
94859	Advanced Diploma in Education in Special Needs Education
ORIGINATOR
North West University
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	132	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1141/23	2021-07-01	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2028-06-30

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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Faculty of Education Sciences at the institution is committed to the transformation of the South African education system and to the alleviation of the dire need for greater numbers of well trained teachers, particularly in the field of Special Needs Education. Dedicated research and focused academic qualifications, combined with continuous involvement in educational practice, enable the Faculty to provide a high standard of learning opportunities appropriate to the South African context that fosters lifelong learning. The Faculty strives towards implementing the best sustainable practices and strategies to meet contemporary educational challenges and promote excellence in education.

This qualification will enable the learner to:

Demonstrate knowledge and understanding of the key terms, concepts, facts, principles, rules, and theories related to special needs education and be able to apply this knowledge to practice.

Manage, organise and teach a class of learners with special needs, effectively using didactic skills within the special needs classroom environment.

Demonstrate an understanding of the challenges that face learners with special needs in South Africa due to social challenges such as poverty, deep rural environments, HIV/AIDS, and the language and cultural diversity.

Demonstrate knowledge of different but appropriate procedures and methods of enquiry and information to be able to identify, analyse and critically reflect on complex problems in Special Needs Education.

Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context, as well as when preparing assignments, giving evidence of insight and respect for intellectual property conventions and rules.

Monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

Rationale:
Most schools in South Africa have a very diverse learner population, not only in terms of culture, but also in terms of educational needs. There is therefore a great need for teachers, and specifically teachers in management roles, to develop their knowledge and skills in the teaching of learners with special needs. The Advanced Diploma in Special Needs Education is a formal qualification that will equip teachers with the appropriate knowledge, skills and values to play a more effective role in classrooms consisting of a diverse learner population.

This qualification will improve the knowledge and skills of teachers who have already been appointed in positions where they are involved with special needs learners but do not have the necessary expertise. It will also offer an opportunity to teachers who wish to change their teaching careers to become more involved with Special Needs Education.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

The Institution accepts the principle underlying outcomes based, source based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that Recognition of Prior Learning, gained either through formal programmes at this or other institutions, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen teaching learning programme of the University.

Recognition of prior learning deals with the proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times the question will deal with the level of skill the student has acquired, reviewed in the context of the exit level skill required for the envisaged teaching learning programme, or composing modules, or status for which the applicant applies, and not only the experience an applicant has recorded. Recognition of prior learning will thus be granted based on the applied competencies the applicant has demonstrated, considering the Exit Level Outcomes to be reached with the chosen teaching learning programme, in this case, the Advanced Diploma in Special Needs Education.

Entry Requirements:

To be able to gain access to the Advanced Diploma in Education in Special Needs Education applicants should be in possession of valid:

Bachelor of Education Degree.
Or

General Bachelors' Degree.
Or

Diploma plus an Advanced Diploma in Teaching.
Or

Former Postgraduate Certificate in Education.
Or

Higher Diploma in Education (Postgraduate).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises of compulsory modules at NQF Level 7 totalling 132 Credits.

Advanced communication skills and lay counselling for the educator, 16 Credits.

HIV and AIDS: Legislation, Counselling and Support, 8 Credits.

Disabilities and Learning difficulties in Education, 16 Credits.

Emotional and other difficulties in Education, 16 Credits.

Inclusive Education: A policy perspective, 16 Credits.

Social and Health issues in Education, 16 Credits.

Applied Support in Special Needs Education, 24 Credits.

Introduction to Educational Research, 8 Credits.

Technology and Computer Literacy for Educators, 12 Credits.
Total Credits at NQF Level 7, 132 Credits

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge and understanding of the key terms, concepts, facts, principles, rules, and theories related to special needs education and be able to apply this knowledge to practice.
2. Manage, organise and teach a class of learners with special needs, effectively using didactic skills within the special needs classroom environment.
3. Demonstrate an understanding of the challenges that face learners with special needs in South Africa due to social challenges such as poverty, deep rural environments, HIV/AIDS, and the language and cultural diversity.
4. Demonstrate knowledge of different but appropriate procedures and methods of enquiry and information to be able to identify, analyse and critically reflect on complex problems in Special Needs Education.
5. Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context, as well as when preparing assignments, giving evidence of insight and respect for intellectual property conventions and rules.
6. Monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Key terms, concepts, facts, principles, rules and theories in the field of Special Needs Education are discussed and evaluated.

Different theories applicable to Special Needs Education are discussed.

Different schools of thought applicable to Special Needs Education are critically discussed and compared.

A range of methods are applied to resolve problems and introduce change in practical situations in the school environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Principles, values, skills and attitudes a teacher need to possess when working in a special needs environment are explained.

Skills, values and attitudes are applied when teaching in a special needs environment.

Decisions and actions drawing on ethical values and approaches are justified.

Different skills a teacher need when working in the environment of learners' special needs are explained.

Challenges teachers encounter are identified.

Own skills are evaluated.

Problems in the school environment regarding the special needs of learners are identified and analysed.

Possible evidence-based solutions are ethically applied for challenges regarding complex problems.

Associated Assessment Criteria for Exit Level Outcome 3:

Challenges that special needs teachers face in South Africa in different educational contexts are identified.

Challenges teachers face when teaching in an environment of HIV/AIDS and poverty are discussed.

Possible solutions for the identified challenges are evaluated and discussed.

Associated Assessment Criteria for Exit Level Outcome 4:

Specific procedures and methods of enquiry in the field of Special Needs Education are identified.

Challenges teachers encounter when working in a Special Needs environment are identified.

Procedures and methods of enquiry in a practical situation are evaluated and applied.

Solutions regarding problems in the practical Specials Needs classrooms are discussed and reflected on.

Associated Assessment Criteria for Exit Level Outcome 5:

Principles of effective communication are identified and described.

Principles of effective communication in the teacher's career are applied.

Ideas are developed in well formulated arguments and communicated in writing.

Associated Assessment Criteria for Exit Level Outcome 6:

Effectiveness of own learning strategies are evaluated.

Develop different strategies should they have to improve their learning in order to realise the outcomes.

Integrated Assessment:
Integrated assessment will be consonant with the Assessment and Moderation Policy of the institution, which is based on the following premise:
In agreement with the National Education Policy for Outcomes-based Education and the level descriptors of the National Qualifications Framework, the assessment approach of the institution is one of appropriate, continuous formative and summative assessment activities within an outcomes-based higher education environment.

The assessment and moderation procedures are applicable to all of the Faculties' teaching and learning qualifications and, where necessary, specific procedures are set out according to the different modes of delivery. The procedures should be read in conjunction with the Teaching and Learning Policy as well as the Assessment and Moderation Policy. The procedures are based on the most important principles contained in the above-mentioned policies.

Both formal and informal formative (continuous assessment) will serve as a monitoring instrument to enable learners to determine their learning progress and to enable lecturers to determine the effectiveness of their teaching. Adjustments will thus be made in time to make the teaching and learning process more effective. Feedback from informal formative assessment opportunities will be utilised by the lecturer for improvement of learning and facilitator guidance. Informal assessments will be available to learners through the assessment tools on the different eFundi (institution LMS-platform), MOODLE or drop-box module sites in the form of, for example, multiple-choice questionnaires and other assessments, with the benefit of immediate feedback on learning.

Formative assessment will consist of at least one individual written assignment per module, mostly demanding analysis and evaluation, and the solving of problems in a special needs situation. Summative assessments will consist of one 3-hour written examination per module, written at the examination centre where the learner has registered to complete that examination.

In instances where summative assessment is based on a practical assignment, report or portfolio, a final examination will not be required and the allocated and moderated mark will be the student's final (total) mark for the module.

At least one opportunity for integrated assessment, assessing the main objective and key purpose of the qualification, will be included in the assessment activities of each module in the qualification.

Learners will also have the opportunity to develop a portfolio to proof competence regarding applying knowledge and special skills as stated in the outcomes of the module: Applied Support in Special Needs Education (24 Credits).

INTERNATIONAL COMPARABILITY

This qualification is compared against similar qualifications offered by National Institute of Education, Leeds Beckett University, and University College Cork Ireland.

The National Institute of Education, Singapore is offering Advanced Diploma in Special learning and Behavioural needs.

This qualification aims to:

To provide a framework of knowledge and skills and to inculcate attitudes which are important to the education of learners with special needs.

To examine the range of factors (e.g., the learner, the teacher, the curriculum and resources, the physical environment, peers, and the larger school context) that facilitates or hinder the learning of a learner with special needs in mainstream schools.

To enable you to develop competencies in assessing, planning, implementing, and evaluating programmes for learners with special needs.

To provide you with basic knowledge and skills for supporting learners with various types of disabilities.

Leeds Beckett University is offering Advanced Diploma Special Needs Education.

This qualification is aimed at applicants who are experienced and currently working in an education, training or educational related context.

Normally applicants will have studied at Higher Education level and have English Language and Maths GCSE grade C or equivalent. Applicants should include their occupational experience, career history and future aspirations in their supporting information.

University College Cork Ireland is offering, Diploma in Special Educational Needs.

The Postgraduate Diploma in Special Educational Needs is a full-time qualification running for one year from the date of first registration for the qualification, designed for both primary and post-primary teachers. The aim of the programme is to provide substantial theoretical and practical training for teachers who hold posts sanctioned for Special Educational Needs teachers.
The course runs in the academic year from September to May and involves a total of eight weeks block release from school, four weekends, distance learning, and supervised work in the teacher's own school.
Teachers will also be required to undertake action research and case study work in their schools, all of which will form an integral part of the qualification.

Conclusion:
From the above evidence it is clear that the qualification being offered by North-West University compares favourably with the international qualifications in terms of the purpose of each of the qualifications.

ARTICULATION OPTIONS

This qualification enables learners with the capacity to articulate vertically and horizontally.

This specialised qualification will provide the successful learner who is not in possession of a first Bachelor Degree with an opportunity to articulate into a Postgraduate Diploma in Education at NQF Level 8. A successful learner with a Bachelor Degree may articulate into a Bachelor of Education Honours or into a Postgraduate Diploma in Education at NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

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.

1.	North West University