SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Postgraduate Diploma in Inclusive Education

SAQA QUAL ID	QUALIFICATION TITLE
98034	Postgraduate Diploma in Inclusive 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
Postgraduate 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 08	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 purpose of the Postgraduate Diploma (PGDip) in Inclusive Education is to develop professional teachers with specialist theoretical knowledge and practical skills so that they may serve as specialised teachers in mainstream schools, as specialist teachers in special needs schools, as learning support specialists and/or as co-ordinators of learning for learners with diverse abilities.
The qualification is structured to allow learners to develop specialised competence and evidence-based practices around the pedagogy of inclusive education. Learners will be involved practically in assessing and supporting learners who exhibit diverse abilities and special educational needs. Collaboration with and involvement of teachers, parents and members of multi-disciplinary teams are essential skills for professional teachers working in inclusive and special needs schools.

The qualification is guided by the following broad course outcomes:

Critical discussion of specialised theoretical knowledge regarding the pedagogy of inclusive education.

Understanding of the nature, range and extent of physical, health, sensory and neurological disabilities; intellectual differences; cognitive impairments; learning and emotional problems in children.

Assessing learners who have diverse abilities and educational needs.

Showing collaboration with relevant stakeholders.

Rationale:
The Postgraduate Diploma (PGDip) in Inclusive Education attempts to meet national needs regarding the specialised training of professional teachers in the discipline of Inclusive Education. Learners who complete this diploma will benefit society by being able to provide much needed specialised educational support for learners who exhibit diverse abilities and barriers to learning in the educational system.

Learners who enrol for the PGDip (Inclusive Education) will typically be teachers who are presently practicing in either primary or high schools or in the special school sector. There is a high demand in both special needs and mainstream schools for teachers with specialised knowledge and advanced skills regarding learners with diverse abilities and mixed needs, known as 'barriers to learning' both in the mainstream and the special needs sectors.

The formalisation of Inclusive Education in the Education White Paper 6 (Department of Education, 2001) has drawn the public's attention to the large numbers of learners with mild and moderate support needs in mainstream classrooms and the fact that teachers require additional competence and specialised skills in assessing, supporting and teaching these learners. Specialised skills such as being able to use alternative communication systems (e.g. picture symbols, sign language, Braille) for learners with visual, hearing or speech impairments may be required.

In the special needs education sector there is a strong demand for a qualification that addresses the highly specialised knowledge required of the teachers concerned in supporting, teaching and managing learners with high or intensive support needs. Many learners in all phases of schooling present with a variety of learning abilities and have special educational needs due to challenges such as cognitive impairments, autism, neurological conditions, cerebral palsy, physical disabilities, sensory impairments, emotional stress, social difficulties, behavioural challenges and contextual disadvantages. This qualification will equip teachers in the special needs sector with specialist pedagogy to educate learners who require intensive learning support such as assistive technology, adapted curricula and assessment concessions.

Intensive and focused specialisation will allow learners to enter a highly specialisedsector becoming special needs teachers ; teachers competent to manage special needs in the mainstream sector; learning support specialists or coordinators of learners with diverse learning needs in mainstream schools, thus extending their teaching career possibilities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning:
The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules based on the principles and processes that serve as a basis for Faculty-specific RPL practices.
The Faculty of Education accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning.
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Entry Requirements:
The minimum entry requirement for the qualification:

Bachelor of Education (480 credits) at NQF level 7.
Or

General Bachelor's Degree (360 credits) at NQF Level 7, together with a Teaching qualification at level 7 (or equivalent).
Or

Advanced Diploma in Education, Level 7 in a cognate specialisation.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at NQF Level 8, totalling 120 Credits.

Inclusive Education Foundations, 40 Credits.

Assessment in Inclusive Schools, 30 Credits.

Learning Support, 30 Credits.

Community Involvement in Inclusive Schools, 20 Credits.

EXIT LEVEL OUTCOMES

1. Critically discuss specialised theoretical knowledge regarding the pedagogy of inclusive education.
2. Describe the nature, range and extent of physical, health, sensory and neurological disabilities; intellectual differences; cognitive impairments and; learning and emotional problems in children.
3. Assess learners who have diverse abilities and educational needs.
4. Show collaboration with relevant stakeholders.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Write a critical position paper on a topical issue regarding theories, principles, discourses, policies or pedagogy of inclusive education.

Explain appropriate research methodology, such as case studies, in the field of inclusive education and conduct a case study research assignment of limited scope under supervision.

Design, conduct and report on a case study research project of limited scope.

Associated Assessment Criteria for Exit Level Outcome 2:

Present a seminar describing the nature, range and extent of a specific disability, impairment, condition or problem which learners may experience.

Compile a portfolio according to portfolio guidelines, consisting of artefacts that demonstrate a compressive knowledge base in this field.

Integrate knowledge in the practice of identifying, teaching and supporting the above-mentioned disabilities and conditions within inclusive and special needs school.

Accurately screen and identify learners with diverse needs.

Demonstrate suitable support for diverse needs within the classroom.

Associated Assessment Criteria for Exit Level Outcome 3:

Design and implement individualised intervention support plans; report on assessments and interventions and; collaborate with parents, teachers, multi-disciplinary teams and support groups.

Develop a comprehensive support needs profile of a learner with diverse needs through appropriate assessments.

Design and implement an individualised intervention support plan for a learner with diverse needs, including relevant technology, assistive devices and alternative communication systems.

Report in writing and give verbal feedback to parents/teachers/carers on assessments undertaken and proposed interventions.

Associated Assessment Criteria for Exit Level Outcome 4:

Develop an appropriate parent-school partnership plan for an inclusive school.

Design a home intervention plan for a learner with diverse needs.

Show adaptable professional skills and judgment in evaluating appropriate and effective qualification differentiations and adapted classroom practices which may accommodate diverse learning abilities and educational needs in schools.

Evaluate inclusive pedagogies based on sound theoretical knowledge.

Adapt classroom practices based on evidence derived interventions.

Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of inclusive education.

Analyse learning support material, resources and practices critically from a conceptually sound understanding of inclusive education.

Demonstrate high ethical standards in the practice of inclusive education, collaboration with stakeholders and with their on-going professional development.

Discuss in assignments and seminars the ethical principles inherent in the practice of inclusive education; collaboration with stakeholders and the learner's own professional development.

Integrated Assessment:
The final mark in each module is cumulatively compiled. The final mark consists of at least three assessment opportunities in a module of approximately 14 weeks (a semester). These may comprise assignments, portfolios, practical work and tests. The last assessment opportunity should be substantial (such as a written examination or a portfolio) to ensure that outcomes are assessed in an integrated manner. The most substantial assessment task or opportunity should be moderated externally, and should represent at least 50% but not more than 60% of the final mark.

INTERNATIONAL COMPARABILITY

International comparisons were conducted against the following Post Graduate Diplomas offered internationally.

The University of Canterbury in Christ Church New Zealand:
Offers a programme designed for classroom teachers and education professionals wishing to develop their knowledge and skills in supporting the academic and social development of learners with diverse learning needs; to critically examine issues relevant to inclusive and special education; to develop skills such as assessment techniques, effective teaching strategies and qualification adaptation. It is structured as follows:
Four 4 courses from Dyslexia, Identification, Intervention, Teaching and Learning in Inclusive settings, Challenging behaviours, positive and effective management. Special topics on offer include, teaching children with intellectual and multiple disability, Assessment for learning, Introduction to interventions, Culturally inclusive pedagogies, Motivating diverse learners and Research methods.

The University of Melbourne in Australia:
Offers a programme designed for classroom teachers wanting to develop their skills in working with children and learners with disabilities. The content includes 4 subjects with themes such as Including learners with disabilities, Promoting positive learning and behaviour, Using data to build learning pathways, Communication and Social skills for learners with disabilities, Interacting with learners with a range of abilities, Sensitivity interacting with parents/carers, Plans, program support groups, team meetings, Assessing individual learning, Behaviour support, Development of professional reports and Educating children with special needs.

University of Birmingham in the United Kingdom:
Offers a programme for professionals in schools, social services or health related roles who are interested in the education and needs of children or learners with a range of special educational needs.
Learners may choose an area of specialisation from: Social, emotional, behavioural difficulties, Autism, Multi-sensory impairment, deaf/blind, Severe, profound, multiple learning difficulties, Language, literacy, dyslexia.

University of Roehampton in London:
The concept of Special and Inclusive education requires professionals equipped with a secure understanding of special and inclusive practice while having due regard for the political, legislative and social inclusion agenda. This course reflects on these key themes, and examines. The course consists of 6 modules from: Perspectives in special and inclusive education, Research methodology, Behavioural, emotional, social development for inclusion, Language and literacy difficulties, Autism, principles and practice, Understanding teacher research.

University of Glasgow in Scotland:
Designed for those supporting the learning of children and young people who require additional support for learning.
Themes: Inclusive education grounded in contemporary research, theory, practice. Analyse developments in education and wider culture, Interrogate assumptions underpinning concepts of inclusive education, Analyse Institutional, government policies, Interrogate own practice, Research methodology, Educational enquiry to inclusive education.

Conclusion:
Comparison with the Postgraduate Diploma in Inclusive education:
This Postgraduate Diploma (PGDip) in Inclusive Education correlates with the above international diplomas in;

The focus on the theory, principles, discourses, assumptions and contentious issues around inclusive education.

The interrogation of the social, legislative and political agendas of inclusive and special needs education.

Critiquing and understanding practices in classrooms and schools in supporting a wide range of difficulties, impairments and diversity is evident throughout.

Understanding practices around, qualification differentiation, adaptations, assessment and behaviour management.

Developing collaborative skills involving parents, teachers and other stakeholders.

A research component - methodology and project.
The University Johannesburg PGDip in Inclusive Education includes a focus on inclusive technology and ethically professional practices.

ARTICULATION OPTIONS

This qualification offers vertical articulation possibilities with the Master's Degree: Education, Level 9 (ID 20475 offered by the University of Johannesburg.

This qualification also offers systemic horizontal and vertical articulation possibilities with qualifications offered at other higher education institutions provided the student meets the minimum entry requirement. These are:

Horizontal Articulation:

Bachelor of Education Honours in a cognate field, at NQF Level 8.

Post Graduate Diplomas in Education, at Level 8.

This qualification articulates vertically with the following:

Masters in Education in Inclusive Education, at NQF Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

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.	University of Johannesburg