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 THAT HAS PASSED THE END DATE: 

Devise interventions for learners who have special needs 
SAQA US ID UNIT STANDARD TITLE
10305  Devise interventions for 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 6  Level TBA: Pre-2009 was L6  16 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 qualified to deal with learners who have special needs in the classroom, so that these learners can continue to attend ETD events as 'mainstream' learners. (See "special notes".) 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
US no. 5.07 'Identify and respond to learners who have special needs and barriers to learning' at NQF Level 5. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Assess learner with special needs. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Law on integration of learners with special needs is interpreted in order to apply conditions in the classroom situation. 

ASSESSMENT CRITERION 2 
2. Referring educator's report is interpreted and a decision made as to whether further intervention should take place. 

ASSESSMENT CRITERION 3 
3. Need for testing is discussed with the learner and the referring educator in separate interviews. 
ASSESSMENT CRITERION RANGE 
Sensitive discussion of the problem; clear explanation of why testing should take place; discussion of which tests will be administered and why.
 

ASSESSMENT CRITERION 4 
4. A range of appropriate standard tests is administered to determine the cause of the problem in a fair and equitable manner 
ASSESSMENT CRITERION RANGE 
Only those tests which are allowed to administer.
 

ASSESSMENT CRITERION 5 
5. Test results are scored, interpreted and recorded. 
ASSESSMENT CRITERION RANGE 
In accordance with manual.
 

ASSESSMENT CRITERION 6 
6. Results of testing are reported to the learner and the educator in separate interviews in a sensitive and empathic manner. 

ASSESSMENT CRITERION 7 
7. Need to administer further testing is discussed, if appropriate. 

ASSESSMENT CRITERION 8 
8. Need for further specialist assessment is recognised as necessary and referral is made to relevant organisations, clinics, etc. 
ASSESSMENT CRITERION NOTES 
This should be with the express agreement of the learner. 

ASSESSMENT CRITERION 9 
9. Learner and programme are reassessed at regular intervals as agreed to by both learner and educator. 
ASSESSMENT CRITERION RANGE 
Informal assessment and if necessary, tests parallel to those used the initial assessment and which are allowed to administer.
 

SPECIFIC OUTCOME 2 
Develop learning programmes for the learning disabled learner 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Knowledge of learning disabilities and the subsequent effect of these on learning is demonstrated. 
ASSESSMENT CRITERION RANGE 
Competence in knowledge of learning styles, the effect of impairment of motor, visual and auditory modalities on learning, the effect of physical disabilities on learning; the effect of personal problems on learning.
 

ASSESSMENT CRITERION 2 
2. Knowledge of related learning strategies is demonstrated. 
ASSESSMENT CRITERION RANGE 
Describe at least three strategies to overcome difficulties as described in range statement of AC 1.
 

ASSESSMENT CRITERION 3 
3. Learner's commitment to the intervention programme is discussed in an interview with the learner. 
ASSESSMENT CRITERION RANGE 
Why is learner in the adult class? Does the learner feel committed to the programme? Does the learner feel committed to the special needs intervention in respect of the her/his long-term goals? Learning contract is negotiated.
 

ASSESSMENT CRITERION 4 
4. Appropriate teaching methods based on learning theory and related to specific learning disabilities are selected in accordance with preferred learning styles of the learner. 
ASSESSMENT CRITERION RANGE 
Identify the preferred learning style of the learner; identify the style of learning the learner can utilise least; describe at least three recognised methods of overcoming the learning disability.
 

ASSESSMENT CRITERION 5 
5. Plans for appropriate learning activities are produced according to individual needs. 
ASSESSMENT CRITERION RANGE 
Sufficient intervals in introduction of new skills to allow the individual learner to establish competence; build in tools for regular formative assessment; mechanisms for regular review and necessary alteration to the programme.
 

ASSESSMENT CRITERION 6 
6. Appropriate teaching and learning material are identified or produced, making best use of available resources and adapting the delivery and resources of the curriculum for learners with special needs. 
ASSESSMENT CRITERION RANGE 
Programmes should engage the learner's interest, reinforce learner's learning and build on learner's life experience.
 

ASSESSMENT CRITERION 7 
7. Learning plan is presented to the learner and educator and learner and altered, if necessary, after discussion. 

SPECIFIC OUTCOME 3 
Manage the remedial programme 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Mechanisms to monitor the implementation of the programme in the classroom on a regular basis particularly in regard to the learner?s response to the programme, are developed. 
ASSESSMENT CRITERION RANGE 
Informal inspection of classroom activities; formative and summative assessment.
 

ASSESSMENT CRITERION 2 
2. Mechanisms to ensure that both educator and learner have opportunities to provide feed back at regular intervals are developed. 
ASSESSMENT CRITERION NOTES 
Regular opportunity is given to discuss personal and learning concerns arising, reviewing the programme, discussing possible changes to the programme, identifying and redressing poor motivation, etc. 

ASSESSMENT CRITERION 3 
3. Areas of concern regarding the learning programme are addressed. 
ASSESSMENT CRITERION RANGE 
As arising from above or addressing other concerns of learner and educator.
 

ASSESSMENT CRITERION 4 
4. Mechanisms to record progress and modifications to programme are developed. 
ASSESSMENT CRITERION NOTES 
In discussion with learner and educator, and as long as such modifications do not affect the efficacy of the programme. Learner must have access to these at all times 

ASSESSMENT CRITERION 5 
5. An understanding of when to refer learner further is demonstrated. 
ASSESSMENT CRITERION NOTES 
Other educational testing institutes, societies for physical impairments. 

SPECIFIC OUTCOME 4 
Assessing outcomes of during the programme and at the conclusion of the intervention 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. A range of appropriate standard tests to determine learner's progress is identified and administered. 
ASSESSMENT CRITERION NOTES 
Both summative and formative assessment is administered. The tests administered here are parallel tests specially developed, as the original test should not be re-administered to assess progress. 

ASSESSMENT CRITERION 2 
2. Need and purpose of the tests is understood by both learner and educator. 

ASSESSMENT CRITERION 3 
3. Tests are scored and changes in scores are noted and recorded. 
ASSESSMENT CRITERION NOTES 
Learners should at all times have access to these records. 

ASSESSMENT CRITERION 4 
4. Changes in scores are noted and reasons advanced for such changes. 
ASSESSMENT CRITERION NOTES 
Learners should at all times have access to these records. 

ASSESSMENT CRITERION 5 
5. Clear feedback is given to learners. 
ASSESSMENT CRITERION RANGE 
Discuss test scores, differences between these and previous scores, reasons for change in scoring whether higher or lower how this has affected classroom performance, and what further intervention (if any) needs to take place.
 

ASSESSMENT CRITERION 6 
6. Test results are used to modify remedial programmes appropriately. 

SPECIFIC OUTCOME 5 
Write formal reports 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Names of tests used are recorded. 

ASSESSMENT CRITERION 2 
2. Tests scores are recorded in accordance with the manual of the tests used. 

ASSESSMENT CRITERION 3 
3. Comment is made on the test results of each test. 

ASSESSMENT CRITERION 4 
4. Test results are interpreted and interpretations recorded. 
ASSESSMENT CRITERION RANGE 
Interpretations should accord with the rationale for administering each test.
 

ASSESSMENT CRITERION 5 
5. Recommendations based on test results are made. 
ASSESSMENT CRITERION NOTES 
Written formal reports should be kept in a secure place and only supplied to persons other than the leaner and the referring educator only with the express permission of the learner. 



Critical Cross-field Outcomes (CCFO): 

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

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 COLLECTING 
Collecting, analysing, organising and critically evaluating information. 

UNIT STANDARD CCFO COMMUNICATING 
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation. 

UNIT STANDARD CCFO CONTRIBUTING 
Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities. 

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

UNIT STANDARD NOTES 
Special Notes:

1. During the development of these unit standards reference was made to appropriate FENTO Unit Standards and appropriate NZQA unit standards.

2. This unit standard aims to ensure that learners who have special needs are assisted while they continue to attend classes with other learners. This is in line with the concept of 'mainstreaming' learners with special needs, which is promoted by specialists in the field of special education.

3. The following comment is taken from a New Zealand website on special needs:

"The concept of mainstreaming is a response to the fact that students can benefit from regular classroom placement if they get additional assistance at the same time. Forms of assistance might be modification of instruction, additional instruction time or an aide and that assistance includes communication with the regular classroom teacher. It is important to recognise that the regular classroom teacher should receive assistance when disable students are mainstreamed into her/his class. Regular classroom teachers often remark that the techniques they use for mainstreamed students are effective for all of their students. Some also say that the student with learning disabilities often takes up less of their time than other, more demanding students who are not classified as special education students." 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 		 2023-06-30  ETDP SETA 
Core  49087   National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
Status was "Reregistered" 		 2009-07-29  Was ETDP SETA until Last Date for Achievement 
Elective  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
Status was "Reregistered" 		 2023-06-30  ETDP SETA 
Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 		 2023-06-30  ETDP SETA 
Elective  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Passed the End Date -
Status was "Reregistered" 		 2023-06-30  As per Learning Programmes recorded against this Qual 
Elective  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
Status was "Reregistered" 		 2018-12-31  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. ASORIP NPC 
2. Corporate Safety Training Academy PTY Ltd 
3. Giver of Givers Foundation Organisation 
4. Metro Minds 
5. Revo Quest Consulting 
6. The Finishing College (Pty) Lt 


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.