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: 

Facilitate the optimal functioning of the client with intellectual disability 
SAQA US ID UNIT STANDARD TITLE
117502  Facilitate the optimal functioning of the client with intellectual disability 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  18 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-09-18  2009-02-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-02-18   2013-02-18  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
260380  Facilitate the optimal functioning of the client with intellectual disability  Level 4  NQF Level 04  15   

PURPOSE OF THE UNIT STANDARD 
This unit standard is to enable the caregiver to promote optimal physical and cognitive development and independence of persons with intellectual disability, as well as to maintain human dignity and recognition of rights.

People credited with this unit standard are able to:
  • Describe the meaning, causes, levels and effects of intellectual disability.
  • Promote activities of daily living to encourage independence.
  • Select and implement appropriate stimulation activities.
  • Implement programmes to manage behavioural problems.
  • Transfer work related social skills to the client.
  • Explain the rights and responsibilities of persons with intellectual disability. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation for this unit standard is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Knowledge of the community and ability to differentiate between physical and mental disabilities.
  • Knowledge of the community's cultural perception of intellectual disabilities.
  • Understanding and knowledge of caring for a dependent person.
  • Understanding of normal childhood development and identify deviations from the expected activities at each stage of life. 
    		•

    UNIT STANDARD RANGE 
    Have knowledge and understanding of the person with intellectual disability i.e. physically, cognitively, socially and psychologically, in order to promote optimal development and independence. Promote recognition of and respect for the intellectually disabled person. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the meaning, causes, levels and effects of intellectual disability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Intellectual disability is explained in terms of a common medical understanding. 

    ASSESSMENT CRITERION 2 
    The probable causes of intellectual disability are explained in terms of natural and environmental causes originating before, during and after birth. 

    ASSESSMENT CRITERION 3 
    The various levels of intellectual disability are explained in terms of the severity and possible management. 

    ASSESSMENT CRITERION 4 
    Intellectual disability is explained in terms of its effect on the individual, the family and the community. 

    ASSESSMENT CRITERION 5 
    Commonly used adaptive skills are identified that will train the brain to find new pathways. 

    SPECIFIC OUTCOME 2 
    Promote activities of daily living to encourage independence. 
    OUTCOME RANGE 
    Activities of daily living include toilet training, dressing, washing and feeding. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Adaptive skills are identified and promoted in terms of coping with specific functioning. 

    ASSESSMENT CRITERION 2 
    Daily living activities are planned and implemented in accordance with the client's level of functioning to promote independence. 

    ASSESSMENT CRITERION 3 
    Independence is encouraged through dressing, washing and feeding. 

    ASSESSMENT CRITERION 4 
    Work related social skills are transferred in accordance with specific client situation and work environment. 

    ASSESSMENT CRITERION 5 
    The client, their family and the community are equipped to cope with the intellectual disability in terms of understanding the condition and providing support. 

    SPECIFIC OUTCOME 3 
    Select and implement appropriate stimulation activities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Stimulation activities are identified according to the level of function. 

    ASSESSMENT CRITERION 2 
    Stimulation activities planned are appropriate to the client in terms of the outcome required. 
    ASSESSMENT CRITERION RANGE 
    Types of stimulation include sensory, cognitive, communication and movement.
     

    ASSESSMENT CRITERION 3 
    Stimulation activities are demonstrated in terms of application and timing. 

    ASSESSMENT CRITERION 4 
    Potential problems in implementing stimulation activities are identified in terms of the inability of the client or family to conduct the activity. 

    SPECIFIC OUTCOME 4 
    Implement programmes to manage behavioural problems. 
    OUTCOME RANGE 
    Behavioural problems include temper, violence, aggression, refusal, isolation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Behavioural problems associated with intellectual disability are identified in terms of symptoms and circumstances. 

    ASSESSMENT CRITERION 2 
    A programme to manage behavioural problems is compiled in accordance with client specific requirements. 

    ASSESSMENT CRITERION 3 
    A programme to manage behavioural problems is implemented in accordance with client specific requirements. 

    SPECIFIC OUTCOME 5 
    Transfer work related social skills to the client. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Personal hygiene is explained in terms of self-care in the workplace. 

    ASSESSMENT CRITERION 2 
    Time management programmes are planned and implemented in accordance with client and workplace specific requirements. 

    ASSESSMENT CRITERION 3 
    The benefits of clear communication are explained in terms of work relationships and transfer of information. 

    ASSESSMENT CRITERION 4 
    Clients are encouraged to communicate in accordance with workplace sequence and format. 

    SPECIFIC OUTCOME 6 
    Explain the rights and responsibilities of persons with intellectual disability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The rights and responsibilities of people with an intellectual disability are identified in accordance with relevant health and safety legislation and their right to human dignity as laid out in the South African Constitution. 

    ASSESSMENT CRITERION 2 
    Limitations of people with an intellectual disability are identified in accordance with relevant health and safety legislation. 

    ASSESSMENT CRITERION 3 
    The rights and responsibility of service providers are explained in terms of permissible actions and limitations. 

    ASSESSMENT CRITERION 4 
    The implications of derogatory labels being used to describe people with an intellectual disability are explained in terms of personal motivation to overcome problems. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited with the relevant ETQA.
  • Moderation of assessment will be overseen by the ETQA according to the moderation guidelines in the relevant qualification and agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Names of different types of intellectual disabilities:
    > Know stages of development of a human being.
  • Describe different types of intellectual disabilities:
    > Basic knowledge of human anatomy.
    > Know the effect of intellectual disability on the family and the community.
    > Be able to identify early signs of intellectual disability.
  • Know all senses:
    > Know sensory stimulation.
  • Demonstrate and perform activities of daily living to promote independence:
    > Perform movement stimulation to promote development and independence to the client's ability.
    > Plan and implement programme for rehabilitation.
    > Facilitate inclusion of persons with intellectual disability (work place and community facilities).
  • Causes of intellectual disabilities before, during and after birth:
    > Know the effect of intellectual disability on the client (physically, emotionally, psychologically, socioculturally and economically).
    > Know the effect of intellectual disability on the family of the client and the community.
    > Know prevention of infringement of rights of persons with intellectual disability.
    > Know the available resources and how to access them (support group and support systems).
    > Know the relevant legislation in the field of Mental Health.
  • Know levels of intellectual disabilities. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems encountered by persons with intellectual disability:

    Assessment Criteria:
  • The probable causes of intellectual disability are explained in terms of natural and environmental causes originating before, during and after birth.
  • Stimulation activities are identified according to the level of function.
  • Stimulation activities planned are appropriate to the client in terms of the outcome required.
    Range: Types of stimulation include sensory, cognitive, communication and movement.
  • Behavioural problems associated with intellectual disability are identified in terms of symptoms and circumstances.
  • A programme to manage behavioural problems is compiled in accordance with client specific requirements. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with teams to promote development:

    Assessment Criteria:
  • Work related social skills are transferred in accordance with specific client situation and work environment.
  • The client, their family and the community are equipped to cope with the intellectual disability in terms of understanding the condition and providing support.
  • Time management programmes are planned and implemented in accordance with client and workplace specific requirements.
  • The benefits of clear communication are explained in terms of work relationships and transfer of information.
  • Limitations of people with an intellectual disability are identified in accordance with relevant health and safety legislation.
  • The rights and responsibility of service providers are explained in terms of permissible actions and limitations. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise relevant resources and be able to utilize them:

    Assessment Criteria:
  • Behavioural problems associated with intellectual disability are identified in terms of symptoms and circumstances.
  • A programme to manage behavioural problems is compiled in accordance with client specific requirements.
  • Time management programmes are planned and implemented in accordance with client and workplace specific requirements.
  • The benefits of clear communication are explained in terms of work relationships and transfer of information.
  • Limitations of people with an intellectual disability are identified in accordance with relevant health and safety legislation.

    Organise, manage and evaluate the output of his/her activities:
  • Work related social skills are transferred in accordance with specific client situation and work environment.
  • Stimulation activities are identified according to the level of function.
  • Stimulation activities planned are appropriate to the client in terms of the outcome required.
    Range: Types of stimulation include sensory, cognitive, communication and movement.
  • Behavioural problems associated with intellectual disability are identified in terms of symptoms and circumstances.
  • A programme to manage behavioural problems is compiled in accordance with client specific requirements.
  • Time management programmes are planned and implemented in accordance with client and workplace specific requirements.
  • The benefits of clear communication are explained in terms of work relationships and transfer of information. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Interact with variety of persons with intellectual disability as well as their families:

    Assessment Criteria:
  • Work related social skills are transferred in accordance with specific client situation and work environment.
  • Stimulation activities are identified according to the level of function.
  • Stimulation activities planned are appropriate to the client in terms of the outcome required.
    Range: Types of stimulation include sensory, cognitive, communication and movement.
  • Behavioural problems associated with intellectual disability are identified in terms of symptoms and circumstances.
  • A programme to manage behavioural problems is compiled in accordance with client specific requirements.
  • Time management programmes are planned and implemented in accordance with client and workplace specific requirements.
  • The benefits of clear communication are explained in terms of work relationships and transfer of information. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate knowledge and understanding of challenges within the environment of persons with intellectual disability:

    Assessment Criteria:
  • Intellectual disability is explained in terms of a common medical understanding.
  • The probable causes of intellectual disability are explained in terms of natural and environmental causes originating before, during and after birth.
  • Adaptive skills are identified and promoted in terms of coping with specific functioning.
  • Daily living activities are planned and implemented in accordance with the client's level of functioning to promote independence.
  • Independence is encouraged through dressing, washing and feeding. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 260380, which is "Facilitate the optimal functioning of the client with intellectual disability", Level 4, 15 credits.

    Supplementary information:

    Specific requirements:
  • Legal: Rights of the intellectually disabled client, relevant legislation in the field of Mental Health, relevant portions of the constitution of South Africa.
  • Guidelines for scope of practise for the Ancillary Health Worker.

    Site specific:
  • Homes.
  • Day Centers - (Community).
  • Institutions.
  • According to the context in which the learner is working.

    Unit Standards justification:

    Credits:

    Total hours required by the learner to achieve the required outcomes:

    Activity-Hours

    Classroom learning-60
    On-the-job learning-80
    Self directed learning-10
    Coaching required-20
    Other: Site visits and clinical accompaniment-40
    Total-210

    Credits achieved: 21 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49128   National Certificate: Community Health Work  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-04-08  Was HW SETA until Last Date for Achievement 


    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.
     
    NONE 


    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.