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: 

Identify children with disabilities in the community 
SAQA US ID UNIT STANDARD TITLE
117503  Identify children with disabilities in the community 
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 3  NQF Level 03  8 
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
2024-06-30   2027-06-30  

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 
This unit standard is to equip health workers with knowledge and skills to identify and refer children with disabilities for appropriate intervention.

People credited with this unit standard are able to:
  • Identify normal development of an infant from of 0-3 months
  • Identify physical development expectations of an infant from 3-6 months
  • Identify physical and cognitive development expectations of an infant from 6-24 months
  • Identify the developmental stages and emotional needs of children from 2 years to adolescence
  • Obtain information about a child from a caregiver
  • Identify and locate children with disabilities in the community
  • Demonstrate knowledge of the resources for referral 
    		•

    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:
  • Create an awareness within a community for a disability friendly and inclusive environment
  • Apply active listening skills in a care and support situation 
    		•

    UNIT STANDARD RANGE 
    The health worker must have knowledge of the developmental stages of a child from birth to adolescence so as to identify any deviation from the norm and refer for early intervention. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify normal development of an infant from of 0-3 months. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The five senses of an infant from 0-3 months are tested and compared to normal development charts. 

    ASSESSMENT CRITERION 2 
    Reflexes of an infant from 0-3 months are tested and compared to normal development charts. 

    ASSESSMENT CRITERION 3 
    Tests are conducted in accordance with standard examination procedures and do not cause undue stress on the infant. 

    ASSESSMENT CRITERION 4 
    Signs of abnormal development are identified and reported to relevant people in accordance with agreed procedures. 
    ASSESSMENT CRITERION RANGE 
    Abnormal development includes disability at birth.
     

    ASSESSMENT CRITERION 5 
    Developmental milestones in an infant from 0-3 months are identified in terms of the normal sequence of development. 

    SPECIFIC OUTCOME 2 
    Identify physical development expectations of an infant from 3-6 months. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Developmental milestones in an infant from 3-6 months are identified in terms of the normal sequence of development. 

    ASSESSMENT CRITERION 2 
    Environmental factors influencing the infant are identified in terms of normal developmental awareness. 

    ASSESSMENT CRITERION 3 
    Methods of stimulating development through the environment are identified in terms of direct and indirect factors. 

    ASSESSMENT CRITERION 4 
    Common infant infections are identified in terms of potential causes of physical or mental disabilities. 

    SPECIFIC OUTCOME 3 
    Identify physical and cognitive development expectations of an infant from 6-24 months. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Developmental milestones in an infant from 6-24 months are identified in terms of the normal sequence of development. 
    ASSESSMENT CRITERION RANGE 
    Development includes physical and cognitive development.
     

    ASSESSMENT CRITERION 2 
    Normal development is identified in accordance with infant development charts. 

    ASSESSMENT CRITERION 3 
    Cognitive and physical development is tested and compared to normal development charts. 

    ASSESSMENT CRITERION 4 
    Signs of abnormal development are identified and reported to relevant people in accordance with agreed procedures. 

    ASSESSMENT CRITERION 5 
    The importance of physical and mental stimulation from birth is explained in terms of the effect on infant development. 

    SPECIFIC OUTCOME 4 
    Identify the developmental stages and emotional needs of children from 2 years to adolescence. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Developmental milestones in a child from 2 years to adolescence are identified in terms of the normal sequence of development. 
    ASSESSMENT CRITERION RANGE 
    Development includes physical, cognitive and emotional development.
     

    ASSESSMENT CRITERION 2 
    The emotional needs of the developing child are identified in terms of the different stages of development. 

    ASSESSMENT CRITERION 3 
    Normal childhood development is explained in terms of developmental stages and the physical and emotional needs associated with each stage. 

    ASSESSMENT CRITERION 4 
    Abnormal childhood development is identified and reported to relevant people in accordance with agreed procedures. 

    ASSESSMENT CRITERION 5 
    Common abnormalities in childhood development are explained in terms of signs and symptoms, and interventions. 
    ASSESSMENT CRITERION RANGE 
    Common abnormalities include, but are not limited to cerebral palsy, intellectual disabilities, visual impairments, hearing impairments, albinism.
     

    SPECIFIC OUTCOME 5 
    Obtain information about a child from a caregiver. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relationships with caregivers are established in terms of open communication and trust. 

    ASSESSMENT CRITERION 2 
    An interview schedule is prepared to obtain required information from a caregiver. 

    ASSESSMENT CRITERION 3 
    Interviews are conducted in a format that sets the caregiver at ease and ensures that all relevant information is supplied. 

    ASSESSMENT CRITERION 4 
    The information obtained during the interview is recorded in accordance with agreed reporting requirements. 

    SPECIFIC OUTCOME 6 
    Identify and locate children with disabilities in the community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Meetings with relevant community members are planned in accordance with agreed time schedules. 

    ASSESSMENT CRITERION 2 
    Participatory appraisal techniques are applied to identify the homes of children with disabilities. 

    ASSESSMENT CRITERION 3 
    Information gathered is recorded and reported to relevant people in accordance with relevant legislation and policy requirements. 

    SPECIFIC OUTCOME 7 
    Demonstrate knowledge of the resources for referral. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of early detection and intervention of children with disabilities is explained in terms of the severity of the impairment and coping with it. 

    ASSESSMENT CRITERION 2 
    Facilities available to assist children with disabilities are identified in terms of the assistance provided. 

    ASSESSMENT CRITERION 3 
    Resources for providing the care and support for children with disabilities are identified in terms of the particular needs. 
    ASSESSMENT CRITERION RANGE 
    Social security grants and assistive devices.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against 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 as a provider by relevant ETQA.
  • Moderation of assessment will be overseen by the ETQA according to the moderation guidelines in the relevant qualification and the 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:
  • Major causes of disablement in an infant
  • Methods of conducting tests on infants
  • Signs of normal and abnormal development
  • Environmental factors affecting child development
  • Developmental milestones
  • Resources to address disability requirements 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems:

    Assessment Criteria
  • Signs of abnormal development are identified and reported to relevant people in accordance with agreed procedures.
    Range: Abnormal development includes disability at birth
  • Common infant infections are identified in terms of potential causes of physical or mental disabilities.
  • Signs of abnormal development are identified and reported to relevant people in accordance with agreed procedures.
  • Abnormal childhood development is identified and reported to relevant people in accordance with agreed procedures. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others:

    Assessment Criteria
  • The five senses of an infant from 0-3 months are tested and compared to normal development charts.
  • Reflexes of an infant from 0-3 months are tested and compared to normal development charts.
  • Tests are conducted in accordance with standard examination procedures and do not cause undue stress on the infant. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself:

    Assessment Criteria
  • Developmental milestones in an infant from 0-3 months are identified in terms of the normal sequence of development.
  • Developmental milestones in an infant from 3-6 months are identified in terms of the normal sequence of development.
  • Developmental milestones in an infant from 6-24 months are identified in terms of the normal sequence of development.
    Range: Development includes physical and cognitive development
  • Developmental milestones in a child from 2 years to adolescence are identified in terms of the normal sequence of development. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information:

    Assessment Criteria
  • The five senses of an infant from 0-3 months are tested and compared to normal development charts.
  • Reflexes of an infant from 0-3 months are tested and compared to normal development charts.
  • Signs of abnormal development are identified and reported to relevant people in accordance with agreed procedures.
    Range: Abnormal development includes disability at birth
  • Developmental milestones in an infant from 0-3 months are identified in terms of the normal sequence of development.
  • Developmental milestones in an infant from 3-6 months are identified in terms of the normal sequence of development.
  • Developmental milestones in an infant from 6-24 months are identified in terms of the normal sequence of development.
    Range: Development includes physical and cognitive development
  • Developmental milestones in a child from 2 years to adolescence are identified in terms of the normal sequence of development. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively:

    Assessment Criteria
  • Signs of abnormal development are identified and reported to relevant people in accordance with agreed procedures.
    Range: Abnormal development includes disability at birth
  • Abnormal childhood development is identified and reported to relevant people in accordance with agreed procedures. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Using Science and Technology effectively:
  • The five senses of an infant from 0-3 months are tested and compared to normal development charts.
  • Reflexes of an infant from 0-3 months are tested and compared to normal development charts.
  • Tests are conducted in accordance with standard examination procedures and do not cause undue stress on the infant.
  • Methods of stimulating development through the environment are identified in terms of direct and indirect factors.
  • Cognitive and physical development is tested and compared to normal development charts. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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.