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: 

Refer a person with a disability to specialised services 
SAQA US ID UNIT STANDARD TITLE
244610  Refer a person with a disability to specialised services 
ORIGINATOR
SGB Inclusive Education 
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 5  Level TBA: Pre-2009 was L5  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
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 
The purpose of this Unit Standard is to enable learners to refer people with disabilities to specialised service providers when their needs fall outside a learner's scope of practice. Learners will know when to refer someone to other professionals, and who to refer them to. They can also analyse the information received from referrals to improve their own support to clients.

Competent referral will ensure that people with disabilities have access to the services that they need, and disability employment practitioners will meet legal, ethical and professional standards, thereby ensuring the quality of service delivery and professionalism of the field. Learners will achieve competence in referral which can be transferred to various other fields. This competence is also valuable in terms of enhancing learning and their own performance, as they are able to gather and analyse information regarding their clients.

A qualified learner is capable of:
  • Describing specialised service providers according to scope of practice.
  • Assessing suitability and effectiveness of services against identified needs.
  • Implementing referral process according to identified needs.
  • Interpreting and applying information from the referral process.
  • Recording, storing and maintaining referral information. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication at NQF Level 4. It is also recommended that learner's are competent in computer literacy at NQF Level 2 or equivalent. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe specialised service providers according to scope of practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Specialised service providers available within specific contexts are identified according to referral needs. 
    ASSESSMENT CRITERION RANGE 
    Specialised services providers may be inside or outside the organisation depending on local resources.
     

    ASSESSMENT CRITERION 2 
    Different roles of services providers are described according to their scope of practice. 

    SPECIFIC OUTCOME 2 
    Assess suitability and effectiveness of services against identified needs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The reasons for referral are analysed and presented to all relevant stakeholders for purposes of obtaining approval, funding and providing relevant information. 

    ASSESSMENT CRITERION 2 
    The suitability of the service is assessed and justified against criteria and needs. 

    ASSESSMENT CRITERION 3 
    Identified services are selected according to suitability. 
    ASSESSMENT CRITERION RANGE 
    Suitability includes but is not limited to effectiveness, cost, availability, priority, feasibility, sustainability, etc.
     

    SPECIFIC OUTCOME 3 
    Implement referral process according to identified needs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Networking with service providers is established in terms of communication, support and intervention needs. 

    ASSESSMENT CRITERION 2 
    A process to manage a referral is arranged together with the service provider. 
    ASSESSMENT CRITERION RANGE 
    Processes can include verbal, written or electronic communication, meetings, etc.
     

    ASSESSMENT CRITERION 3 
    Findings and recommendations are analysed in order to determine if further assessment or intervention might be required. 

    ASSESSMENT CRITERION 4 
    The success or failure of the referral process is assessed in terms of work performance and organisational policy. 

    SPECIFIC OUTCOME 4 
    Interpret and apply information from the referral process. 
    OUTCOME RANGE 
    Information includes needs, problems, and issues contained in information received from specialised service providers, that is, in the scope of other professions' practice areas. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The reports are understood in terms of the recommendations made by liaising with specialised service providers. 

    ASSESSMENT CRITERION 2 
    Findings are presented and justified to all relevant stakeholders. 

    ASSESSMENT CRITERION 3 
    Ethical and professional practices and requirements are adhered to according to codes of practice and legal obligations. 
    ASSESSMENT CRITERION RANGE 
    Includes but not limited to consultation with the individual referred.
     

    ASSESSMENT CRITERION 4 
    The results of the referral are used in the development and implementation of the coaching plan. 

    SPECIFIC OUTCOME 5 
    Record, store and maintain referral information. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Referral information is recorded and meets specified requirements for addressing individual needs and organisational obligations. 

    ASSESSMENT CRITERION 2 
    The security of records are maintained and stored to preserve privacy and confidentiality and comply with current legal requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Define referral.
  • Codes of good practice.
  • Rights of people with disabilities in the workplace.
  • Information storage and formats. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when identified services are prioritised according to suitability and effectiveness. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when networking with service providers meets agreed communication, support and intervention needs, information of referral meets service provider requirements, and assistance in interpreting reports or results is accessed where relevant and from appropriate sources. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when agreed processes to manage referrals are adhered to, and given legal, ethical and professional requirements are adhered to, and seek advice where necessary. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information for identifying and using specialised services according to scope of practice. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when reasons for referral are presented and recording of referral information meets specified requirements and findings are presented to all relevant stakeholders. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation to assess relevance of services in terms of identified needs. 

    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 
    Notes to Assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  SABPP 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  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. 3 At Work Recruitment Agency 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Acorser Corporate & Business Consulting t/a Acorser Academy 
    4. Amogelang Marketing and Training 
    5. Aubrey Nyiko Business Enterprise cc 
    6. B T Group of Companies Pty Ltd 
    7. Boitjhorisong Resource Centre 
    8. BOLAND COLLEGE 
    9. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    10. Brain Boosters Business Education (PTY) LTD 
    11. Brainwave Projects 1997 CC 
    12. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
    13. College of Cape Town - Athlone Campus 
    14. Compass Academy of Learning 
    15. Custoda Trust 
    16. D M Management and Consulting 
    17. Damelin Correspondence College (Pty) Ltd 
    18. Dee s Training PTY LTD 
    19. DEVELO CC 
    20. Dintshang Trading 
    21. Directflo 
    22. Dru A Professional Further Education and Training College DAPFETC PT 
    23. Dynamic Safety Solutions 
    24. Early Inspiration 
    25. Early Learning Resource Unit (ELRU) 
    26. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    27. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    28. EDU-Bless College 
    29. Edu-Build Institute 
    30. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    31. Enjo Consultants (Pty) Ltd 
    32. Environment and Language Education Trust 
    33. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    34. Faranang Business and Training Solutions PTY(LTD) 
    35. FLAVIUS MAREKA FET COLLEGE 
    36. FURNITURE WORLD TRAINING CENTRE 
    37. Future Performance Training and Development 
    38. Future-Teacher (Pty) Ltd 
    39. Gauteng Baobab Early Learning Training Programme 
    40. Goldfields TVET College 
    41. Grassroots Adult Education and Training Trust 
    42. GWALA TRAINING SERVICES 
    43. HOPE ACADEMIC AND SKILL CENTRE 
    44. ICM t/a Institute for Career Management 
    45. Igugu Training and Investments 
    46. Ikusasa Lothisha t/a ECD Training Provider 
    47. Institute of Professional Studies and Services 
    48. Isamon Vocational College of Excellence Pty Ltd 
    49. Isibani Skills Academy 
    50. Isibani Soluntu Development Trust 
    51. Itireleng Bokamoso Trading Development Services and Associates 
    52. Jabulani Training & Development 
    53. Katehong Early Learning Resourse Unit (KELRU ) 
    54. Katiso-kuno Consulting 
    55. KDS Centre for Skills Development and Training Pty Ltd 
    56. Keletsong Community Training & Resource Centre 
    57. Kgang-Kgolo Consulting 
    58. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    59. Khululeka Community Education Centre 
    60. Kids Academy 
    61. Kitso Bokamoso Training Solution 
    62. KITSO TRAINING AND DEVELOPMENT 
    63. Klein Karoo Resource Centre 
    64. Leronsa Trading Enterprise 
    65. LESEDI EDUCARE ASSOCIATION 
    66. Li Lichule Trading cc 
    67. Loago Business Consulting 
    68. Lynne Hobbs cc 
    69. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    70. MATHS CENTRE INCORPORATING SCIENCES 
    71. MENTORNET (PTY) LTD 
    72. Mochochonono Training Solutions cc 
    73. Motheo Training Institute Trust 
    74. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    75. NC COMPLIANCE SOLUTIONS 
    76. Ndoma Mathodi Trading Enterprise 
    77. Netgrow Training Solutions 
    78. Networx for Career Development 
    79. New Beginnings Training and Development Organisation 
    80. Next Step Academy (Pty) Ltd 
    81. Noni Community Development 
    82. Northern Cape Urban College: Kimberley Campus 
    83. Northlink College 
    84. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    85. NTATAISE TRUST 
    86. Ntevho-Ketso Training and Recruitement Consultancy cc 
    87. Ntsangalala Business Enterprise 
    88. Orbit FET College - Central Office 
    89. Peddie Development Centre 
    90. People Upliftments t/a POPUP Upliftment 
    91. Petra institute of Development (PTY) Ltd 
    92. PMA Holding (Pty) Ltd 
    93. PND Academy of Learning cc 
    94. Pro-Ed Training 
    95. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    96. Professional Development and Training Institute (Pty) Ltd 
    97. Rampadise Education Training & Development Centre 
    98. Read Educational Trust 
    99. Realeboga Development Services 
    100. Reflections Development Institute 
    101. REGIONAL EDUCARE COUNCIL 
    102. Retshetse Training Project 
    103. Rhodes University 
    104. Right 4 u College 
    105. Safe and Sound Learning Association 
    106. SANTS College 
    107. Sisazi Consulting 
    108. SITHUTHUKILE TRUST 
    109. Siyahluma Education Institute 
    110. South African Congress For Early Childhood Development 
    111. South African Guide-Dogs Association for the Blind 
    112. South Cape Public FET College - George Campus 
    113. Southern African Youth Movement 
    114. Spotru Training Centre 
    115. SPS Consulting (Pty) Ltd 
    116. Sustainability Institute Trust 
    117. T Mabuya & Associates (Pty) Ltd 
    118. Takatso Educare Training and Development Services 
    119. Teachers Learning Centre (Pty) Ltd 
    120. Tembe Service Providers 
    121. Thabelanang t/a Thabelanang Trading Enterprise 
    122. The Iscariota Group (Pty) Ltd 
    123. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    124. The Port Elizabeth Early Learning Centre 
    125. Thembekile training consulting 
    126. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    127. THUSANANG TRUST 
    128. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    129. Tiakeni Training Centre 
    130. Training and Resources in Early Education (TREE) 
    131. TSHEPANG EDUCARE TRUST 
    132. Tshepo Hope Consulting 
    133. Umgungundlovu FET College 
    134. UNIVERSAL COLLEGE OUTCOMES SA 
    135. Vuselela TVET College 
    136. VUWA PROJECTS 
    137. Water berg FET College 
    138. Waterberg TVET College 
    139. WEST COAST COLLEGE FET 
    140. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    141. Winston Academy 
    142. World Wide Education Providers(Pty)Ltd 
    143. Woz'obona Early Childhood Community Service Group 
    144. Yellow Media Learning Institute (Pty) Ltd 


    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.