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: 

Promote optimal functioning in activities for daily living for a child with a disability 
SAQA US ID UNIT STANDARD TITLE
260559  Promote optimal functioning in activities for daily living for a child with a disability 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 required for persons who give basic assistance to children with disabling conditions, HIV and related chronic illnesses to realize their potential. It will enable the learner to detect children with a disability and provide activities that stimulate development, as well as assist the significant others to access local services.

The qualifying learner is capable of:
  • Identifying the different medical conditions that give rise to disabilities in children.
  • Identifying normal sequence of developmental stages in the child and signs of abnormal or retarded development in accordance with average child development milestones.
  • Facilitating and monitoring the child's mobility according to level of development.
  • Selecting methods to help the child participate in ADL according to relevant developmental level.
  • Assisting in implementing and monitoring a child's treatment plan. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 2.
  • Mathematical literacy at NQF Level 2. 

  • UNIT STANDARD RANGE 
    Medical conditions that give rise to disabilities in children include, but are not limited to:
  • Spinal cord injuries: Paraplegia and quadriplegia and Spina bifida.
  • Cerebral palsy and other neurological conditions.
  • Peripheral neuropathies including sensory dysfunction.
  • Intellectual disabilities.
  • Meningitis.
  • Myopathies.
  • Blindness.
  • AIDS related illnesses.
  • Congenital conditions.
  • Malnutrition. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the different medical conditions that give rise to disabilities in children. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Common illnesses and disabilities seen in children in own community are identified with examples. 

    ASSESSMENT CRITERION 2 
    The conditions identified are described in terms of their anatomical location and causes. 
    ASSESSMENT CRITERION RANGE 
    Causes include but are not limited to, trauma, genetic, pre-peri- and post-natal infectious, HIV/AIDS, acquired chronic disease, environmental.
     

    ASSESSMENT CRITERION 3 
    Disabilities are described in terms of the identified probable cause. 
    ASSESSMENT CRITERION RANGE 
    Disabilities include, but are not limited to, speaking, hearing, moving, feeling, learning, controlling bodily functions, breathing.
     

    ASSESSMENT CRITERION 4 
    The children with disabilities in the community are located through screening procedures. 

    SPECIFIC OUTCOME 2 
    Identify normal sequence of developmental stages in the child and signs of abnormal or retarded childhood development in accordance with average child development charts. 
    OUTCOME RANGE 
    Development includes, but is not limited to, physical, intellectual, personal-social, language. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Development of physical, intellectual and personal-social functions in the child are identified in accordance with accredited child development charts. 

    ASSESSMENT CRITERION 2 
    Signs of abnormal physical, intellectual and/or personal-social childhood development are identified in terms of expected development for age. 

    ASSESSMENT CRITERION 3 
    Signs of disability in babies are identified and explained with examples and where possible, measures are taken to prevent further deterioration. 

    ASSESSMENT CRITERION 4 
    The problems identified are prioritised according to the needs of the child and significant others and child's level of function. 

    SPECIFIC OUTCOME 3 
    Facilitate and monitor the child's mobility according to level of development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate exercises for the condition/disability are selected and taught to the child and significant others to prevent joints becoming stiff and deformed and to prevent muscles becoming weak. 
    ASSESSMENT CRITERION RANGE 
    Appropriate exercises include, but are not limited to, active and passive exercises, mobility around and change of position to prevent pressure sores.
     

    ASSESSMENT CRITERION 2 
    Appropriate mobility aids are obtained and the use thereof taught to the child and/or significant others. 
    ASSESSMENT CRITERION RANGE 
    Assistive devices include but are not limited to wheel chairs, special seating and walking aids.
     

    ASSESSMENT CRITERION 3 
    The child's home is cleared of physical obstacles to progress and possible causes of injury. 

    SPECIFIC OUTCOME 4 
    Select methods to help the child participate in ADL according to relevant developmental level. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A programme to help the child carry out appropriate self-care tasks independently is implemented according to the disabilities present, the developmental level and the prioritised list. 

    ASSESSMENT CRITERION 2 
    An appropriate programme is implemented to help the child carry out appropriate household activities independently according to the disabilities present and the developmental level. 

    ASSESSMENT CRITERION 3 
    An appropriate programme to help the child participate in social and recreational activities (play) is implemented according to the disabilities present and the developmental level. 

    ASSESSMENT CRITERION 4 
    Common behaviour problems are determined in a child with a learning problem and methods for managing these are discussed with examples. 

    ASSESSMENT CRITERION 5 
    Toys are selected or made to stimulate development according to age. 

    ASSESSMENT CRITERION 6 
    Appropriate activities to help stimulate the senses of a child with severe disability are selected as part of ADL programme. 
    ASSESSMENT CRITERION RANGE 
    Senses include but are not limited to touch, smell, sound and vision.
     

    ASSESSMENT CRITERION 7 
    Assistive devices, methodologies and daily routines are identified and introduced into the child's ADL programme. 

    SPECIFIC OUTCOME 5 
    Assist in implementing and monitoring a child's treatment plan. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The child and significant others are assisted in accessing the appropriate available resources. 

    ASSESSMENT CRITERION 2 
    The various current and applicable legislation and policies with regard to condition and the rights of the child are explained. 

    ASSESSMENT CRITERION 3 
    The child and significant others are referred to the various services and professional support resources where necessary. 
    ASSESSMENT CRITERION RANGE 
    Various services include but are not limited to physiotherapy, occupational therapy, speech therapy, medical, social services and grants, support and community groups, schools for special needs.
     

    ASSESSMENT CRITERION 4 
    The treatment plan is monitored on an ongoing basis and records kept accordingly. 

    ASSESSMENT CRITERION 5 
    Ethical principles are applied in implementing and monitoring treatment plan. 

    ASSESSMENT CRITERION 6 
    A therapeutic relationship is established with the child and significant others to ensure maintenance of progress. 

    ASSESSMENT CRITERION 7 
    Support and follow up is provided to the child and significant others in terms of ensuring the ability to maintain and cope with the agreed routine. 
    ASSESSMENT CRITERION RANGE 
    Support and follow up include, but are not limited to, checking on compliance to medication, significant others' ability to cope and to recognise deterioration in child's condition.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Meaning of rehabilitation.
  • Types of disabilities as per the WHO manuals "Training in the Community for people with a disability".
  • How to Locate and approach children with a disability in the community.
  • Therapeutic relationships.
  • Medical conditions causing disabilities.
  • Normal developmental stages in the child.
  • Signs of abnormal childhood development.
  • Available resources for children with disabilities.
  • Referral system within own area. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Anticipate and solve problems encountered by a child with a disability, HIV/AIDS or other chronic condition. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with the community and with others in a multidisciplinary team. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities to work effectively within the context of their communities. 

    UNIT STANDARD CCFO COLLECTING 
    Collect organise and evaluate information and resources with respect to assisting a child with a disability. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with the person with a child and his family, social group, health team and community in order to facilitate improved participation in activities of daily living. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems and the impact of dependence in activities of daily living on these systems. 

    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 
    It is strongly recommended that the learner be found competent in the following unit standards prior to learning towards this Unit Standard:
  • ID 260463: Assist the client and significant others to manage home based health care.
  • ID 117017: Provide information about TB and Directly Observed Treatment (DOTS).
  • ID 260406: Assist in facilitating and implementing primary health care projects within the community.
  • ID 110044: Collect information to support a community needs assessment.
  • ID 260597: Provide information about HIV and AIDS and treatment options in community care and support situations.
  • ID 119567: Perform Basic life support and first Aid procedures.
  • ID 260481: Create an awareness of disability and disability issues in a community.
  • ID 260479: Promote Activities of Daily Living (ADL) for clients with a disability or a chronic condition.
  • ID 260498: Provide basic intervention to prevent deformities, improve mobility and reduce pain.

    Credit justification:

    Activity; Hours; Credits:
  • Classroom Learning; 30 Hours; 3 Credits.
  • On the job learning, site visits and clinical accompaniment; 50 Hours; 5 Credits.
  • Self Directed learning; 10 Hours; 1 Credits.

    Total: 90 Hours; 9 Credits. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64769   National Certificate: Community Health Work  Level 3  NQF Level 03  Reregistered  2023-06-30  HW 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.
     
    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.