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 and respond to learners who have special needs

SAQA US ID	UNIT STANDARD TITLE
7390	Identify and respond to 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 4	NQF Level 04	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

Persons credited with this unit standard will be able to: Identify learners who may have special learning, counselling or health needs, refer these learners to relevant services and take appropriate action within the learning situation.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Define own role as ETD practitioner, in learner support

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Distinction between counselling (empathy, information, referral) as opposed to directive advice is fully explained.

ASSESSMENT CRITERION 2

2. Learner's right to ask for or receive extra-curricular support is acknowledged.

ASSESSMENT CRITERION 3

3. Learner's right to confidentiality is acknowledged.

SPECIFIC OUTCOME 2

Recognize learners who have special needs

OUTCOME RANGE

Special needs are: Physical disability such as sight or hearing impairment; impairment of movement or motor skills; learning disability as a cause of impaired performance in writing, reading, spelling, numeracy ability.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Instances when a learner?s inability to match the performance of peers may be due to a learning or physical disability, are recognised.

ASSESSMENT CRITERION 2

2. Implications of the learning or physical disability for an individual?s learning, are identified.

ASSESSMENT CRITERION 3

3. Need for intervention by someone other than the educator involved, is identified.

SPECIFIC OUTCOME 3

Discuss with learner the need for further intervention

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Discussion is conducted in a manner which is sensitive, supportive, non-judgmental and confidential.

ASSESSMENT CRITERION 2

2. Issue of how the disability may affect learning is included in the discussion.

ASSESSMENT CRITERION 3

3. Need for positive interventions, such as testing and referrals, is discussed.

ASSESSMENT CRITERION 4

4. Learner is involved in joint decision-making concerning referrals.

ASSESSMENT CRITERION 5

5. Advice is in the form of support, information and referral, rather than direct advice or instruction.

SPECIFIC OUTCOME 4

Refer learner for further intervention

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Person to whom the learner should be referred is identified.

ASSESSMENT CRITERION RANGE

This may be someone inside or outside of the provider organisation, depending on local resources.

ASSESSMENT CRITERION 2

2. Coherent reasons for referral are presented to the relevant person.

ASSESSMENT CRITERION RANGE

Reporting should include samples of work which caused concern; description of difficulties encountered in the learning situation, e.g. access for wheelchairs.

ASSESSMENT CRITERION 3

3. Adequate information regarding the referral is provided to learner in order to reduce anxiety. (e.g. address, time, nature of referral, people involved)

SPECIFIC OUTCOME 5

Implement strategies to assist learner

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Willingness to help the affected learner to learn is demonstrated.

ASSESSMENT CRITERION 2

2. Learning environment is organised to alleviate difficulties. (e.g. seating learner closer to the front, negotiating help from other learners)

ASSESSMENT CRITERION 3

3. Recommendations from testing or referral agency are implemented.

ASSESSMENT CRITERION 4

4. Success or failure of recommendations is reported to the relevant authority.

ASSESSMENT CRITERION RANGE

Report should include areas in which the programme was successful or was not successful.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems in which responses display responsible decisions made using critical and creative thinking.

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 DEMONSTRATING

Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation.

UNIT STANDARD CCFO CONTRIBUTING

Contributing to the full personal development of each learner and the social and economic development of the society at large.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

This standard aims to be in line with the White Paper on learners with special needs, which requires that all ETD qualifications acknowledge learners with special needs.

Special note about values and underpinning knowledge:

1. This standard is aimed at facilitating an initial, restricted, sympathetic and confidential response to problems of learners in the form of a referral. It must be emphasised that ETD practitioners should never be encouraged to function as psychologists.

2. The practitioner is expected to show sensitivity to particular cultural norms and practices so that these are not confused with learning difficulties.

3. At level, 4 a practitioner is not expected to test or design programmes for special needs. Knowledge of the relevant person within the learning organisation, or of relevant local resources is therefore required.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20838	National Certificate: ABET Practice	Level 4	Level TBA: Pre-2009 was L4	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.	Amaqamu Project Management and Consulting
2.	ATS Institute
3.	CURMO Designs (Pty) Ltd Co
4.	D M Management and Consulting
5.	Faranang Business and Training Solutions PTY(LTD)
6.	Funda Fun
7.	Guru Group of Learning (Pty) Ltd
8.	Hlengana Sibiya Training and Associates cc
9.	HOPE ACADEMIC AND SKILL CENTRE
10.	Igugu Training and Investments
11.	KITSO TRAINING AND DEVELOPMENT
12.	Lebzatainment Foundation NPC
13.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
14.	Mafamawethu Consultants
15.	Mlamuli M Connect (Pty) Ltd
16.	MVIMBI BUSINESS ENTERPRISE
17.	MWG Logistical Services
18.	Nomoyi Skills Development
19.	Ntevho-Ketso Training and Recruitement Consultancy cc
20.	NTI College
21.	OPELONG BUSINESS INSTITUTE (PT
22.	PC Educational Holdings Pty Ltd
23.	Professional Development and Training Institute (Pty) Ltd
24.	Project Literacy
25.	Regenesys Management (Pty) Ltd
26.	Resonance Institute of Learning
27.	Retshetse Training Project
28.	SEOPOSENGOE TRAINING CONSULTANCY CC
29.	South Cape Public FET College - George Campus
30.	The Finishing College (Pty) Lt
31.	Thembekile training consulting
32.	Thuto-Botshabelo Training and Projects (Pty) Ltd
33.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
34.	Unathi Training
35.	Ungaphelamandla Consultancy Private College (PTY) LTD
36.	World Wide Education Providers(Pty)Ltd