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 levels of support needed for inclusion

SAQA US ID	UNIT STANDARD TITLE
119272	Identify levels of support needed for inclusion
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 4	NQF Level 04	13
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 the learning is to ensure that credited learners can describe factors that prevent or hamper, and contribute to inclusion, in order to identify the levels of support required by persons with intrinsic or experiencing extrinsic barriers to learning and development to be included in work, learning, social, etc. environments.

Individuals who are credited against this Unit Standard are equipped to identify learner needs within an inclusive education system, and can maximise their own efficacy by identifying support structures and developing strategies and procedures for inclusion support. Improved efficacy of learners credited with this Unit Standard will result in improved coping and support. Also, the ability to identify needs improves a person's ability to prioritise, critically evaluate options and efficiently employ resources.

Identification of the levels of support needed for inclusion is essential to ensure that inclusive education is effective, and that persons with intrinsic or experiencing extrinsic barriers to learning can participate fully in society, education, and the economy.

Credited learners are capable of:

Identifying and describing factors that contribute to inclusion in education.

Identifying learning needs within an inclusive education system.

Identifying support structures available to specific learning sites.

Describing strategies and procedures for inclusion support.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this Unit Standard is based on the assumption that learners have already attained the following competencies:

Language and communication competence (reading, and writing/signing) at NQF Level 3.

UNIT STANDARD RANGE

Range statements are included in the Unit Standard where relevant.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify and describe factors that contribute to inclusion in education.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Historical developments from special education to inclusive education in South Africa are described in terms of origins, developments, and impacts on developments.

ASSESSMENT CRITERION 2

Relevance of current legislation and policies are described in terms of the South African Constitution and the Bill of Rights.

ASSESSMENT CRITERION 3

Inclusive education in South Africa is described in terms of specified concepts and terminology.

ASSESSMENT CRITERION 4

Barriers to learning are described in terms of specified contexts and as experienced by specific persons.

SPECIFIC OUTCOME 2

Identify learning needs within an inclusive education system.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Methods selected for the identification of learning needs are described with reference to specified contexts.

ASSESSMENT CRITERION 2

Learning needs are described in terms of specified requirements.

ASSESSMENT CRITERION 3

Learning needs are recorded, communicated and reported in a systematic manner.

SPECIFIC OUTCOME 3

Identify support structures available to specific learning sites.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Support structures are identified for specified contexts.

ASSESSMENT CRITERION 2

The roles of relevant support structures are identified and described as they pertain to specific contexts.

ASSESSMENT CRITERION 3

Record keeping and reporting systems are explained in terms of support structures.

SPECIFIC OUTCOME 4

Describe strategies and procedures for inclusion support.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Timetables, work schedules and lessons plans are described as part of inclusion support.

ASSESSMENT CRITERION 2

Legislation, policies and regulations are identified with reference to inclusion.

ASSESSMENT CRITERION 3

Strategies and procedures are described in terms of specific needs, contexts and specified requirements.

ASSESSMENT CRITERION 4

Given ethical principles are identified for inclusive practice.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.

Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Factors that contribute to inclusion in education.

Historical developments from special education to inclusive education in South Africa (origins, developments, and impacts on developments).

Current legislation, policies, regulations, the South African Constitution and the Bill of Rights.

Inclusive education in South Africa, and concepts and terminology.

Barriers to learning.

Methods for the identification of learning needs.

Specified administration, communication, recording and reporting requirements.

Support structures available to specific learning sites.

The roles of relevant support structures.

Strategies and procedures for inclusion support.

Timetables, work schedules and lessons plans.

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 regarding strategies and procedures.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to identify support structures available to specific learning sites.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when specified reporting requirements are adhered to.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information to identify and describe factors that contribute to inclusion in education, and to identify learning needs within an inclusive education system.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when learning needs are communicated to all relevant stakeholders and communication meets specified requirements, and record keeping regarding support structures is accurate, up-to-date and meet specified requirements.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

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 describe historical developments from special education to inclusive education in South Africa in terms of impacts on developments.

UNIT STANDARD ASSESSOR CRITERIA

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, then 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.

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	49531	Further Education and Training Certificate: Inclusive Education	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	67373	National Diploma: Orientation and Mobility Practice	Level 5	NQF Level 05	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.	South African Guide-Dogs Association for the Blind