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: 

Select learning support materials and assistive technology for inclusive settings 
SAQA US ID UNIT STANDARD TITLE
119274  Select learning support materials and assistive technology for inclusive settings 
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  12 
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 
The purpose of the learning is to ensure that credited learners are able to select learning materials and assistive technology that ensure maximum learning and independence for persons experiencing barriers to learning and social and economic participation.

Individuals who are credited against this Unit Standard are equipped to identify learning material and assistive technology needs within an inclusive education system, and can maximise their learners' efficacy by ensuring their participation in learning, society and the economy. The ability to identify needs improves a person's ability to prioritise, critically evaluate options and efficiently employ resources.

There is a large amount of learning materials and many assistive technologies available, especially via the Internet. However, the quality of materials and technology is not always adequate. This set of competence will ensure that practitioners are able to discern quality materials and technology, and to advise others regarding especially the purchase and use of assistive technology.

Credited learners are capable of:
  • Describing learning support materials and assistive technology needs for specific contexts
  • Explaining how specific learning materials and assistive technology enhance learning and learner independence
  • Selecting learning support materials and assistive technology appropriate for specific needs
  • Demonstrating the use of assistive technology to relevant persons
  • Enhancing learning facilitation using learning support materials 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard are based on the assumption that learners have already attained the following competencies:
  • Language and communication competence (reading, writing/signing and speaking/signing) at NQF Level 3
  • Mathematic literacy (costing of materials and technology) at NQF Level 3 

  • UNIT STANDARD RANGE 
    Learning support materials include learning material that is readily available and can be used to enhance teaching and learning, for example printed media. Other range statements are included in the Unit Standard where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe learning support materials and assistive technology needs for specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Methods selected for the identification of learning support materials and assistive technology needs are appropriate for specified contexts. 

    ASSESSMENT CRITERION 2 
    Description of learning support materials and assistive technology needs meets specified requirements for clarity. 

    ASSESSMENT CRITERION 3 
    Description of learning support materials and assistive technology needs is justified in terms of specific barriers to learning and inclusion. 

    ASSESSMENT CRITERION 4 
    Learning support materials and assistive technology needs are communicated to all relevant stakeholders and communication meets specified requirements. 

    SPECIFIC OUTCOME 2 
    Explain how specific learning materials and assistive technology enhance learning and learner independence. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of learning materials and assistive technology is explained in terms of learning processes and learner independence. 

    ASSESSMENT CRITERION 2 
    Explanation of multi-purpose usage of learning materials and assistive technology is justified in terms of enhancement of learning and learner independence. 

    ASSESSMENT CRITERION 3 
    Description of the application and use of learning support materials meets publisher/owner/developer specifications. 

    ASSESSMENT CRITERION 4 
    Description of the application and use of assistive technology meets manufacturer, health and safety specifications. 

    SPECIFIC OUTCOME 3 
    Select learning support materials and assistive technology appropriate for specific needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selection is justified in terms of specific criteria. 
    ASSESSMENT CRITERION RANGE 
    Specific criteria can relate to accessibility, learning needs, etc.
     

    ASSESSMENT CRITERION 2 
    Selection is justified in terms of needs and learning support materials and assistive technology characteristics. 

    ASSESSMENT CRITERION 3 
    Selected learning support materials and assistive technology are appropriate for specific needs. 

    ASSESSMENT CRITERION 4 
    Selected learning support materials and assistive technology are feasible within specific contexts. 

    ASSESSMENT CRITERION 5 
    Given ethical principles are adhered to at all times. 

    ASSESSMENT CRITERION 6 
    Legal procedures and requirements are met at all times. 

    SPECIFIC OUTCOME 4 
    Demonstrate the use of assistive technology to relevant persons. 
    OUTCOME RANGE 
    Relevant persons can include parents, teachers, caregivers, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Demonstration of the use of assistive technology meets manufacturer specifications 

    ASSESSMENT CRITERION 2 
    Demonstration of the use of assistive technology meets health and safety requirements 

    ASSESSMENT CRITERION 3 
    Demonstration methods are appropriate for specified audiences 

    ASSESSMENT CRITERION 4 
    Ethical principles are adhered to at all times 

    ASSESSMENT CRITERION 5 
    Legal procedures and requirements are met at all times 

    SPECIFIC OUTCOME 5 
    Enhance learning facilitation using learning support materials. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Use of learning support materials meets publisher/owner/developer specifications and legal requirements 
    ASSESSMENT CRITERION RANGE 
    Legal requirements include copyright restrictions
     

    ASSESSMENT CRITERION 2 
    Distribution and storage of learning support materials meet specified administration requirements 

    ASSESSMENT CRITERION 3 
    Learning facilitation enhancement is justified in terms of specific examples of enhancement 

    ASSESSMENT CRITERION 4 
    Learning support materials are accurate, up-to-date and meet specified requirements 

    ASSESSMENT CRITERION 5 
    Given ethical principles are adhered to at all times 

    ASSESSMENT CRITERION 6 
    Legal procedures and requirements are met at all times 


    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:
  • Methods for the identification of learning support materials and assistive technology needs
  • Barriers to learning and inclusion
  • Stakeholders and communication requirements
  • Learning materials and assistive technology
  • Learning processes and learner independence
  • Multi-purpose usage of learning materials and assistive technology
  • Learning support materials and assistive technology characteristics
  • The application and use of learning support materials
  • Publisher/owner/developer specifications
  • The application and use of assistive technology
  • Manufacturer, health and safety specifications
  • Specific criteria for materials and technology selection such as accessibility and learning needs
  • Legal requirements such as those regarding copyright
  • Distribution and storage of learning support materials
  • Specified administration requirements
  • Learning facilitation enhancement 

  • 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 the explanation of multi-purpose usage of learning materials and assistive technology is justified in terms of enhancement of learning and learner independence. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community, when use of learning support materials meets publisher/owner/developer specifications. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when use of learning support materials meets legal requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to select learning support materials and assistive technology appropriate for specific needs. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when learning support materials and assistive technology needs are communicated to all relevant stakeholders and communication meets specified requirements, and demonstration methods are appropriate for specified audiences. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when demonstration of the use of assistive technology meets health and safety requirements. 

    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 when selecting learning support materials and assistive technology appropriate for specific 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, 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 

  • 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  Reregistered  2023-06-30  ETDP SETA 
    Elective  49600   National Certificate: Development Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2009-05-13  Was ETDP SETA until Last Date for Achievement 
    Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  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. Autism Western Cape 
    2. Enjo Consultants 
    3. Maccauvlei Learning Academy 
    4. Motheo Training Institute Trust 
    5. Ndivuka Skills Development 



    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.