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: 

Facilitate an inclusive educational environment in ECD settings 
SAQA US ID UNIT STANDARD TITLE
13856  Facilitate an inclusive educational environment in ECD settings 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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 
This is an elective unit standard at Level 5, which can be credited to the National Certificate in ECD at level 4 and/or to the Higher Certificate in Education at Level 5 and the National Diploma in ECD at level 5.

Learners are able to examine and challenge policies and practices in ECD settings that create and maintain barriers to learning and development, and to create a holistic learning environment that addresses these barriers and celebrates the talents of each child. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
o Demonstrated applied competence in facilitating the learning and development of young children within an inclusive learning environment equivalent to the ECD core unit standards on Facilitate Healthy Development, Facilitate Active Learning and Manage the ECD Learning Programme at Level 4 and equivalent to the ECD elective unit standard on Include Children Experiencing Barriers to Learning and Development at Level 3.

o An understanding of diversity as outlined in the ECD elective unit standard on Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3. 

UNIT STANDARD RANGE 
This elective unit standard is suitable for educators, caregivers and community workers working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 -3 years (group, informal or family settings)
? 2 - 6 years (group, informal or family settings)
? 5 - 9 years (group or informal settings)


At this level, learners demonstrate the ability to:

o Examine and challenge attitudes, biases and behaviours that create and maintain barriers to learning and development;

o Critically explain the nature, causes and effects of significant barriers to learning and development in the ECD programme and community,

o Create and maintain supportive networks with family, service providers and community organisations working with children experiencing barriers to learning and development;

o Develop effective strategies to address barriers to learning and development in different ECD settings through a process of reflective practice. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Examine and challenge attitudes, biases and behaviours. 
OUTCOME NOTES 
Examine and challenge attitudes, biases and behaviours that create and maintain barriers to learning and development. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Theories and models of 'special needs' are contrasted with the 'inclusive' approach. 

ASSESSMENT CRITERION 2 
2. Common beliefs, practices and processes that create and maintain barriers to learning and development are critically analysed. 

ASSESSMENT CRITERION 3 
3. The learner's own beliefs and practices with regard to 'inclusion', 'disability' and 'special needs' are identified, and appropriate changes to the programme are proposed and implemented. 

ASSESSMENT CRITERION 4 
4. Government policies relating to inclusion, special needs and disability are critically examined and related to current theories and relevant research, locally and internationally. 

SPECIFIC OUTCOME 2 
Critically explain the nature, causes and effects of significant barriers to learning. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Knowledge about the nature of the barriers and disabilities encountered in the ECD programme and the inter-relatedness of cause and effect is analytically demonstrated. 

ASSESSMENT CRITERION 2 
2. Barriers encountered by young children within the community are explained analytically in terms of their nature, their causes and effects. 

ASSESSMENT CRITERION 3 
3. An analytical understanding of family and community members' perceptions about barriers to learning and development and disabilities, their nature, causes and effects, is demonstrated. 

ASSESSMENT CRITERION 4 
4. Barriers to learning and development and disabilities in individual children are identified within the context of professional perceptions and practice. 

SPECIFIC OUTCOME 3 
Create and maintain supportive networks with family, service providers and community organisations. 
OUTCOME NOTES 
Create and maintain supportive networks with family, service providers and community organisations working with children experiencing barriers to learning and development. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Respectful, cooperative relationships with all families in the care and education of children experiencing barriers to learning and development and living with disabilities are established, maintained and developed. 

ASSESSMENT CRITERION 2 
2. Cooperative contact with service organizations for disabled people, and people working with children with disabilities are created and maintained. 

ASSESSMENT CRITERION 3 
3. Relevant specialist assistance, if available, is consulted where required for specific children in collaboration with the family of the child. 

ASSESSMENT CRITERION 4 
4. Contact and cooperation with support structures within government departments are established and maintained. 

ASSESSMENT CRITERION 5 
5. Contact with learning site support teams within the ECD programme and within primary schools is made and cooperation is fostered where possible. 

SPECIFIC OUTCOME 4 
Develop effective strategies. 
OUTCOME NOTES 
Develop effective strategies to address barriers to learning and development in different ECD settings through a process of reflective practice. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. An ECD programme aimed at minimising barriers to learning and development for all children is demonstrated. 

ASSESSMENT CRITERION 2 
2. The talents and abilities of children with disabilities are developed and celebrated. 

ASSESSMENT CRITERION 3 
3. Written records and/or a journal are kept to record continuous assessments of own practice with regard to barriers to learning, which children may experience in the programme. 

ASSESSMENT CRITERION 4 
4. Relevant teaching and learning materials are developed to ensure that all children's needs for learning and development are met in a supportive manner. 

ASSESSMENT CRITERION 5 
5. The ECD programme is evaluated in the light of inclusive education policy. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
o Direct observation of inclusive practice in the ECD setting.

o Structured interview to assess understanding of inclusion and special needs theory.

o Verbal and written evidence of collaboration with parents, colleagues and specialists.

o Portfolio of supporting evidence including reflective observation and planning notes, assignments and learning resources.

o Moderation: scrutiny of all written assessment records, including structured interviews, portfolio evidence, assignments and records; random workplace visits and discussions with learners, family and community members. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
1. Reflecting on and explore a variety of strategies to help adults learn about themselves and others more effectively.

2. Participate as a responsible citizen in the life of the local community by providing leadership on Inclusion Policy and an inclusive ECD programme.

3. Be culturally and aesthetically sensitive across a range of social contexts, including spirituality, language, values and norms relating to inclusive policy and practice.

4. Explore specialisation options relating to children experiencing barriers to learning and development. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made in terms of challenging and managing attitudes, biases and behaviours that create and maintain barriers to learning and development. 

UNIT STANDARD CCFO WORKING 
Work effectively with others as a team, taking a leadership role, where necessary, in an ECD setting and with community and government groups and professional services in creating an inclusive environment for all children. 

UNIT STANDARD CCFO ORGANISING 
Organise and manage oneself and one's activities effectively, and offer a leadership model to colleagues, to maintain an inclusive learning environment, which is relevant to the community which the ECD programme serves. 

UNIT STANDARD CCFO COLLECTING 
Collect, analyse, organise and critically evaluate all information relating to the development of all children as well as to disabilities which individual children live with, and use this information for taking a leadership role in planning inclusive programmes. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively with children and with adults about inclusive policy and practice and disabilities using appropriate and relevant language skills in both oral and written modes. 

UNIT STANDARD CCFO SCIENCE 
Use science and technology effectively and critically in the management of an inclusive ECD environment 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 relating to issues of inclusion do not exist in isolation. 

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

UNIT STANDARD NOTES 
Information on the South African Inclusive Education policy is available in:
Department of Education: Education White Paper 6: Special Needs Education. Building an inclusive education and training system. Pretoria. Government Printer, July 2001. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
Status was "Reregistered" 
2007-10-18  Was ETDP SETA until Last Date for Achievement 
Elective  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 
2020-07-30  ETDP SETA 
Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
Status was "Reregistered" 
2020-07-30  As per Learning Programmes recorded against this Qual 
Elective  67373   National Diploma: Orientation and Mobility Practice  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. Abnah Academy (Pty) Ltd 
2. Motheo Training Institute Trust 
3. Renaissance Training Services cc 



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.