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  Reregistered  2023-06-30  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  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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
2. ABM COLLEGE SA (PTY) LTD 
3. Accreditation & Training Services 
4. Amogelang Marketing and Training 
5. Assessment and Entrepreneurship Centre 
6. ATS Institute 
7. Aubrey Nyiko Business Enterprise cc 
8. Bambanani Community Development Organisation NPO 
9. BOLAND COLLEGE 
10. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
11. Brainwave Projects 1997 CC 
12. Camblish Training Institute (Pty) Ltd 
13. Caversham Education Institute 
14. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
15. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
16. Changing Lives Community Development Training 
17. College of Cape Town - Athlone Campus 
18. College on Hills (Pty) Ltd 
19. Compass Academy of Learning 
20. Custoda Trust 
21. D and D Lwazi Renaissance Research and Development Institute 
22. D M Management and Consulting 
23. DC Academy (PTY)LTD 
24. DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING (PTY)LTD 
25. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
26. Directflo 
27. Dr Indira Naidoo's Institute of Education Training and Engineering (Pty) Ltd 
28. Early Learning Foundation Montessori Teacher Training 
29. Early Learning Resource Unit (ELRU) 
30. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
31. EDU LEAD 
32. EDU-Bless College 
33. Edu-Build Institute 
34. Edu-Prof Training Centre 
35. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
36. Edzani Community Development and Consultancy 
37. Elvis Koena Consulting (Pty) Ltd 
38. Enjo Consultants (Pty) Ltd 
39. Environment and Language Education Trust 
40. Fachs Business Consulting and Training 
41. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
42. Faranang Business and Training Solutions PTY(LTD) 
43. Fourways Private College 
44. FURNITURE WORLD TRAINING CENTRE 
45. Future Discovery Training Academy CC 
46. GATYANA TRAINING ACADEMY 
47. Goldfields TVET College 
48. Grassroots Adult Education and Training Trust 
49. GWALA TRAINING SERVICES 
50. HDPSA 
51. Headspace Consulting (PTY) Ltd 
52. Headstart/ECD projects 
53. Heirs Training and Development 
54. HUGENOTE COLLEGE 
55. Inafrica General Trading Pty LTD 
56. Innovation College (Pty)Ltd 
57. Institute of Professional Studies and Services 
58. Isamon Vocational College of Excellence Pty Ltd 
59. Isibani Skills Academy 
60. Isibani Soluntu Development Trust 
61. Itireleng Bokamoso Trading Development Services and Associates 
62. J and N Ikwekwezi Yokusa Development Training 
63. K Boneng Consulting Services P 
64. Katiso-kuno Consulting 
65. Keletsong Community Training & Resource Centre 
66. Khululeka Community Education Centre 
67. KITSO TRAINING AND DEVELOPMENT 
68. Klein Karoo Resource Centre 
69. Legacy Leap Skills Developmemt Institute (Pty) Ltd 
70. Leronsa Trading Enterprise 
71. LESEDI EDUCARE ASSOCIATION 
72. Level 5 Skills 
73. Li Lichule Trading cc 
74. Loago Business Consulting 
75. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
76. MATHS CENTRE INCORPORATING SCIENCES 
77. Mochochonono Training Solutions cc 
78. Montessori Teacher Training Centre South Africa 
79. Moonlight Foundation 
80. Motheo Training Institute Trust 
81. MTL Training and Projects 
82. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
83. Networx for Career Development 
84. New Beginnings Training and Development Organisation 
85. Nkqubela Community Developers 
86. NOMAKU TRADERS CC 
87. Northern Cape Rural TVET College 
88. Northern Cape Urban College: Kimberley Campus 
89. Northlink College 
90. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
91. NTATAISE TRUST 
92. Ntevho-Ketso Training and Recruitement Consultancy cc 
93. Ntsangalala Business Enterprise 
94. Orbit FET College - Central Office 
95. Peddie Development Centre 
96. Petra institute of Development (PTY) Ltd 
97. PMA Holding (Pty) Ltd 
98. PNJ TRAINING ACADEMY 
99. Pro-Ed Training 
100. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
101. QT Training (Pty) Ltd 
102. Reflections Development Institute 
103. Regen Institute of Leadership and Management Education 
104. REGIONAL EDUCARE COUNCIL 
105. Retshetse Training Project 
106. Rhodes University 
107. Rousing Varsity College 
108. Safe and Sound Learning Association 
109. SANTS College 
110. SEJ Skills Academy (Pty) Ltd 
111. Sirius Training 
112. Sisazi Consulting 
113. Siyahluma Education Institute 
114. Siyathuthuka Nursery School 
115. South African Congress For Early Childhood Development 
116. South African Guide-Dogs Association for the Blind 
117. South Cape Public FET College - George Campus 
118. Southern African Institute of Learning (SAIL) 
119. Sustainability Institute Trust 
120. Takatso Educare Training and Development Services 
121. Tembe Service Providers 
122. Thabelanang t/a Thabelanang Trading Enterprise 
123. Thasha Training and Consulting 
124. The College of Modern Montessori 
125. The Finishing College (Pty) Lt 
126. The Iscariota Group (Pty) Ltd 
127. The Port Elizabeth Early Learning Centre 
128. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
129. THUSANANG TRUST 
130. Thuto Ya Setshaba Training Services (Pty) Ltd 
131. TLHARIHANI TRAINING CENTRE (PTY) LTD 
132. Training and Resources in Early Education (TREE) 
133. Ukhanyiso Ebantwini NPC 
134. Ulwazi Training & Development 
135. Unathi Training 
136. UNIVERSAL COLLEGE OUTCOMES SA 
137. Vuselela TVET College 
138. Waterberg TVET College 
139. Winston Academy 
140. WonderKids Academy 
141. World Pace Development and Training Institute 
142. World Wide Education Providers(Pty)Ltd 
143. Woz'obona Early Childhood Community Service Group 



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.