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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Analyse and apply legislation, policies, theory and principles to promote inclusion 
SAQA US ID UNIT STANDARD TITLE
252491  Analyse and apply legislation, policies, theory and principles to promote 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 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 
The Unit Standard is suitable for practitioners facilitating in a variety of education, training and development field who require an ability to understand and analyse legislation, policy, principles and theoretical models underpinning inclusivity. This competence is generic and transferable, and learners can apply these competencies across fields and settings. The competencies outlined in this Unit Standard will result in improved practice and implementation of the current national policies and legislation in terms of accommodating learners who are experiencing barriers to learning and development.

A person credited with this Unit Standard is capable of:
  • Explaining theories underlying inclusive education.
  • Analysing legislation and policies that address inclusivity in South Africa and internationally.
  • Developing site policies in line with current inclusive legislation. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication at NQF Level 4 or equivalent. 

    UNIT STANDARD RANGE 
    Range statements are provided in the Unit Standard where relevant.

    Legislation, theory and principles are contained in the South African Constitution, Department of Education White Paper 6, South African Schools Act 1994, Salamanca document, White Paper on NIDS 1997. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain theories underlying inclusive education. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The different theories that inform inclusive education are understood and interpreted in terms of their influence in promoting inclusivity. 
    ASSESSMENT CRITERION RANGE 
    Theoretical models include medical and social models.
     

    ASSESSMENT CRITERION 2 
    Past and current theoretical models that inform "special needs"/inclusive education practice in the South African context are analysed in terms of strengths and weaknesses. 

    ASSESSMENT CRITERION 3 
    The social theoretical model is analysed in terms of the impact on inclusive education policies and legislation. 

    SPECIFIC OUTCOME 2 
    Analyse legislation and policies that address inclusivity in South Africa and internationally. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    International legislation and instruments are understood in terms of their impact and relevance on the South African context. 

    ASSESSMENT CRITERION 2 
    National legislation and policies on inclusivity are identified and explained and an indication is given of how they impact on inclusive education. 
    ASSESSMENT CRITERION RANGE 
    Legislation and policies include but are not limited to education, health, social development and labour.
     

    ASSESSMENT CRITERION 3 
    Current legislation and policies that support inclusivity are analysed in terms of their strengths and weaknesses. 

    SPECIFIC OUTCOME 3 
    Develop site policies in line with current inclusive legislation. 
    OUTCOME RANGE 
    Site policies refer to vision, mission statement and policy guidelines. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Existing learning site policies are analysed and reviewed in line with current national policies and legislation. 

    ASSESSMENT CRITERION 2 
    Weaknesses in the site policy are identified and taken into consideration in strengthening the present site policy. 
    ASSESSMENT CRITERION RANGE 
    Information includes information about accessibility, attitudes, respect for diversity, etc.
     

    ASSESSMENT CRITERION 3 
    Learning site policies that are in line with national legislation and policies on inclusivity are developed in collaboration with stakeholders. 

    ASSESSMENT CRITERION 4 
    An action plan is developed with stakeholders for the implementation of inclusive policies. 

    ASSESSMENT CRITERION 5 
    Strategies for informing stakeholders of current site policies are identified and used to promote understanding and continuity. 


    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 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems by using critical and creative thinking in order to make responsible decisions for the purpose of developing site policies. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community in the development of site policies. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to analyse theories underlying inclusivity, and identify and evaluate the application of legislation and policies that address inclusivity within the South African context. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using different modes and systems of communication when consulting with and informing stakeholders about the development and implementation of site policies. 

    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 analysing policies and legislation on inclusivity and in the development and implementation of site policies in line with current practice. 

    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, 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  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    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. EMERITUS TRAINING ACADEMY (PTY) LTD 



    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.