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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Develop inclusive learning programmes that enable participation of learners experiencing barriers to learning and development 
SAQA US ID UNIT STANDARD TITLE
252492  Develop inclusive learning programmes that enable participation of learners experiencing barriers to learning and development 
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  10 
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 Unit Standard is for education, training and development practitioners who may or may not work under general supervision and need to develop inclusive learning programmes that take into consideration ways to accommodate learners experiencing barriers to learning and development.

Practitioners should be familiar with the goals and objectives of current national policies and legislation in terms of accommodating learners experiencing barriers to learning and development. The competencies outlined in this Unit Standard will enable practitioners to understand and apply the principles of inclusive education in the development of programmes.

A person credited with this Unit Standard is capable of:
  • Identifying barriers to learning and development and explain their impact on the learning process.
  • Analyse how inclusive learning programmes enable participation of learners experiencing barriers to learning and development.
  • Developing inclusive learning programmes for a specific purpose. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is recommended that learners are competent in Communication at NQF Level 4 or equivalent. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify barriers to learning and development and explain their impact on the learning process. 
    OUTCOME RANGE 
    Barriers to learning include but are not limited to systemic (curriculum, transport, language, policies, etc), extrinsic (classroom environment, etc), and intrinsic (sensory, physical, mental, emotional, health, etc) refer to DoE Inclusive Education, White Paper 6, June 2001, pp 17 & 18. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The rights of learners, legal and ethical principles are explained and adhered to during the identification process. 

    ASSESSMENT CRITERION 2 
    Barriers to learning and development are explored and understood in order to develop inclusive learning programmes. 

    ASSESSMENT CRITERION 3 
    Different types of extrinsic and systemic barriers and their causes and effects are explained in terms of understanding how best to support the needs of learners. 

    ASSESSMENT CRITERION 4 
    Different types of disabilities and their causes and effects are explained in terms of understanding and meeting the needs of learners. 

    ASSESSMENT CRITERION 5 
    The impact of barriers to learning on development is explained in terms of the teaching and learning process. 

    ASSESSMENT CRITERION 6 
    Broad-based consultation is used to compile relevant information that will assist in addressing barriers to learning. 
    ASSESSMENT CRITERION RANGE 
    Broad-based information includes but is not limited to learner, home, community, school, medical, etc.
     

    ASSESSMENT CRITERION 7 
    Tools and techniques are selected appropriately to identify barriers to learning and determine the level of support needed. 
    ASSESSMENT CRITERION RANGE 
  • Tools include but are not limited to instruments, assessment tests, questionnaires, observation, etc.
  • Techniques include but are not limited to observation, interviewing skills, etc.
     

  • SPECIFIC OUTCOME 2 
    Analyse how inclusive learning programmes enable participation of learners experiencing barriers to learning and development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A learning programme is defined and analysed in terms of its components and characteristics for a specific purpose. 

    ASSESSMENT CRITERION 2 
    The components of an inclusive learning programme are analysed in order to identify the best methods that can be used to increase the participation of learners for a specific purpose. 
    ASSESSMENT CRITERION RANGE 
    Components include but are not limited to differentiated activities, adapted learning environment, adapted support materials, differentiated teaching and assessment methods, alternative assessments, etc.
     

    ASSESSMENT CRITERION 3 
    A range of learning programmes are identified and evaluated in terms of applying the principles of inclusivity. 

    SPECIFIC OUTCOME 3 
    Develop an inclusive learning programme for a specific purpose. 
    OUTCOME RANGE 
    Inclusive learning programmes include but are not limited to activities for improving basic skills in various settings. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A plan for an inclusive learning programme is developed in consultation with relevant stakeholders. 

    ASSESSMENT CRITERION 2 
    Learning support materials are selected and adapted in order to achieve the expected outcomes in a wide range of contexts. 

    ASSESSMENT CRITERION 3 
    Differentiated facilitation and learning strategies are selected and justified in terms of addressing the specific needs of learners. 

    ASSESSMENT CRITERION 4 
    A relevant individual support plan is developed for specific needs of learners. 

    ASSESSMENT CRITERION 5 
    An inclusive learning programme is developed according to identified needs of learners. 
    ASSESSMENT CRITERION RANGE 
    Inclusive learning programmes refer to differentiation of learning programmes, adaptation of learning and teaching materials and methods.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

  • 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 and make decisions using critical and creative thinking throughout the planning and development of an inclusive learning programme, including the process of selecting relevant resources and making referrals in order to address barriers to learning and development. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community when consulting with stakeholders and, specialised and support services, while upholding the principles of confidentially, ethical conduct, legal obligations and learner rights. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively while planning, developing and evaluating inclusive learning programmes. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to identify barriers to learning and development that impact on specific learner needs. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using different modes and systems of communication when reporting and interacting with stakeholders and learners. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems through networking and collaborating with stakeholders and embracing the principles of inclusive education for all learners. 

    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 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.

    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 
    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. Autism Western Cape 
    2. 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.