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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Facilitate the optimal functioning of the client with intellectual disability 
SAQA US ID UNIT STANDARD TITLE
260380  Facilitate the optimal functioning of the client with intellectual disability 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
117502  Facilitate the optimal functioning of the client with intellectual disability  Level 4  NQF Level 04  18   

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable the caregiver to promote the optimal physical and cognitive development and functioning of persons with intellectual disability, whilst maintaining their human dignity and recognition of human rights.

The qualifying learner will be capable of:
  • Describing the meaning, causes, levels and effects of intellectual disability.
  • Promoting activities of daily living to encourage independence.
  • Selecting and implementing appropriate stimulation activities.
  • Implementing programmes to manage behavioural problems.
  • Stimulating work related social skills in the client.
  • Explaining the rights and responsibilities of persons with intellectual disability. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication at NQF Level 3.
  • Mathematical literacy at NQF Level 3. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the meaning, causes, levels, effects and preventions of intellectual disability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Intellectual disability is defined and explained in terms of a common medical and psychological understanding. 
    ASSESSMENT CRITERION RANGE 
    The terms 'medical' and 'psychological' include, but are not limited to, syndromes, neurological conditions such as Down Syndrome, Foetal Alcohol Syndrome, Epilepsy, Spina Bifida and Cerebral Palsy.
     

    ASSESSMENT CRITERION 2 
    The probable causes of intellectual disability are explained in terms of natural and environmental causes originating before, during and after birth. 
    ASSESSMENT CRITERION RANGE 
    Probable causes include, but are not limited to, anoxia, accidents, near drowning, events and conditions especially during pre, post and peri-natal periods.
     

    ASSESSMENT CRITERION 3 
    The effects of intellectual disability on the family and community are described and discussed with examples. 

    ASSESSMENT CRITERION 4 
    The various classifications of intellectual disability are explained in terms of the severity and possible management. 
    ASSESSMENT CRITERION RANGE 
    Classifications include but are not limited to those listed in the DSM-IV Revised manual.
     

    ASSESSMENT CRITERION 5 
    Ways of preventing intellectual disability are explained with examples in order to create awareness in individual and community. 

    SPECIFIC OUTCOME 2 
    Promote activities of daily living to encourage independence. 
    OUTCOME RANGE 
    Activities of daily living include, but are not limited to, toilet training, dressing, washing and feeding. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Activities of daily living are planned and implemented in accordance with the client's level of functioning to promote independence. 

    ASSESSMENT CRITERION 2 
    Independence is encouraged through self-care, household, leisure and school/work activities. 

    ASSESSMENT CRITERION 3 
    The client, family and community are informed on ways to adapt to the variety of limitations that may accompany disability. 
    ASSESSMENT CRITERION RANGE 
    Coping skills imparted include, but are not limited to, partnership with client and family, inclusion in communities, care and residential options, adulthood, aging.
     

    SPECIFIC OUTCOME 3 
    Select and implement appropriate stimulation activities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Stimulation activities are identified according to the level of function by means of an appropriate assessment tool. 
    ASSESSMENT CRITERION RANGE 
    Types of stimulation include sensory, cognitive, communication and movement.
     

    ASSESSMENT CRITERION 2 
    Potential Individual education programmes (IEPs) are identified in implementing stimulation activities based on assessment outcomes. 
    ASSESSMENT CRITERION RANGE 
    IEPs include, but are not limited to, generating an awareness of specific needs within specific conditions, identifying resources and programmes to address possible related behavioural problems.
     

    SPECIFIC OUTCOME 4 
    Implement programmes to manage behavioural problems. 
    OUTCOME RANGE 
    Behavioural problems include, but are not limited to, temper, violence, aggression, refusal, isolation, repetitive and self-injurious behaviour. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Behavioural problems associated with intellectual disability are identified in terms of symptoms and circumstances. 

    ASSESSMENT CRITERION 2 
    A programme to manage behavioural problems is compiled in accordance with client-specific requirements. 

    SPECIFIC OUTCOME 5 
    Stimulate work related social skills in the client. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Personal hygiene is explained in terms of self-care in the workplace. 

    ASSESSMENT CRITERION 2 
    Time management programmes are planned and implemented in accordance with client and workplace specific requirements. 

    ASSESSMENT CRITERION 3 
    The benefits of clear communication are explained in terms of work relationships and transfer of information. 

    ASSESSMENT CRITERION 4 
    The appropriate level of task and responsibility for completion is chosen in collaboration with the therapist or workshop supervisor. 

    SPECIFIC OUTCOME 6 
    Explain the rights and responsibilities of persons with intellectual disability. 
    OUTCOME RANGE 
    The expectation of responsibilities relates to the individual's level of functions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The rights and responsibilities of people with intellectual disability are identified in accordance with the current relevant health and safety legislation and the right to human dignity as laid out in the South African Constitution. 

    ASSESSMENT CRITERION 2 
    The rights and responsibilities of service providers are explained in terms of permissible actions and limitations. 

    ASSESSMENT CRITERION 3 
    The implications of derogatory labels being used to describe people with intellectual disability are explained in terms of the nature and effect of such labelling. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA or ETQA that has a Memorandum of Understanding in place 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 or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA, according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Differentiate between physical and mental disabilities.
  • Community's cultural perception of intellectual disabilities.
  • Caring for a dependent person.
  • Normal childhood development and deviations from the expected activities at each stage of life.
  • Stages of development of a human being.
  • Different types of intellectual disabilities.
  • Activities of daily living to promote independence.
  • Causes of intellectual disabilities before, during and after birth.
  • Levels of intellectual disabilities.
  • Multi-disciplinary teams. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in order to work effectively with people with intellectual disabilities. 

    UNIT STANDARD CCFO WORKING 
    Working effectively and supporting of others to ensure that support and social skills are effectively promoted to client and family. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing activities responsibly to ensure that intellectual disability programmes are proactively implemented to support clients with intellectual disability. 

    UNIT STANDARD CCFO COMMUNICATING 
    Using visual and language skills in communicating with client with intellectual disability. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively to enhance stimulation activities for client with intellectual disability. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts relating to intellectual disability to not exist in isolation and that a variety of factors including societal, regulatory, psychological and physiological can impact on this. 

    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 
    This unit standard replaces unit standard 117502, "Facilitate the optimal functioning of the client with intellectual disability", Level 4, 18 credits.

    Credit Justification:

    Total hours required by the learner to achieve the required outcomes:

    Activity; Hours; Credits:
  • Classroom learning/scenario/role play; 70 Hours; 7 Credits.
  • Case Studies; 20 Hours; 2 Credits.
  • Self directed learning/on-the-job learning; 60 Hours; 6 Credits.

    Total; 150 Hours; 15 Credits. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64769   National Certificate: Community Health Work  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  64697   Further Education and Training Certificate: Community Health Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW 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.
     
    NONE 


    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.