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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Inclusive Education 
SAQA QUAL ID QUALIFICATION TITLE
125337  Advanced Diploma in Inclusive Education 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Advanced Diploma in Inclusive Education is designed as a pivotal element in the professional development pathway within the Programme Qualification Mix (PQM) at the College of Education. It aims to strengthen the field of Inclusive Education by providing teachers and practitioners with deepened theoretical knowledge, practical skills, and the correct attitudes necessary for teaching, supporting, and assessing all learners, including those with special educational needs, in inclusive settings.

This qualification is intended for teachers who have completed a Bachelor of Education (BEd) or an Advanced Certificate in Teaching (ACT) and are seeking to expand their expertise to include specialised skills in Inclusive Education. Learners will be drawn to this qualification because it enables them to effectively engage with a diverse learning environment, enhancing their professional capabilities and making them more adept at addressing the needs of all learners. Ultimately, this qualification benefits the learner by equipping them with the tools to foster an inclusive classroom, which is increasingly recognized as essential in modern educational practices.

Upon completion the qualification learners will possess a comprehensive understanding of multi-level and differentiated teaching approaches, assessment strategies, and the use of assistive technologies. This qualification ensures that educators can implement inclusive educational practices effectively, addressing the unique needs of each learner and providing reasonable support where necessary. Learners will be responsible for delivering inclusive education in their respective schools and settings, contributing to the development of inclusive policies and practices. This qualification links directly to professional pathways in education, particularly within roles that require specialised knowledge in managing and supporting diverse and mixed-ability classrooms.

Upon completion the qualification, a qualified learner will be able to:
  • Deepen their commitment to the principles of quality education for all.
  • Conduct teaching, learning, and assessments using a multi-level and differentiated approach.
  • Create awareness about the uniqueness of each learner and provide reasonable support.
  • Gain competencies to interact with all learners, including those with disabilities, in meaningful ways.
  • Gain familiarity with different types of assistive technologies and use them appropriately to enhance learning for all.
  • Develop and implement appropriate assessment and intervention strategies; and deepen their understanding of policies and theoretical underpinnings of Inclusive Education. These attributes will prepare learners to be innovative leaders in the field of Inclusive Education.

    In addition, attributes relating to scope of knowledge, knowledge literacy, method and procedure, problem solving, ethics and professional practice, accessing, processing and managing information, producing and communicating information, context and systems, management of learning, and accountability, will be integrated into the learning process. These NQF Level 7 descriptors ensure that learners is not only well-prepared to address educational challenges but also equipped with a broad range of competencies that enhance their professional development and readiness to contribute effectively to various educational contexts.

    Rationale:
    The Advance Diploma in Inclusive Education is developed in response to both national and international calls for inclusive educational practices. Governments and organisations, including the Department of Education (DoE, 2001) and UNESCO (2004), have emphasised the necessity of providing quality education to all learners, irrespective of their physical or learning abilities. This movement towards inclusive education reflects a broader societal shift toward equality and diversity in educational settings. It is evident that there is a pressing need to equip educators with the ability to effectively teach in diverse and mixed ability classrooms. This qualification enables learners to adopt a pedagogy that supports the success of every learner.

    The need for the Advanced Diploma in Inclusive Education was identified by educational policymakers and international bodies who recognized the disparities in educational access and quality for learners with disabilities. Through consultations with higher education institutions, professional bodies in the education sector, and industry stakeholders, it was determined that there was a significant gap in teacher training for inclusive education.

    The qualification is expected to benefit the sector by creating a workforce of well-trained educators who can implement inclusive practices effectively. For society, this initiative promises to enhance social integration and equality, and economically, it will contribute to the development of a more skilled and versatile teaching workforce. These outcomes align with national strategies aiming to improve educational outcomes and foster a more inclusive society.

    Typical learners attracted to the Advanced Diploma in Inclusive Education are currently practicing teachers in primary and high schools who have completed a Bachelor of Education (B.Ed) or an Advanced Certificate in Teaching (ACT) focused on subject content knowledge. These educators are seeking to deepen their understanding of inclusive practices to better serve diverse learner populations. Upon completing this qualification, they are likely to continue in their roles within the education sector, equipped with specialised skills to support learners of varying abilities. This qualification also prepares educators for advisory roles, special education needs coordination, and leadership positions that focus on curriculum development and inclusive policy implementation within schools.

    Learners of the Advanced Diploma in Inclusive Education typically pursue professions such as Special Educational Needs Coordinators (SENCOs), inclusive education advisors, or lead teachers specializing in inclusive practices. The learning pathway for this qualification includes horizontal articulation with a Bachelor of Education (BEd) at NQF Level 7, vertical articulation with a Cognate Postgraduate Diploma in Education at Level 8 or with a Cognate Bachelor of Education (BEd) Honours Degree. These pathways allow for progression into more specialised or higher-level educational roles and can lead to further academic pursuits or professional designations, enhancing career trajectories within the educational sector. Structured work experiences and additional certifications might also be pursued to gain practical expertise and recognition in specialised areas of inclusive education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning is in accordance with the RPL policy of the University. Prior learning may be assessed against the outcomes of equivalent qualifications to determine compliance with access requirements. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise. Such competencies may help gain advanced placement therein.

    RPL for access:
    Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

    To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification. They must provide evidence of relevant work experience and competencies that align with the academic requirements of the qualification they are seeking. Learners undergo a pre-assessment that may include guidance sessions, self-assessment, and submission of evidence like work portfolios or a formal assessment which involves a more detailed evaluation, possibly including interviews, additional tests, and assessments by an RPL panel to determine the candidate's eligibility for admission based on their prior learning and experience.

    RPL for exemption of modules:
    Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. A panel assesses the submitted evidence to determine if the learner's knowledge and skills meet the learning outcomes of the module(s). The process may include practical assessments, portfolio reviews, or challenge examinations. If the assessment is successful, the learner is granted credit for the module(s), which counts towards the completion of their qualification.

    RPL for credit:
    Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted. If the assessment is successful, the learner is granted credit for the module(s), which counts towards the completion of their qualification.

    The RPL assessments adhere to fair, valid, and reliable practices by aligning the assessment criteria with the qualification's learning outcomes. This alignment ensures that learners who gain access or exemptions through RPL meet the same stringent standards as those who completed the conventional pathway, maintaining the integrity and standards of the qualification. Diverse sources of learning, including formal, non-formal, and informal experiences, are recognized. The evaluation process is consistently applied across all applications and conducted by assessors trained in RPL practices and familiar with specific qualification standards. This consistency ensures fair and equitable treatment of all learners and involve applying the principles outlined in the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa.

    Assessments are moderated to verify the consistency and unbiased application of assessment criteria, maintaining standardization across different assessors and candidates and enhancing the reliability and fairness of the RPL assessments. Detailed feedback is provided to all learners post-assessment, irrespective of the outcome. This feedback guides successful learners and offers constructive advice to unsuccessful learners, including recommendations for further learning or preparation that could aid in future RPL applications. This feedback mechanism supports continuous learning and improvement among all learners.

    The process for RPL for undergraduate qualifications is outlined below:
    Decide what to study:
  • Select your qualification of choice from the Unisa website. If you are not sure of what to study, visit the Unisa Directorate for Counselling and Career Development website.

    The admission requirements for each qualification are available on the Unisa website.
  • You meet the admission requirements of the qualification - PRL is not required
  • This means that you meet the formal admission requirements of the qualification you have chosen and you should follow the traditional route to apply for a learner number and admission.

    If you do not meet the admission requirements of your chosen qualification, check if you meet the requirements of a lower-level qualification (eg diploma or higher certificate).
  • The higher certificate may be an option. In that case, you apply for admission to a lower-level qualification.
  • If you do not meet the admission requirements of your chosen qualification or for the higher certificate, then apply for admission to your chosen qualification and after being declined, apply for RPL.

    Entry Requirements:
  • Further Diploma in Education, NQF Level 6.
    Or
  • Advanced Certificate in Education, NQF Level 6.
    Or
  • Postgraduate Certificate in Education, NQF Level 6.
    Or
  • Higher Diploma in Education, NQF Level 6.
    Or
  • Bachelor of Education degree, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 7 totalling 120 Credits.

    Compulsory modules, NQF Level 7, 120 Credits.
  • Understanding Inclusive Education, 24 Credits.
  • Inclusive Educational Practices, 24 Credits.
  • Basic Communication Skills for Inclusive Educational Settings, 24 Credits.
  • Assessment for Inclusivity, 24 credits.
  • Assistive Technologies for Inclusivity, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1.Synthesize theories, philosophies, and principles of inclusive and special needs education, applying them innovatively to support diverse learners across various educational contexts, incorporating relevant policies and treaties.
    2. Evaluate the impacts of socio-economic disparities, cultural diversity, and health-related issues on education; devise and implement evidence-based strategies to support learners with disabilities effectively.
    3. Critically assess barriers to learning, including socio-economic, cultural, and environmental factors, and design innovative intervention strategies to enhance educational access and achievement for all learners.
    4. Create and lead inclusive learning environments, integrating effective didactic skills and assistive technologies to ensure equitable learning opportunities for a diverse learner body.
    5. Facilitate advanced communication and collaboration with learners, including those with hearing and visual impairments, employing a range of communication methods and technologies, while fostering strong partnerships with families, communities, and professionals within the educational ecosystem.
    6. Construct and implement comprehensive assessment strategies and tools that are equitable and adaptable, critically reflecting on their role in monitoring learning progress and shaping inclusive education practices.
    7. Engage in reflective practice to monitor and evaluate personal and professional learning objectives, employing continuous learning strategies to address emerging educational needs and technologies in the inclusive education field.
    8. Champion the rights and needs of learners with disabilities, critically analysing the impact of global and local challenges on education and advocating for inclusive practices to ensure education for all. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate comprehensive understanding and integration of theories, philosophies, and principles of inclusive education.
  • Show evidence of innovative application of inclusive education strategies to support diverse learners in various contexts.
  • Illustrate the ability to incorporate relevant educational policies and international treaties into practice.
  • Adapt evidence of inclusive education strategies to meet the needs of learners in different educational settings.
  • Ability to critically analyse educational contexts and propose evidence-based solutions for inclusivity.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically evaluate how socio-economic disparities, cultural diversity, and health-related issues affect educational access and achievement.
  • Apply competence in developing evidence-based, strategic interventions tailored to support learners with disabilities.
  • Implement devised strategies effectively within educational settings.
  • Assess the effectiveness of implemented strategies in improving educational outcomes for learners with disabilities.
  • Adapt skill in strategies in response to evolving educational challenges and learner needs.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate the ability to identify and critically assess barriers to learning, including socio-economic, cultural, and environmental factors.
  • Design innovative intervention strategies that enhance educational access and achievement for all learners.
  • Exhibit a comprehensive understanding of how different barriers intersect and impact learning.
  • Propose solutions that are inclusive and consider the diverse needs of all learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Design and lead inclusive learning environments that accommodate the diversity of the learner body.
  • Effectively integrate teaching methods tailored to diverse learning needs.
  • Proficiency in incorporating assistive technologies to support equitable learning opportunities.
  • Evidence of leadership in promoting inclusive practices and collaborating with educational stakeholders.
  • Commitment to continuous improvement and adaptation of strategies to enhance inclusivity and accessibility.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate the ability to use a range of advanced communication methods and technologies effectively with learners, including those with hearing and visual impairments.
    Foster collaboration among learners, facilitating group interactions that accommodate diverse communication needs.
  • Ability to develop and maintain strong partnerships with families, communities, and professionals, contributing positively to the educational ecosystem.
  • Utilize inclusive communication strategies that ensure all learners can participate fully in the learning process.
  • Implement feedback mechanisms for continuous improvement of communication and collaboration efforts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Construct comprehensive, equitable assessment strategies and tools tailored to diverse learner needs.
  • Demonstrate proficiency in implementing these strategies and tools effectively varied educational contexts.
  • Critically reflect on the impact of the assessment strategies in monitoring learning progress and promoting inclusive education practices.
  • Adapt assessment strategies to meet emerging educational needs and challenges.
  • Contribute to the development of inclusive education practices through informed and reflective assessment methodologies.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Critically reflect on personal and professional learning objectives to evaluate growth and areas for improvement.
  • Demonstrate engagement in continuous learning strategies to stay updated with emerging educational needs and technologies.
  • Show adaptability in learning approaches to address the evolving landscape of inclusive education.
  • Plan and implement personal and professional development activities based on reflective practice outcomes.
  • Evidence of applying learned strategies to contribute to the field of inclusive education.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate effective advocacy for the rights and needs of learners with disabilities.
  • Critically analyse the impact of global and local challenges on the accessibility and quality of education for all learners.
  • Show evidence of promoting and implementing inclusive educational practices.
  • Engage in activities that raise awareness about the importance of education for learners with disabilities.

    Integrated Assessment:
    The assessment strategy for the qualification aligns closely with the institutional assessment strategy, qualification outcomes, and the mode of provisioning, as outlined in the Assessment Policy document from the institution. By integrating the below elements, the assessment strategy ensures that assessments are robust, transparent, and aligned with institutional goals and the needs of diverse learners in an ODeL environment.

    The assessment strategy is designed to align with the vision, mission, and objectives of the institution as an Open Distance e-Learning (ODeL) institution. It ensures suitability for online distance learning and conforms to the strategic direction of the university.

    The assessment strategy ensures alignment between module learning outcomes and the qualification's exit-level outcomes, reflecting the NQF level exit level 8 descriptors. Assessments are designed to evaluate whether learners have achieved the intended outcomes by the end of the qualification.

    Given UNISA's nature as an ODeL institution, the assessment strategy is tailored for online distance learning, including both formative and summative assessments conducted online. It incorporates continuous assessment and the use of various assessment methods, such as capstone modules and assignments, suitable for evaluating comprehensive learning in an ODeL environment.

    Formative Assessment:
    Formative assessment occurs during teaching and learning, providing immediate or prompt feedback to support learner progress.
    It includes individual assessments, group assessments, and peer assessments, fostering collaborative learning and providing varied feedback mechanisms.

    Continuous assessment is a form of formative assessment, conducted regularly throughout the course, contributing cumulatively to the final mark.

    Summative Assessment:
    Summative assessment occurs at the end of a module or learning programme, determining learners' competency in pre-determined outcomes.
    Summative assessment types include take-home examinations, randomized multiple-choice question assessments, projects, portfolios, oral examinations, practical examinations, and various experiential learning opportunities such as Work Integrated Learning and Simulated Work Experiences.

    Results are released according to the academic calendar, with various types of summative assessments processed both on-timetable and off-timetable.

    Weighting of Tasks:
    The assessment strategy outlines the minimum number of assessments required for different types of modules, ensuring comprehensive coverage of learning outcomes.

    Formative assessments contribute to the year mark, with specific criteria regarding weight allocation, ensuring transparency and consistency.
    Summative assessments have sub-minimum requirements for final results, emphasizing the importance of achieving competency in summative tasks.

    Assessment practices are done in accordance with Unisa's assessment policy. Each module in the qualification is assessed independently. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from these international countries:

    Country: Canada
    Institution Name: Vancouver Island University (VIU)
    Qualification name: Inclusive Education (Special Education) Graduate Diploma
    Duration: 16 Months
    Professional accreditation body: The information provided in the sources does not explicitly mention any specific professional accreditation body affiliated with the Inclusive Education Graduate Diploma (IEGD) at Vancouver Island University (VIU).
    Entry requirements:
  • Completion of either a Bachelor of Education degree.
    Or
  • A prior degree in another discipline with current teaching experience, or flexible admission.
    Or
  • A minimum of two years of successful teaching.
    Or
  • Employment in an educational setting.

    Purpose:
    This graduate diploma qualification is designed for teachers and others working in educational settings who wish to increase their understanding of the diverse needs of the learners. For certified teachers from BC and elsewhere in Canada, this university graduate diploma credential prepares learners to be well-prepared for positions in school-based support services for learners, such as Learning Assistance/Resource Teachers. Target/focus group for qualification: Domestic graduates of this programme will be well poised to assume Inclusive Education positions at the school and district level. School districts in British Columbia report great difficulty in recruiting qualified Inclusive Education teachers.

    Modules:
    Compulsory modules, 30 Credits.
    Module content and assessment: Required Courses Learners must complete the following:
  • Social and Emotional Development.
  • Assistive Technology and UDL: Foundations & Exemplary Practices.
  • Collaborative Planning for Learner Success.
  • Literacy and Numeracy in Inclusive Education.
  • Learning Disabilities.
  • Introduction to Inclusive Education (Special Education.
  • Individual Intervention Planning.
  • Individual Assessment.

    Elective Modules:
    Learners must complete a minimum of 6 credits by taking at least two of the following:
  • Special Topics: Investigation of Practice.
  • Gifted Learners Investigation of Practice.
  • Developing Functional Curricula.
  • Fetal Alcohol Spectrum Disorders: Investigation of Practice.
  • Autism Spectrum Disorders: Investigation of Practice.
  • Conference Related Special Project.
  • Planning for Inclusion: Differentiation.
  • Working with High Risk, Marginalized, and Vulnerable Youth.
  • GDSE 590 is a required course for those applying to ladder into the Master of Education in Special Education.

    Exit level outcomes:
  • To develop an understanding of the diverse needs of learners in the classroom and current issues in the field of Special Education.
  • To provide the understanding and the skills necessary for individual assessments including Level B instruments.
  • To establish connections with experts in the field of Special Education including links to numeracy, literacy, behaviour, developing adapted curriculum, etc.
  • To develop an understanding of the collaborative and consultative processes involved in addressing and implementing support for diverse learning needs in the classroom.
  • To be able to apply appropriate assistive and adaptive technologies to support learning.
  • To develop a capacity for systematic inquiry as a practicing professional working with learners.
  • To promote professional development and conversations.

    The 30-credit programme is nested in four frames of reference:
  • Context for Development and Learning: Learners considers the context for development and learning including characteristics of the individual with special needs; issues such as social context, cultural perspectives, poverty, and mental and social health; and implications of research.
  • Informative Assessment: Learners focus on the purposes, processes, and implications of assessment information.
  • Responsive Teaching: Learners demonstrate the ability to develop, implement, and evaluate an Individual Education Plan (IEP) in consultation with classroom teacher(s), parents, learners, and district and community resource personnel for learners with a variety of special needs.
  • Re-imagining Inclusive Education: Learners think beyond current practices and examine critical issues in the field of Inclusive Education that impact children with special needs and their families in order to re-imagine the field of Inclusive Education.

    Learners of the qualification will command content knowledge, develop skill specific competencies and acquire relevant experiences prescribed by the BC Ministry of Education for Inclusive Education specialist teachers.

    The Inclusive Education (Special Education) Graduate Diploma qualification is offered as a flexible model for practicing teachers.

    Articulation:
    Vertical Articulation: Master of Education in Special Education, NQF Level 9.

    Similarities:
  • The South African (SA) qualification accepts learners who have completed Practicing teachers with a relevant teaching qualification seeking specialisation in inclusive education.
  • Similarly, the Vancouver Island University (VIU) qualification accepts learners who are educators (often already practicing) seeking graduate level training in inclusive/special education.
  • Both qualifications ensure that learners become expert in examining historical and contemporary inclusive education policies, the SA qualification synthesises theories and policies.

    Differences:
  • The SA qualification focuses on mainstream inclusive practices, equipping teachers to integrate learners of varying abilities, whereas the VIU qualification is more research-driven, with emphasis on policy critique and evidence-based interventions.

    Country: Singapore
    Institution Name: Nanyang Technological University (NTU)
    Qualification title: Diploma in Special Education (DISE)
    Duration: One-year full time qualification

    Entry requirements:
  • Diploma in Special Education
    Or
  • University Degree

    Target/focus group for qualification: The Diploma in Special Education (DISE) offered by the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore is designed for nominated teachers of special education organizations and Special Educational Needs Officers (SEN Officers) from the Ministry of Education. This one-year full-time programme aims to equip learners with the skills necessary for identifying specific special educational needs, diagnosing and assessing individual weaknesses, and planning intervention qualification.

    Purpose:
    The Diploma in Special Education qualification is designed specifically to train teachers of children with special needs and Special Educational Needs Officers (SEN Officers). They will acquire basic knowledge of the key areas of child development, educational theory and the aetiology of the major types of special educational needs. The qualification will equip them with the skills necessary for the identification of specific special educational needs as well as the diagnosis and assessment of individual weaknesses. They will be able to develop competency in a range of teaching skills, plan and evaluate individualised intervention programmes for their own area of disability specialisation.

    The qualification will equip learners with the skills necessary for the identification of specific special educational needs as well as the diagnosis and assessment of individual weaknesses, and skills to plan intervention programmes.

    The Diploma in Special Education (DISE) qualification outlined in the document focuses on developing a comprehensive skill set for educators and Special Educational Needs Officers to effectively support and enhance the learning experiences of learners with special needs. The curriculum is structured to provide both theoretical knowledge and practical application through a variety of courses and a significant practicum component.

    Module content and assessment:
    Different modes of assessment have been built into the coursework. These include tests/practical tests, essay assignments, project work, progress ratings and examinations. Examinations will be held at the end of each semester.

    Modules:
    Compulsory Modules:
  • Effective Teaching and Learning in Special Education, 4 Credits.
  • Introduction to Special Education for SPED Teachers, 2 Credits.
  • Educational Psychology for SPED Teachers, 2 Credits.
  • Assessment, Individualised Education Plan and Instructional Planning in Special Education, 2 Credits.
  • School and Classroom Practice, 3 Credits.

    Electives Modules (Choose 1) :
  • Disability Studies - autism spectrum disorder, 3 Credits.
  • Disability Studies - Intellectual Disability, 3 Credits.
  • Disability Studies - Multiple Disabilities, 3 Credits.

    Curriculum Studies: Special Education:
  • Communication and Language, 4 Credits.
  • Numeracy, 3 Credits.
  • Daily Living Skills, 2 Credits.
  • Vocational Education, 2 Credits.
  • Partnering Families and Stakeholders, 2 Credits.
  • Transition Planning, 2 Credits.
  • Social Emotional Learning, 3 Credits.

    Electives Modules (Choose 1) :
  • Awakening Sensations and Sensibilities through the Arts, 2 Credits.
  • Introduction to Teaching Physical Education in Special Education Schools, 2 Credits.

    Practicum:
  • Practicum, 10 Credits.

    Exit Level Outcomes/Competences/Purpose:
    Education Studies: Courses such as "Effective Teaching and Learning in Special Education,
    Introduction to Special Education for SPED Teachers, and
    Educational Psychology for SPED Teachers" aim to provide foundational knowledge in special education practices, psychological principles in education, and specific strategies for teaching learners with special needs.

    Curriculum Studies:
    Focused on specialised areas like "Communication and Language, Numeracy, and "Daily Living Skills, these courses equip educators with the skills to develop and implement curriculum tailored to the diverse needs of learners with disabilities, enhancing their functional independence and academic achievement.

    Practicum:
    A 10-week practicum scheduled in the final semester allows for hands-on teaching experience under close supervision, where educators apply their learning in real-world settings, developing lesson planning, teaching, and evaluation skills for continuous improvement.

    Elective Courses:
    Offerings such as "Disability Studies - autism spectrum disorder, Sensory Motor Learning and Behavioural Difficulties and Disorders, and Partnering Families and Stakeholders allow for deeper exploration into specific areas of interest, fostering a comprehensive understanding of the diverse needs within the special education population and strategies for effective collaboration with families and other stakeholders.

    Articulation:
    While the specific articulation pathways following the DISE are not explicitly mentioned in the provided information, the programme aims to equip participants with essential skills for supporting learners with special needs.

    Similarities:
  • The Nanyang Technological University (NTU) and the South African (SA) qualifications are both offered over one year.
  • The SA qualification aims to strengthens inclusive education by equipping teachers with advanced theoretical knowledge, practical skills, and attitudes to support diverse learners, including those with disabilities.
  • Similarly, the NTU qualification is designed for nominated teachers in special education organisations and Special Educational Needs (SEN) Officers.
  • The SA qualification's learners will be able synthesize theories and policies of inclusive education, as well as NTU learners will be able to design intervention programs and skills to support learners with specific disabilities in special education settings.

    Differences:
  • The SA qualification accept learner who have complete a relevant prior teaching qualification, whereas the NTU qualification admits candidates with A-levels or polytechnic diplomas. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for the following articulation options:

    Horizontal Articulation:
  • Bachelor of Education in Foundation Phase Teaching, NQF Level 7.
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.
  • Bachelor of Education in Senior Phase and FET Teaching, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours in Inclusive Education, NQF Level 8.
  • Postgraduate Diploma in Inclusive Education, NQF Level 8.

    Diagonal Articulation:
    At present there are no formally approved diagonal articulation routes between this qualification and those on the Occupational Qualifications Sub-Framework (OQSF).

    However, in alignment with the CHE Policy on Articulation (2023), the institution is exploring synergy with the QCTO and relevant SETA-aligned qualifications in inclusive education and practice to enable future cross-framework progression.

    Where diagonal or cross-horizontal articulation is not yet evident, the absence is due to the current unavailability of a suitably cognate QCTO qualification. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    NOTES 
    N/A. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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. University of South Africa 


    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.