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 THAT HAS PASSED THE END DATE: 

Assist in creating an inclusive environment 
SAQA US ID UNIT STANDARD TITLE
119273  Assist in creating an inclusive environment 
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 4  NQF Level 04  4 
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
2026-06-30   2029-06-30  

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 purpose of the learning is to ensure that credited learners can describe factors that prevent or hamper, and contribute to inclusion, in order to identify the levels of support required by persons with intrinsic or experiencing extrinsic barriers to learning and development to be included in work, learning, social, etc. environments.

Individuals who are credited against this Unit Standard are equipped to identify learner needs within an inclusive education system, and can maximise their own efficacy by identifying support structures and developing strategies and procedures for inclusion support. Improved efficacy of learners credited with this Unit Standard will result in improved coping and support. Also, the ability to identify needs improves a person's ability to prioritise, critically evaluate options and efficiently employ resources.

Identification of the levels of support needed for inclusion is essential to ensure that inclusive education is effective, and that persons with intrinsic or experiencing extrinsic barriers to learning can participate fully in society, education, and the economy.

Credited learners are capable of:
  • Assessing physical accessibility within an inclusive environment
  • Ensuring learning environment health and safety
  • Collaborating and communicating with support services in specific inclusive environments
  • Defining own role in the provisioning of support 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard are based on the assumption that learners have already attained the following competencies:
  • Language and communication competence (reading, writing/signing and speaking/signing) at NQF Level 3
  • Mathematic literacy (shape and motion in 2D and 3D space) at NQF Level 3 
    		•

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

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess physical accessibility within an inclusive environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Explanation of the concept of accessibility meets specified requirements. 

    ASSESSMENT CRITERION 2 
    Factors that constitute an accessible learning environment are described in terms of given criteria. 

    ASSESSMENT CRITERION 3 
    Barriers within the learning environment are addressed appropriately for specific contexts. 

    ASSESSMENT CRITERION 4 
    Given ethical principles are adhered to at all times. 

    ASSESSMENT CRITERION 5 
    Legal procedures and requirements are met at all times. 

    SPECIFIC OUTCOME 2 
    Ensure learning environment health and safety. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Legal requirements for health and safety are adhered to. 

    ASSESSMENT CRITERION 2 
    Health and safety requirements are identified accurately for specific contexts. 

    ASSESSMENT CRITERION 3 
    Risk factors pertaining to health promotion within specific communities are described in terms of their potential impact on such communities. 

    ASSESSMENT CRITERION 4 
    Preventive and supportive actions are justified in terms of potential impact and relevant factors contributing to healthy, safe environments. 

    ASSESSMENT CRITERION 5 
    Persons with identified signs and symptoms of illnesses are referred to relevant health professionals. 
    ASSESSMENT CRITERION RANGE 
    Illnesses can include flu, colds, diarrhoea, HIV/AIDS, etc.
     

    ASSESSMENT CRITERION 6 
    Recording of available health and safety resources is accurate, up-to-date and meet specified requirements. 

    ASSESSMENT CRITERION 7 
    Specified reporting requirements are adhered to. 

    ASSESSMENT CRITERION 8 
    Given ethical principles are adhered to at all times. 

    SPECIFIC OUTCOME 3 
    Collaborate and communicate with support services in specific inclusive environments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Collaborative support is defined in terms of specified criteria. 

    ASSESSMENT CRITERION 2 
    Support services are relevant for specific inclusive environments. 

    ASSESSMENT CRITERION 3 
    Collaboration meets specified requirements. 

    ASSESSMENT CRITERION 4 
    Collaboration is appropriate for specific contexts. 

    ASSESSMENT CRITERION 5 
    Communication meets specified requirements. 

    SPECIFIC OUTCOME 4 
    Define own role in the provisioning of support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Description of practitioner roles is appropriate for specific contexts. 

    ASSESSMENT CRITERION 2 
    Description of practitioner roles, strengths and weaknesses is justified in terms of support provisioning requirements. 

    ASSESSMENT CRITERION 3 
    Review of the support practitioner role is appropriate for specific requirements of support provision. 

    ASSESSMENT CRITERION 4 
    Evaluation of own role performance is done against specific criteria. 


    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 
    Credited learners understand and can explain:
  • Physical accessibility within an inclusive environment and factors that constitute an accessible learning environment
  • Barriers within the learning environment
  • Legal requirements for health and safety
  • Risk factors pertaining to health promotion within specific communities and their potential impact on such communities
  • Signs and symptoms of illnesses such as flu, colds, diarrhoea, HIV/AIDS
  • Specified recording and reporting requirements
  • Support services in specific inclusive environments
  • Collaborative support
  • Collaboration and communication requirements
  • Practitioner roles in the provisioning of support
  • Practitioner strengths and weaknesses
  • Support provisioning requirements 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions where barriers within the learning environment are addressed appropriately for specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when persons with identified signs and symptoms of illnesses are referred to relevant health professionals. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively for evaluation of own role performance against specific criteria, to ensure learning environment health and safety, and when legal requirements for health and safety are adhered to. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to assess physical accessibility within an inclusive environment. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation with support services in specific inclusive environments. 

    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 risk factors pertaining to health promotion within specific communities are described in terms of their potential impact on such communities. 

    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, then 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  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Core  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "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. Inclusion support services 
    2. South African Guide-Dogs Association for the Blind 


    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.