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:

Facilitate an inclusive educational environment in ECD settings

SAQA US ID	UNIT STANDARD TITLE
13856	Facilitate an inclusive educational environment in ECD settings
ORIGINATOR
SGB Early Childhood Development
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Early Childhood Development
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
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

This is an elective unit standard at Level 5, which can be credited to the National Certificate in ECD at level 4 and/or to the Higher Certificate in Education at Level 5 and the National Diploma in ECD at level 5.

Learners are able to examine and challenge policies and practices in ECD settings that create and maintain barriers to learning and development, and to create a holistic learning environment that addresses these barriers and celebrates the talents of each child.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

o Demonstrated applied competence in facilitating the learning and development of young children within an inclusive learning environment equivalent to the ECD core unit standards on Facilitate Healthy Development, Facilitate Active Learning and Manage the ECD Learning Programme at Level 4 and equivalent to the ECD elective unit standard on Include Children Experiencing Barriers to Learning and Development at Level 3.

o An understanding of diversity as outlined in the ECD elective unit standard on Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3.

UNIT STANDARD RANGE

This elective unit standard is suitable for educators, caregivers and community workers working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 -3 years (group, informal or family settings)
? 2 - 6 years (group, informal or family settings)
? 5 - 9 years (group or informal settings)

At this level, learners demonstrate the ability to:

o Examine and challenge attitudes, biases and behaviours that create and maintain barriers to learning and development;

o Critically explain the nature, causes and effects of significant barriers to learning and development in the ECD programme and community,

o Create and maintain supportive networks with family, service providers and community organisations working with children experiencing barriers to learning and development;

o Develop effective strategies to address barriers to learning and development in different ECD settings through a process of reflective practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Examine and challenge attitudes, biases and behaviours.

OUTCOME NOTES

Examine and challenge attitudes, biases and behaviours that create and maintain barriers to learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Theories and models of 'special needs' are contrasted with the 'inclusive' approach.

ASSESSMENT CRITERION 2

2. Common beliefs, practices and processes that create and maintain barriers to learning and development are critically analysed.

ASSESSMENT CRITERION 3

3. The learner's own beliefs and practices with regard to 'inclusion', 'disability' and 'special needs' are identified, and appropriate changes to the programme are proposed and implemented.

ASSESSMENT CRITERION 4

4. Government policies relating to inclusion, special needs and disability are critically examined and related to current theories and relevant research, locally and internationally.

SPECIFIC OUTCOME 2

Critically explain the nature, causes and effects of significant barriers to learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Knowledge about the nature of the barriers and disabilities encountered in the ECD programme and the inter-relatedness of cause and effect is analytically demonstrated.

ASSESSMENT CRITERION 2

2. Barriers encountered by young children within the community are explained analytically in terms of their nature, their causes and effects.

ASSESSMENT CRITERION 3

3. An analytical understanding of family and community members' perceptions about barriers to learning and development and disabilities, their nature, causes and effects, is demonstrated.

ASSESSMENT CRITERION 4

4. Barriers to learning and development and disabilities in individual children are identified within the context of professional perceptions and practice.

SPECIFIC OUTCOME 3

Create and maintain supportive networks with family, service providers and community organisations.

OUTCOME NOTES

Create and maintain supportive networks with family, service providers and community organisations working with children experiencing barriers to learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Respectful, cooperative relationships with all families in the care and education of children experiencing barriers to learning and development and living with disabilities are established, maintained and developed.

ASSESSMENT CRITERION 2

2. Cooperative contact with service organizations for disabled people, and people working with children with disabilities are created and maintained.

ASSESSMENT CRITERION 3

3. Relevant specialist assistance, if available, is consulted where required for specific children in collaboration with the family of the child.

ASSESSMENT CRITERION 4

4. Contact and cooperation with support structures within government departments are established and maintained.

ASSESSMENT CRITERION 5

5. Contact with learning site support teams within the ECD programme and within primary schools is made and cooperation is fostered where possible.

SPECIFIC OUTCOME 4

Develop effective strategies.

OUTCOME NOTES

Develop effective strategies to address barriers to learning and development in different ECD settings through a process of reflective practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. An ECD programme aimed at minimising barriers to learning and development for all children is demonstrated.

ASSESSMENT CRITERION 2

2. The talents and abilities of children with disabilities are developed and celebrated.

ASSESSMENT CRITERION 3

3. Written records and/or a journal are kept to record continuous assessments of own practice with regard to barriers to learning, which children may experience in the programme.

ASSESSMENT CRITERION 4

4. Relevant teaching and learning materials are developed to ensure that all children's needs for learning and development are met in a supportive manner.

ASSESSMENT CRITERION 5

5. The ECD programme is evaluated in the light of inclusive education policy.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

o Direct observation of inclusive practice in the ECD setting.

o Structured interview to assess understanding of inclusion and special needs theory.

o Verbal and written evidence of collaboration with parents, colleagues and specialists.

o Portfolio of supporting evidence including reflective observation and planning notes, assignments and learning resources.

o Moderation: scrutiny of all written assessment records, including structured interviews, portfolio evidence, assignments and records; random workplace visits and discussions with learners, family and community members.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflecting on and explore a variety of strategies to help adults learn about themselves and others more effectively.

2. Participate as a responsible citizen in the life of the local community by providing leadership on Inclusion Policy and an inclusive ECD programme.

3. Be culturally and aesthetically sensitive across a range of social contexts, including spirituality, language, values and norms relating to inclusive policy and practice.

4. Explore specialisation options relating to children experiencing barriers to learning and development.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made in terms of challenging and managing attitudes, biases and behaviours that create and maintain barriers to learning and development.

UNIT STANDARD CCFO WORKING

Work effectively with others as a team, taking a leadership role, where necessary, in an ECD setting and with community and government groups and professional services in creating an inclusive environment for all children.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities effectively, and offer a leadership model to colleagues, to maintain an inclusive learning environment, which is relevant to the community which the ECD programme serves.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate all information relating to the development of all children as well as to disabilities which individual children live with, and use this information for taking a leadership role in planning inclusive programmes.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with children and with adults about inclusive policy and practice and disabilities using appropriate and relevant language skills in both oral and written modes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically in the management of an inclusive ECD environment showing responsibility towards the environment and health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts relating to issues of inclusion do not exist in isolation.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

Information on the South African Inclusive Education policy is available in:
Department of Education: Education White Paper 6: Special Needs Education. Building an inclusive education and training system. Pretoria. Government Printer, July 2001.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23116	National Certificate: Early Childhood Development	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2007-10-18	Was ETDP SETA until Last Date for Achievement
Elective	49710	National Diploma: Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	64650	National Diploma: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	As per Learning Programmes recorded against this Qual
Elective	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.	Abnah Academy Pty Ltd
2.	Accreditation Training Services
3.	Adelaine Training Solutions Pty Ltd
4.	Amogelang Marketing and Training
5.	Aubrey Nyiko Business Enterprise cc
6.	Ayaba Consultants Pty Ltd
7.	B T Group of Companies PTY Ltd
8.	Boikgantsho Consulting Events cc
9.	Boland College
10.	Bordergate Events Management And Projects
11.	Botho Ubuntu Contract Cleaning Pty Ltd
12.	BOTSHO BOTLE RESOURCES
13.	Brainwave Projects 1997 PTY Ltd
14.	Camblish Training Institute Pty Ltd
15.	Caversham Education Institute
16.	Compass Academy of Learning
17.	Custoda Trust
18.	D and D Lwazi Renaissance Research and Development Institute
19.	DAPFETC PTY Ltd
20.	DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING PTY LTD
21.	Dee s Training PTY LTD
22.	Deligence Defined
23.	Dr Indira Naidoo s Institute of Education Training and Engineering Pt
24.	Early Learning Foundation Montessori Teacher Training
25.	Early Learning Resource Unit ELRU
26.	EDU Bless College
27.	Edu Build Institute
28.	EDU LEAD
29.	Edu Prof Training Centre
30.	EDUTAK PRE SCHOOL TRAINING AND DEVELOPMENT
31.	Enjo Consultants Pty Ltd
32.	Environment and Language Education Trust
33.	False Bay Technical Vocational Education Training College
34.	Faranang Business and Training Solutions PTY LTD
35.	Fizazad Projects t a Kajal and Associates
36.	Flavius Mareka FET College
37.	Footballers Investment Pty Ltd
38.	Fourways Private College
39.	Giver of Givers Foundation Organisation
40.	Global diagnostics Pty Ltd
41.	Grassroots Adult Education and Training Trust
42.	Gwala Training Services
43.	HDPSA
44.	HWW Africa Region NPC
45.	Imisebeyelanga Services
46.	INDABA MONTESSORI INSTITUTE
47.	Ingwe FET College
48.	Inqaba Yokulinda Youth Organisation
49.	Institute of Training and Education for Capacity Building
50.	Intact Education Training and Development
51.	Isibani Skills Academy
52.	Isibani Soluntu
53.	J and N Ikwekwezi Yokusa Development Training
54.	Katiso kuno Consulting
55.	Keletsong Community Training Resource Centre
56.	Kenako Jwale Skills Development and Training Centre
57.	Kgaebane Trading
58.	Khoali Group of Companies Pty Ltd
59.	Khululeka Community Education Centre
60.	KING JAMES TRADING AND PROJECTS
61.	KITSO TRAINING AND DEVELOPMENT
62.	Klein Karoo Resource Centre
63.	Kwa Thema Stimulation Day Care Centre
64.	Leronsa Trading Enterprise
65.	Lesedi Educare Association
66.	Level 5 Skills
67.	Little Elephant Training Centre For Early Educationt a LETCEE
68.	LM Training Development
69.	Loago Institute Pty Ltd
70.	Malomini Strategists
71.	Masikhule Early Childhood Development Centre NPC
72.	Maths Centre Incorporating Sciences
73.	Molteno Institute for Language and Literacy
74.	Montessori Teacher Training Centre South Africa
75.	Motheo Training Institute Trust
76.	Natal Early Learning Resource Unit NPC
77.	Ndimeni Construction and Maintenance cc
78.	Networx for Career Development
79.	New Beginnings Training and Development Organisation
80.	Nkangala TVET College
81.	Northlink College
82.	Nqowethu Trading
83.	Ntataise
84.	Orchards Graduate School Pty Ltd
85.	Paradise Institution Training and Learning Centre
86.	Petra institute of Development PTY Ltd
87.	Play with a Purpose Educational Trust
88.	PMA Holding Pty Ltd
89.	PNJ TRAINING ACADEMY NPC
90.	Premier Recruitment and Training Pty LTD
91.	Pro Ed Training
92.	Redefined Skills Training and Development
93.	Regen Institute of Leadership and Management Education
94.	REGIONAL EDUCARE COUNCIL
95.	Renaissance Training Services cc
96.	Retshetse Training Project
97.	Royalty Edu Home Pty Ltd
98.	Safe and Sound Learning Association
99.	SEJ Skills Academy Pty Ltd
100.	Siphiwosethu Open Development Initiative Corporation
101.	Sisazi Consulting
102.	Siyahluma Education Institute PTY Ltd
103.	SIYATHELA EARLY LEARNING ASSOCIATION
104.	Siyathuthuka Nursery School
105.	South African Congress For Early Childhood Development
106.	South African Guide Dogs Association for the Blind
107.	Southern African Institute of Learning SAIL
108.	Tembe Service Providers
109.	Thasha Training and Consulting
110.	The College of Modern Montessori
111.	The Finishing College (Pty) Lt
112.	The Iscariota Group Pty Ltd
113.	Thukakgaladi Integrated Development Project
114.	THUSANANG TRUST
115.	Tlharihani Training Centre Pty Ltd
116.	TREE
117.	Tshase Education Group Pty Ltd
118.	Tshianzi Development
119.	Ubuntu Care and Development
120.	Ulwazi Training Development
121.	Unathi Training
122.	Universal College Outcomes SA
123.	Vicresco Pty Ltd
124.	Vuselela TVET College
125.	WonderKids Academy
126.	World Wide Education Providers Pty Ltd
127.	Zisize Educational Trust