Higher Certificate in Disability Practice

Purpose

The aim of this qualification is to provide learners with the basic knowledge, cognitive and conceptual tools and practical techniques for application in the field of disability prevention and inclusive development in health, education and social development. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in the field of disability practice and is capable of applying such knowledge and competence in their role as community care workers. This qualification includes practical and work-integrated learning components.

Rationale

This qualification complements the plans of the National Department of Health to train community health workers to provide basic health services as part of the Primary Health Care (PHC) team. Community care workers and caregivers in Departments of Social Development and Education will also benefit from this qualification. There are currently about 56000 community care workers which includes home based carers in South Africa - the proposed qualification would provide an opportunity to upgrade their training and receive a recognised qualification that could open doors to further career development. On completion, the community disability practitioner will be equipped with knowledge, skills and attitudes and an interdisciplinary focus to work with Primary Health Care (PHC) teams. The Department of Health's resource plan aims to have community care workers as part of the PHC team to address disability and rehabilitation needs in communities. This project will provide in-depth knowledge, practice and research in disability inclusive development.

Recognition of Prior Learning

The learners who do not meet the minimum requirements can gain access to the qualification through the Recognition of Prior Learning and credits will be granted where competency in a specific module is established by an assessor.

Applicable to community care workers or other applicants without a NSC but years of experience and an objective standardised practical examination (OSPE) and a written test will be conducted.

Entry Requirements

The access to this qualification is granted to applicants who meet the minimum entrance requirements or the alternative routes of entry. Applicants who are in possession of:

• A National Senior Certificate (NSC) granting access to a Higher Certificate.

Or

• A National Certificate Vocational NC(V) at NQF Level 4 granting access to a Higher Certificate.

This qualification consists of six modules at NQF Level 5 totalling 120 Credits.

• Inclusive Development and Agency, 10 Credits.
• Health, Wellness and Functional Ability, 15 Credits.
• Health Promotion and Disability Inclusion, 30 Credits.
• Disability Information, Management and Communication Systems, 15 Credits.
• Work Integrated Practice Learning 1, 25 Credits.
• Work Integrated Practice Learning 2, 25 Credits.

1. Select and screen disabled clients for impairments and provide basic interventions to improve participation in the life areas of living, learning, working and socialising.
2. Implement health promotion actions, education and strategies.
3. Promote the rights of people with disabilities and implement strategies and actions to enable participation.
4. Describe basic information systems and implement communication systems in relation to care pathways of people with disabilities.
5. Screen, provide basic care, and implement follow up and referral systems, as they relate to the needs of people with disabilities.

Where competencies are generic in nature, it is assumed that these refer to people with disabilities.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe and discuss normal development and wellness in children and adults.
• Identify clients with selected disorders and difficulties.
• Demonstrate appropriate kinetic handling and positioning skills.
• Demonstrate appropriate use of assistive devices.
• Identify risk factors for emotional distress in carers, clients and self.
• Apply basic counselling and support methods to carers, clients and self.
• Recognise when referral is required.
• Demonstrate appropriate referral patterns and work in a multidisciplinary team.

Associated Assessment Criteria for Exit Level Outcome 2

• Define health promotion.
• Identify social determinants of health.
• Identify health promoting occupations.
• Facilitate community participation in active health promotion campaigns.
• Mediate and liaise between health services for families and people with disabilities.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain the concepts of disability, inclusion development identity, agency and power.
• Explain the purpose of disability rights policies.
• Identify and describe barriers to participation across sectors.
• Implement strategies to enable participation and access to services.
• Mobilise local resources.
• Work with relevant experts and stakeholders.

Associated Assessment Criteria for Exit Level Outcome 4

• Explain the components of an information system.
• Demonstrate principles and practice of record keeping.
• Demonstrate use of a variety of participatory rural appraisal methods and different tools to gather information (World Health Organisation checklist, International classification of Functioning).
• Demonstrate critical enquiry in collating information.
• Disseminate information in a professional manner.
• Identify relevant support services and care pathways for effective referral and follow up.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply essential methods, procedures and techniques to address the difficulties and disorders experienced by disabled people across the lifespan in the community.
• Demonstrate appropriate written and verbal communication skills.
• Demonstrate efficient information-gathering, analysis and decision-making abilities.
• Demonstrate ability to evaluate and reflect in and on action.

Integrated Assessment

The learner's competencies will be assessed using an integrated method utilising both formative and summative assessment.

There will be continuous assessment examination for each module consisting of portfolios of practice, written assignments and essays, poster presentations and oral exams. Continuous evaluation marks contribute to the final summative mark.