Postgraduate Diploma in Disability Studies

Purpose

The purpose of this qualification is to strengthen and deepen knowledge, skills and values (attitude) of different professionals (educators, doctors, nurses, auxiliary, etc.,) and para-professionals in order to deal with issues pertaining to disability in various contexts/ environments.

Qualified learners will be able to relate to and embrace disability as a concept in their daily interactions with people with disabilities. They will also be able to interrogate current local and global research policies and thinking around disability issues in order to contribute towards knowledge expansion in the field.

The learning pathway for learners will be

• Bachelor of Education Degree or Advanced Diploma in Education at Level 7.
• Postgraduate Diploma at Level 8.
• Progress to a Master of Education degree in Inclusive Education.
• Doctor of Education.

The qualification enables learners to

• Develop critical and analytical enquiry-based learning skills to enable professionals to work successfully in a range of contexts where learners with special needs/disability are educated.
• Provide a conceptual framework that is derived from relevant literature and research, which are structured around the national special education needs and disability policies.
• Explain how to promote accessibility in various contexts.
• Explore various ways of accommodating people with disabilities.

Rationale

Education for All requires that all learners including those with special needs and disability receive quality education in both inclusive and special schools. To that end there should be continuous professional development. The qualification will equip professionals with knowledge, understanding and skills which will enable them to work confidently and effectively in a variety of educational settings with learners with special needs and disabilities, their families and with the professionals who support them on a day to day basis.

Recognition of Prior Learning (RPL)

This qualification may be achieved according to the institutions RPL policy in part, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The RPL plan for this qualification will align itself to the RPL Policy. There are clear guidelines for portfolio development and all assessment is done by the relevant lecturers.

Entry Requirements

The minimum entry requirements are

• An approved four-year Bachelor of Education Degree.

Or

• A three-year general Bachelor's Degree.

Or

• A Postgraduate Certificate in Education.

Or

• A four-year professional teacher qualification as well as a 120 Credits Level 7 Advanced Diploma in a cognate specialisation.

This qualification consists of compulsory modules at Level 8 totalling 120 Credits.

• Facts and Insight into Disabilities, 24 Credits.
• Promoting Accessibility, 24 Credits.
• Effective Strategies for Inclusion, 24 Credits.
• Putting Advocacy into Practice, 24 Credits.
• Research in Disability Studies, 24 Credits.

1. Identify and solve problems responsibly using critical and creative thinking to use a range of strategies to create a conducive learning environment for all learners, including those experiencing barriers to learning.
2. Work effectively with others as a member of a team, group, organisation or community to facilitate learning for all and create an enabling environment for learners with special needs and disabilities.
3. Organise and manage oneself responsibly and effectively through professional conduct and in accordance with ethical principles and organisational processes, procedures and requirements.
4. Collect, organise and critically evaluate information by researching pertinent problems that arise in inclusive settings.
5. Communicate with learners using appropriate alternative methods and assistive technology to enhance communication.
6. Demonstrate an understanding of the world as a set of related systems by understanding the relationship between internal and external support structures.
7. Reflect on and explore a variety of strategies to learn more effectively by evaluating strengths and weaknesses which can help to inform future planning and practice.
8. Participate as a responsible citizen in the life of local, national and global communities by contributing towards creating an enabling inclusive setting and promoting social cohesion.
9. Demonstrate cultural sensitivity across a range of inclusive settings by applying the principles of human rights and knowledge of inclusivity in order to accommodate diverse learning styles and strategies.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Interrogate national and international policies and legislation, as well as theories, philosophies (including African philosophies) in order to demonstrate understanding of the issues of disability studies.
• Assess and apply various means of communication to help facilitate learning for all, including learners presenting with visual, hearing and intellectual impairments.
• Design and implement appropriate support strategies to overcome barriers to learning.
• Present a research proposal that promotes effective and efficient implementation of research in disability studies.

Integrated Assessment

To be granted the award of the qualification, a candidate must achieve the minimum requirements in each of the five compulsory modules. Evidence is required that the learner is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. In the assessment process there will be a combination of formative and summative assessments. The range of formative and summative assessments will adequately cover the demonstration of knowledge of theoretical aspects; structured activities, and authentic assignments that will include observation in real-life situations or in given scenarios as well as online discussions and evidence of successful practical application of learning in an authentic education situation.

This will be a non-examination based qualification.

The ratio of formative and summative assessment marks for each module will be

Formative Assessment: 60%.

Summative Assessment: 40%.