Qualification details
Title
New Zealand Certificate in Teaching Individuals with Specific Learning
Disabilities (Level 5)
Version
1
Qualification type
Certificate
Level
5
Credits
60
070199 Education > Teacher Education > Teacher Education not
elsewhere classified
Qualification developer
NZQA Qualifications Services on behalf of and in collaboration
with the sector.
Next review
31 December 2020
Approval date
January 2016
Strategic purpose statement
This qualification is for Specific Learning Disabilities (SLD)related professionals, including teachers and educators, to
enable them to help students with SLD to achieve their potential
and engage in life-long learning. Graduates will work
independently and be able to offer guidance to other SLD
professionals.
Outcome Statement
NZSCED
Graduate profile
Graduates of this qualification will be able to:
- recognise a wide range of SLD indicators in individuals
- develop individualised intervention plans for individuals with
SLD using related assessment data
- support those who work with individuals with SLD
- refer individuals with SLD to other service providers when
appropriate
- apply appropriate educational programmes for individuals
with SLD
- evaluate the effectiveness of interventions, make
improvements, and adapt into practice
Education pathway
Graduates of this qualification may pathway into qualifications in
allied disciplines.
Employment pathway
Graduates of this qualification will have the skills and knowledge
to volunteer or gain employment:
- in education settings as teachers or educators with SLD
expertise
- in the community as specialist SLD teachers or educators
Qualification Reference 2760
© New Zealand Qualifications Authority 2015
This qualification will also have wider application, including in the
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justice and mental health sectors.
Qualification specifications
Qualification award
Awarding bodies for this qualification will be any education
organisation accredited under section 250 of the Education Act
1989 to deliver a programme leading to the qualification. The
certificate will display the NZQF logo and the name and logo of
the awarding body.
Evidence requirements for
assuring consistency
Standard evidence for programme providers may include:
- assessment information leading to the achievement of the
graduate outcomes
- a portfolio of candidate work relating to the qualification and
the annual review focus requirements
- graduate and/or stakeholder/end-user feedback on outcome
achievement
- tertiary education organisation (TEO) moderation outcomes
which may include moderation/benchmarks across common
programmes.
Minimum standard of
achievement and standards for
grade endorsements
Achieved.
Other requirements for the
qualification (including regulatory
body or legislative requirements)
None.
General conditions for the programme leading to the qualification
General conditions for
programme
‐
‐
Qualification Reference 2760
© New Zealand Qualifications Authority 2015
Outcomes should be integrated across programme design in
a way that makes it clear outcomes are mutually supportive
and not entirely discrete.
In a programme, assessment of all outcomes should be
integrated so each assessment task provides evidence of at
least two outcomes in ways that demonstrate their
interdependence.
‐
Practicum must be carried out in an authentic teaching
context. Authentic refers to a wide variety of possible cultural
and educational contexts. It involves instructional techniques
that connect what candidates learn to the world beyond the
classroom and enables the application of the learning in that
world.
‐
During practicum, candidates may be working with learners
18 years and under. In this case, practical experience will
require a safety check to comply with the requirements of the
Vulnerable Children Act 2014. For more information on the
Vulnerable Children Act 2014, safety checking regulations
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‐
‐
‐
and guidelines see http://childrensactionplan.govt.nz.
Providers need to ensure candidates have access to actual
learners for practical components or assessments.
Specific learning disabilities (SLD) include disabilities such
as dyslexia.
Programmes must include a range of pedagogical principles.
These principles include those informed by Te Tiriti o
Waitangi, to ensure that the indigenous status of Tangata
Whenua and the role of Tangata Tiriti are understood. The
principles also include those informed by Aotearoa New
Zealand’s Pacific location and multicultural environment.
Programmes delivered outside Aotearoa New Zealand must
include cultural practices in relation to the given contexts in
which graduates will practice.
Glossary
‐
‐
Candidate is the person who is enrolled in a programme
leading to this qualification.
Learner is the person who, in turn, is taught by the candidate.
Conditions relating to the Graduate profile
Qualification outcomes
Conditions
1
Recognising a wide range of indicators includes applying
knowledge of definition and core understanding of SLD including:
- general overview of theories of SLD including causes and
effects
- differentiating between specific learning disabilities, general
learning disabilities, and other neurodevelopmental disorders
- sub-groups of SLD and overlap between sub-groups
Recognise a wide range of
SLD indicators in individuals.
Credits 15
Recognising a wide range of indicators covers applying
knowledge of characteristics of SLD, including:
- genetic pre-disposition
- individual learner characteristics including their particular
SLD profile
- societal impact on learner and society’s response to learners
with SLD
- impacts of the structure of language on presentation of
disabilities
- evolution of indicators for different age groups
2
Develop individualised
intervention plans for
individuals with SLD using
related assessment data.
Credits 5
Qualification Reference 2760
© New Zealand Qualifications Authority 2015
Developing individualised intervention plans includes applying
knowledge of:
- effect of particular SLDs on development of life skills
-
effects of SLD on literacy and numeracy acquisition
-
interpreting assessment reports to create individual teaching
plans
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-
3
Support those who work with
individuals with SLD.
Credits 5
4
Refer individuals with SLD to
other service providers when
appropriate.
Credits 5
5
Apply appropriate educational
programmes for individuals
with SLD.
Credits 15
determining and utilising learners’ strengths to maximise
learning
Providing support includes:
- professional relationships with colleagues and learners
- recognising a wide range of appropriate interventions for the
individual and situation
- recognising difficulties individual learners could encounter in
their setting and providing appropriate advice
- advocating for the learner
- finding ways to encourage and contribute to professional
development of those working with individuals with SLD
Considerations when referring individuals include:
- existing or developing factors that influence the learning
and/or well-being of the learner
- availability of support services for SLDs and when further
referral is necessary
Applying appropriate educational programmes include:
- a variety of plans, methods, and programmes to deal with
particular SLDs
- observing learners, analysing learner response and adapting
accordingly to ensure learner success and motivation
- the use of repetition and revision in accordance with learners’
needs
Programmes for individuals with SLD should be evidence-based
and demonstrate meaningful, logical progression. They may be
multi-sensory.
6
Evaluate the effectiveness of
interventions, make
improvements, and adapt into
practice.
Credits 15
Evaluation includes:
- reviewing overall programme according to learner responses
and progress
- ongoing reflective practice to inform the planning, delivery
and evaluation of programmes
Interventions should reflect integration of the candidate’s
accumulated knowledge.
Qualification Reference 2760
© New Zealand Qualifications Authority 2015
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