PROPOSED TEACHER EDUCATION QUALIFICATIONS – SPECIFIC LEARNING DISABILITY
New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities
Level 4 – 40 credits
New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities
Level 5 – 60 credits
STRATEGIC PURPOSE STATEMENTS
This qualification is for teacher aides, parents and caregivers, employers, educators, and professionals in related
fields to enable them to help individuals with Specific Learning Disabilities (SLD) to achieve their potential, and
engage in life-long learning. Generally, graduates will work under guidance from an SLD professional.
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 be
able to work independently and to offer guidance to other SLD professionals.
As a result, individuals with SLD will be better able to engage in education, leisure, and work activities, and they will
be better equipped to participate in all aspects of life and for the good of New Zealand society.
As a result, individuals with SLD will be better able to engage in education, leisure, and work activities, and to
become happy and productive members of society.
Graduates will have an understanding of a range of pedagogical principles and will be informed by Aotearoa New
Zealand's Te Tiriti o Waitangi, Pacific location, and multicultural environment. They will understand the indigenous
status of Tangata Whenua and the role of Tangata Tiriti in relation to the given contexts in which they practise.
Addressing the learning needs of those with SLD will positively impact on all learners, and the demands on other
welfare services will be reduced, which in time will contribute to the good of New Zealandsociety as a whole.
Graduates will have an understanding of a range of pedagogical principles and will be informed by Aotearoa New
Zealand's Te Tiriti o Waitangi, Pacific location, and multicultural environment. They will understand the indigenous
status of Tangata Whenua and the role of Tangata Tiriti in relation to the given contexts in which they practise.
GRADUATE PROFILE OUTCOMES
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Content knowledge (10 credits)
Content knowledge (15 credits)
1. Recognise indicators of SLD in individuals.
1. Recognise indicators of SLD in individuals.
Application (30 credits)
General Application (15 credits)
2. Collaborate to produce individualised intervention plans for individuals with SLD.
2. Develop individualised intervention plans for individuals with SLD using related assessment data.
3. Support individuals with SLD to progress in a class or workplace and in mainstream society.
3. Support those who work with individuals with SLD.
4. Refer individuals appropriately where expert intervention is required.
Implementation of Teaching Strategies (30 credits)
5. Apply appropriate educational programmes for individuals with SLD.
6. Evaluate the effectiveness of intervention and adapt practice accordingly.
Page 1 of 5
TEd Qualifications – Specific Learning Disability – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – SPECIFIC LEARNING DISABILITY
New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities
Level 4 – 40 credits
New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities
Level 5 – 60 credits
PATHWAYS
Education Pathway
Education Pathway
Achievement of the New Zealand Certificate in Supporting Students with Specific Learning Disability (Level 4) may
lead to:
 New Zealand Certificate in Teaching Individuals with Specific Learning Disability (Level 5)
 Or may pathway into certifications in allied disciplines.
The New Zealand Certificate in Teaching Students with Specific Learning Disability (Level 5) can build on from:
 New Zealand Certificate in Supporting Students with Specific Learning Disability (Level 4)
 qualifications in allied disciplines.
Achievement of the New Zealand Certificate in Teaching Students with Specific Learning Disability (Level 5) may
pathway into certifications in allied disciplines.
Employment and Community Pathways
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge to work, or gain employment, in schools as a:
 teacher aide with SLD expertise
 a support worker in the community
 professional support and advisory roles in allied disciplines.
In addition, the qualification could be relevant to parents and caregivers of children with SLD.
Graduates of this qualification will have the skills and knowledge to work, or gain employment:
 in education settings as a teacher with SLD expertise
 in the community as a specialist SLD teacher.
This qualification will also have wider application, including in the justice and mental health sectors.
QUALIFICATION SPECIFICATIONS
Qualification award
This qualification will be awarded to people who have met the requirements of the outcomes. Credit gained for an
outcome may be used only once to meet the requirements of this qualification. Awarding bodies for this
qualification will be any education organisation accredited under section 38 of the Education Amendment Act 2011
to deliver a programme leading to the qualification. The certificate will display the NZQF logo and the name and
logo of the awarding body.
Arrangements for managing consistency
All education organisations either arranging training or delivering programmes that lead to the award of the
qualification are required to participate with the qualification developer in a scheduled consistency process. This will
involve establishing a periodic cycle for the external consistency review, reviewing evidence associated with
graduates’ achievement of outcomes, and agreeing acceptable standards and/or benchmarks for qualification
outcome achievement, and areas for improvement.
New requirements for assuring consistency of graduate outcomes are being developed. Please refer to the
Guidelines for approval of New Zealand qualifications for listing on the New Zealand Qualifications Framework
available at http://www.nzqa.govt.nz/providers-partners/consistency-of-graduate-outcomes/
Credit transfer and recognition of prior learning arrangements
Education organisations must have policies and procedures in place for managing credit transfer, and assessing
recognition of prior learning and recognition of current competency. These policies and procedures, and associated
fees must be available to the candidates prior to enrolment.
Where recognition of existing skills and knowledge is requested by the candidate, this will be arranged by the
education organisation delivering the programme leading to the qualification.
To facilitate credit transfer, education organisation must clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment components of their programmes.
Minimum standard of achievement and standards for grade endorsements
The minimum standard of achievement required for the award of the qualification will be the achievement of all the
graduate outcomes in the graduate profile. There are no grade endorsements for this qualification.
Entry requirements
There are no mandatory prerequisites to meet regulatory body or legislative requirements for this qualification.
Page 2 of 5
TEd Qualifications – Specific Learning Disability – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – SPECIFIC LEARNING DISABILITY
New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities
Level 4 – 40 credits
New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities
Level 5 – 60 credits
QUALIFICATION CONDITIONS
Conditions for programme structure
 Outcomes should be integrated across programme design.
 Programmes should demonstrate integrated assessment of all outcomes.
Conditions for programme structure
 Outcomes should be integrated across programme design.
 Programmes should demonstrate integrated assessment of all outcomes.
Conditions for programme context
 Practical experience must be authentic.
 Authentic refers to a wide variety of educational and instructional techniques connecting what candidates
learn to the world beyond the classroom, issues and applications.
Conditions for programme context
 Practical experience must be authentic.
 Authentic refers to a wide variety of educational and instructional techniques connecting what candidates
learn to the world beyond the classroom, issues and applications.
Other Conditions
 Te Tiriti o Waitangi refers to an agreement signed between the representatives of the British Crown and
approximately 540 Māori chiefs, known as The Treaty of Waitangi (the English version) and Te Tiriti o
Waitangi (the Māori version), that became New Zealand's founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of New Zealand and literally means
"people of the land", from tangata, 'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose rights to live in Aotearoa New Zealand derive
from Te Tiriti o Waitangi and the arrangements that the Crown has established under a common rule of law,
and the equity provisions of Article 3 of Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in New Zealand.
 Specific learning disability (SLD) includes dyslexia and other specific learning disabilities.
 Providers need to ensure candidates are aware of the legal and ethical considerations of their sector.
 Practical components may be real or simulated.
Other Conditions
 Te Tiriti o Waitangi refers to an agreement signed between the representatives of the British Crown and
approximately 540 Māori chiefs, known as The Treaty of Waitangi (the English version) and Te Tiriti o
Waitangi (the Māori version), that became New Zealand's founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of New Zealand and literally means
"people of the land", from tangata, 'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose rights to live in Aotearoa New Zealand derive
from Te Tiriti o Waitangi and the arrangements that the Crown has established under a common rule of law,
and the equity provisions of Article 3 of Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in New Zealand.
 Specific learning disability (SLD) includes dyslexia.
 Providers need to ensure candidates are aware of the legal and ethical considerations of their sector.
 Programmes must include assessment of practical ability of candidates.
 Candidates must have access to actual learners for practical components or assessments.
Page 3 of 5
TEd Qualifications – Specific Learning Disability – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – SPECIFIC LEARNING DISABILITY
New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities
Level 4 – 40 credits
New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities
Level 5 – 60 credits
OUTCOME SPECIFIC CONDITIONS
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Content knowledge (10 credits)
Content knowledge (15 credits)
1. Recognise indicators of SLD in individuals
Conditions:
Programmes must include:
 Learning disabilities, including sub-groups e.g. co-morbidity
 Individual differences in learners and their disabilities
 Impacts of the structure of language on presentation of disabilities
 The difference between general and specific learning disabilities
 Support services for SLD.
1. Recognise indicators of SLD in individuals
Conditions:
Programmes must include:
 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.
 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.
Application (30 credits)
2. Collaborate to produce individualised intervention plans for individuals with SLD
Conditions:
Programmes must include:
 Effects of SLD on literacy, numeracy and other areas
 Evidence-based programmes
 Professional relationships with colleagues and learners.
3. Support individuals with SLD to progress in a class or workplace and in mainstream society
Conditions:
Programmes must include:
 A wide range of appropriate interventions for the individual and situation
 Difficulties individuals could encounter in their setting
 Observing learners with identified SLD, analysing learner response and adapting practice accordingly
 Advocacy within the learner’s setting.
General Application (15 credits)
2. Develop individualised intervention plans for individuals with SLD using related assessment data
Conditions:
Programmes must include:
 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
 Determining and utilising learners’ strengths to maximise learning.
3. Support those who work with individuals with SLD
Conditions:
Programmes must include:
 Professional relationships with colleagues and learners
 Recognising a wide range of appropriate interventions for the individual and situation
 Difficulties individual learners could encounter in their setting and providing appropriate advice
 Advocacy for the learner
 Ways to encourage and contribute to professional development of those working with individuals with SLD.
4. Refer individuals appropriately where expert intervention is required
Conditions:
Programmes must include:
 Existing or developing factors that influence the learning and/or well-being of the learner
 Knowledge of support services for SLDs and when further referral is necessary
Page 4 of 5
TEd Qualifications – Specific Learning Disability – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – SPECIFIC LEARNING DISABILITY
New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities
Level 4 – 40 credits
New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities
Level 5 – 60 credits
OUTCOME SPECIFIC CONDITIONS - Continued
Implementation of Teaching Strategies (30 credits)
5. Apply appropriate educational programmes for individuals with SLD
Conditions:
Programmes must 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 learner’s 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 intervention and adapt practice accordingly
Conditions:
Programmes must include:
 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.
Page 5 of 5
TEd Qualifications – Specific Learning Disability – For Consultation November 2014