NZQA registered unit standard
7302 version 5
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Title
Assist with programmes in education settings for young people with
oral language disorders
Level
4
Credits
6
Purpose
People credited with this unit standard are able to: demonstrate
knowledge of oral language disorders; describe and
demonstrate techniques to assist young people with oral
language disorders; describe techniques for working with
groups of young people; work as a team member to assist
young people with oral language disorders; and assist in the
implementation of a programme for a young person with oral
language disorders.
Classification
Special Education > Assessment and Programming in Special
Education
Available grade
Achieved
Explanatory notes
1
This unit standard is interpreted in accordance with current Ministry of Education,
Special Education Policy Guidelines, which can be accessed via the Ministry of
Education’s website http://www.education.govt.nz.
Ministry of Education, The New Zealand Curriculum (Wellington: Learning Media,
2007). ISBN 978 0 7903 2615 3.
Ministry of Education, Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o
Aotearoa. Early Childhood Curriculum (Wellington: Learning Media, 1996).
2
Definitions
Assisting with implementation of a programme involves carrying out a planned
programme and reviewing the success of that programme under supervision.
Young people refers to infants, toddlers, young children, children, and adolescents.
Oral language refers to both decoding and encoding spoken language. It covers
semantics, syntax, and pragmatics.
3
This unit standard is intended for those who work in an assisting role with young
people with oral language disorders in education settings. This includes working in a
manner appropriate to different cultural groups.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
7302 version 5
Page 2 of 5
Outcomes and evidence requirements
Outcome 1
Demonstrate knowledge of oral language disorders.
Range
includes - infants, toddlers and young children, children, and adolescents.
Evidence requirements
1.1
Oral language is defined in relation to its significance for young people and their
lives.
1.2
Typical development is described in relation to expressive language and
language understanding.
1.3
Oral language disorders are identified in relation to comprehension, vocabulary,
grammar, and social conversation skill development.
1.4
Factors that may contribute to oral language disorders are discussed.
Range
1.5
one factor from each of – health, environmental, developmental,
physical and sensory disorders.
Speech disorders are identified, and distinguished from oral language disorders.
Outcome 2
Describe and demonstrate techniques to assist young people with specific oral language
disorders.
Evidence requirements
2.1
Specific oral language disorders are selected and described.
Range
2.2
evidence of three is required.
Techniques are described that assist young people with the selected oral
language disorders to participate in education activities.
Range
techniques may include but are not limited to – changes to
instructions, tasks, materials, aids, positive reinforcement,
provision of opportunities, sufficient processing times, groupings;
evidence of three techniques for each disorder is required.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
2.3
Techniques are demonstrated that maintain and extend conversation with
young people with one of the selected oral language disorders.
Range
2.4
7302 version 5
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techniques may include but are not limited to – modelling,
commenting, expanding, open-ended questioning, provision of
wait time, turn-taking, responsive communication partner;.
evidence of three is required.
Techniques are demonstrated that help young people with oral language
disorders to develop a specified oral language skill.
Range
techniques may include but are not limited to – modelling, shaping,
prompting, providing practice, reinforcement and feedback,
responsive communication partner;
evidence of three is required.
Outcome 3
Describe techniques for working with groups of young people with oral language disorders.
Evidence requirements
3.1
Techniques are described in relation to development of group participation for
young people with language disorders.
Range
3.2
techniques may include but are not limited to – planning, group
dynamics, roles, setting, materials, targeted programme;
evidence of three is required.
Ways to assist young people in groups are discussed in relation to extending
oral language skills.
Range
ways may include but are not limited to – modelling, co-operative
strategies, positions, groupings, positive feedback, prompting,
open-ended questions;
evidence of three is required.
Outcome 4
Work as a team member to assist young people with oral language disorders.
Evidence requirements
4.1
Roles are outlined in terms of responsibilities associated with language
programmes.
Range
roles may include but are not limited to – speech language
therapist, parent, whānau member, teacher, teacher
aide/education support worker, early intervention teacher;
evidence of three is required.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
4.2
7302 version 5
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Procedures are demonstrated in accordance with the assisting role in an
education setting.
includes – working under supervision, seeking guidance, locating
resources, providing feedback.
Range
Outcome 5
Assist in the implementation of a provided programme for a young person with oral
language disorders.
Evidence requirements
5.1
The assisting role is defined in terms of the implementation of an individual
learning programme.
5.2
The programme is implemented and strategies are carried out to assist a young
person in accordance with a prepared plan.
5.3
The programme is monitored in relation to proposed outcomes as specified in
the prepared plan.
5.4
The programme is reviewed in association with other team members in relation
to proposed learning outcomes.
Planned review date
31 December 2018
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
24 June 1996
31 December 2010
Revision
2
16 January 2001
31 December 2010
Review
3
25 July 2006
31 December 2012
Review
4
22 October 2010
N/A
Rollover and
Revision
5
20 August 2015
N/A
Consent and Moderation Requirements (CMR) reference
0100
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
7302 version 5
Page 5 of 5
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMRs). The
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA National Qualifications Services nqs@nzqa.govt.nz if you wish to
suggest changes to the content of this unit standard.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016