NZQA registered unit standard
9144 version 5
Page 1 of 5
Title
Assist with implementation of strategies to facilitate learning for
young people with special needs
Level
4
Credits
10
Purpose
People credited with this unit standard are able to: identify
factors that may influence the learning process; demonstrate
knowledge of strategies to assist with individual learning;
demonstrate knowledge of adaptations to assist learning and
promote independence; and assist a young person throughout
an individual learning session.
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.
2
References
Ministry of Education, Including Everyone: Meeting Special Education Needs in Early
Childhood. Te Reo Tātaki. [kit] (Wellington: Learning Media, 2000).
3
Definitions
Individual learning refers to an education process whereby a young person with
special needs is given tasks and assistance separate from that given to his or her
peers. Some of the programme may take place in a separate or withdrawal setting.
Assisting in this context may include activities like observing, providing activities from
a plan developed with a teacher, offering support and encouragement, giving
feedback.
Young people refers to young children, children, and adolescents.
Organisational requirements refers to an organisation’s policies, practices and
procedures.
Plan refers to the learning programme developed by an educator.
Session plan refers to a specific part of the learning programme that was developed
by the educator.
4
This unit standard is intended for those who work in an assisting role with young
people with special education needs 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
5
9144 version 5
Page 2 of 5
Evidence may be in the form of verification.
Outcomes and evidence requirements
Outcome 1
Identify factors that may influence the learning process.
Evidence requirements
1.1
Environmental factors are identified in terms of how they may influence
learning.
Range
1.2
Interaction factors are identified in terms of how they may influence learning.
Range
1.3
interactions may include but are not limited to – positive or
negative responses, degree of encouragement and positive
attention, clarity and level of communication to young person,
feedback;
evidence of four is required.
Learner characteristics are identified in terms of how they may influence
learning.
Range
1.4
factors may include but are not limited to – layout of buildings and
furniture, playground, equipment, classroom organisation, sensory
considerations;
evidence of four is required.
characteristics may include but are not limited to – prior
knowledge, experiences, motivation, skill level, sensory needs,
health and wellbeing, level of engagement;
evidence of four is required.
Cultural factors identified in terms of how they may influence learning.
Range
factors may include but are not limited to – group work, rote
learning, older children teaching younger children, learning from
elders, practical tasks;
evidence of four is required.
Outcome 2
Demonstrate knowledge of strategies to assist with individual learning.
Evidence requirements
2.1
The support staff’s roles and responsibilities are described in relation to the
roles and responsibilities of other educators.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
2.2
Strategies are described in terms of the assisting role in a specified context.
Range
2.3
strategies may include but are not limited to – antecedents,
planned ignoring, specifying rules and consequences, following
through with instructions, reinforcing desired behaviour, seeking
assistance;
evidence of four is required.
Strategies for assisting a learner who is not making progress are described.
Range
2.5
strategies may include but are not limited to – setting tasks at an
achievable level, providing encouragement, giving opportunities to
practise, providing successful learning opportunities, providing
motivation, use of positive reinforcement, monitoring progress;
evidence of four is required.
Strategies for assisting a learner whose behaviour is disruptive or challenging in
an individual learning situation are described.
Range
2.4
9144 version 5
Page 3 of 5
strategies may include but are not limited to – assessment, talking
with teacher, motivation, reducing task difficulty and amount,
increasing time to complete, positive reinforcement, prompting,
timers;
evidence of four is required.
Practices which may inhibit learning are described in terms of the assisting role
in a specific context.
Range
practices may include but are not limited to – work too difficult, too
much talking, doing work for the young person, being too intrusive,
insufficient wait time, level of expectation, not responding to
specific emotional or other needs;
evidence of four is required.
Outcome 3
Demonstrate knowledge of adaptations to assist learning and promote independence.
Evidence requirements
3.1
Adaptations are described in terms of materials or equipment to assist learning
and promote independence.
Range
adaptations may include but are not limited to – visual supports,
equipment adaptations, maths equipment, partially completed
charts and diagrams, word lists, spelling notebook, computer and
communication technology;
evidence of four is required.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
3.2
9144 version 5
Page 4 of 5
Adaptations are described in terms of adult assistance to assist learning and
promote independence.
Range
adaptions may include but are not limited to – verbal assistance,
physical assistance, reducing assistance, additional gestural
prompts, delay prompts, monitoring level and type of assistance;
evidence of four is required.
Outcome 4
Assist a young person throughout an individual learning session.
Evidence requirements
4.1
A session plan is prepared in accordance with a plan developed by or with a
teacher.
Range
4.2
Learning environment and materials are prepared in accordance with the plan
and the needs of the young person.
Range
4.3
preparation may include but is not limited to – room layout,
specialised equipment, task sheets, activity sheets, audio, visuals;
evidence of four is required.
Strategies that assist a young person to experience successful learning as
independently as possible are demonstrated.
Range
4.4
plan includes learning objectives, adaptations required,
preparation, motivation, instruction, task sequence, duration of
task, expected level of independent performance.
strategies may include but are not limited to – providing
encouragement, opportunities to practise, motivation, positive
reinforcement;
evidence of four is required.
Progress of the young person is monitored and feedback is given in accordance
with organisational requirements.
Planned review date
NZQA National Qualifications Services
SSB Code 130301
31 December 2018
 New Zealand Qualifications Authority 2016
NZQA registered unit standard
9144 version 5
Page 5 of 5
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
21 March 1997
31 December 2010
Revision
2
14 August 2002
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.
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