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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
1This 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:
2References
Ministry of Education, Including Everyone:Meeting Special Education Needs in Early Childhood. Te Reo Tātaki. [kit] (Wellington: Learning Media, 2000).
3Definitions
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.
4This 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.
5Evidence may be in the form of verification.
Outcomes and evidence requirements
Outcome 1
Identify factors that may influence the learning process.
Evidence requirements
1.1Environmental factors are identified in terms of how they may influence learning.
Rangefactors may include but are not limited to– layout of buildings and furniture, playground, equipment, classroom organisation, sensory considerations;
evidence of four is required.
1.2Interaction factors are identified in terms of how they may influence learning.
Rangeinteractions 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.
1.3Learner characteristics are identified in terms of how they may influence learning.
Rangecharacteristics 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.
1.4Cultural factors identified in terms of how they may influence learning.
Rangefactors 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
2.1The support staff’s roles and responsibilities are described in relation to the roles and responsibilities of other educators.
2.2Strategies are described in terms of the assisting role in a specified context.
Rangestrategies 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.
2.3Strategies for assisting a learner whose behaviour is disruptive or challenging in an individual learning situation are described.
Rangestrategies 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.
2.4Strategies for assisting a learner who is not making progress are described.
Rangestrategies 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.
2.5Practices which may inhibit learning are described in terms of the assisting role in a specific context.
Rangepractices 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
3.1Adaptations are described in terms of materials or equipment to assist learning and promote independence.
Rangeadaptations 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.
3.2Adaptations are described in terms of adult assistance to assist learning and promote independence.
Rangeadaptions 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
4.1A session plan is prepared in accordance with a plan developed by or with a teacher.
Rangeplan includes learning objectives, adaptations required, preparation, motivation, instruction, task sequence, duration of task, expected level of independent performance.
4.2Learning environment and materials are prepared in accordance with the plan and the needs of the young person.
Rangepreparation may include but is not limited to – room layout, specialised equipment, task sheets, activity sheets, audio, visuals;
evidence of four is required.
4.3Strategies that assist a young person to experience successful learning as independently as possible are demonstrated.
Rangestrategies may include but are not limited to – providing encouragement, opportunities to practise, motivation, positive reinforcement;
evidence of four is required.
4.4Progress of the young person is monitored and feedback is given in accordance with organisational requirements.
Planned review date / 31 December 2018Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 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
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 if you wish to suggest changes to the content of this unit standard.
NZQA National Qualifications ServicesSSB Code 130301 / New Zealand Qualifications Authority 2018