NFQ 1
Early childhood settings increasingly serve children who present with diverse neurodevelopmental profiles and support needs, including autism spectrum conditions, ADHD characteristics, Down syndrome, communication delays, sensory processing differences, and broader developmental vulnerabilities. In practice, these needs often appear as difficulties with communication, social participation, attention, transitions, emotional regulation, and behaviour.
While specialist assessment and intervention remain essential for many children, access to services is frequently delayed by resource constraints, waiting lists, geographical barriers, and affordability. As a result, teachers, ECD practitioners, caregivers, au pairs, community workers, and parents are required to support children’s participation and development in everyday environments long before specialist services are available.
The purpose of this programme is to equip participants with applied, NQF Level 6 competence to support neurodevelopment and inclusion in early childhood (0–6) through structured, practical strategies that can be implemented immediately in early learning and care environments.
Specifically, the programme enables participants to:
apply neurodevelopmental understanding to interpret children’s strengths, needs, and participation barriers;
implement inclusive environmental and routine-based supports for neurodivergent and differently abled children;
strengthen communication and interaction through language-supportive practices and practical low-cost tools (including visual supports);
implement sensory-informed strategies and co-regulation routines to support emotional regulation and reduce distress;
use positive behaviour support approaches to prevent exclusion and teach functional skills within daily routines;
engage families in supportive, respectful partnerships and document observations and interventions ethically;
activate appropriate referral pathways and collaborate effectively with speech therapists, occupational therapists, audiologists, psychologists, and other relevant professionals, within clearly defined scope of practice.
This programme is designed for professionals and caregivers who require advanced, non-clinical competence to support children’s development and inclusion. It does not provide training in diagnosis or clinical therapy; rather, it builds the practitioner’s capacity to support participation, learning, and wellbeing in everyday early childhood contexts.
On successful completion, participants will be able to:
Apply neurodevelopmental principles to analyse barriers to participation and learning for children aged 0–6 in early childhood contexts.
Implement inclusive support strategies for common neurodevelopmental and disability profiles (e.g., autism, ADHD characteristics, Down syndrome, developmental delay) within an ethical scope of practice.
Design and implement communication-supportive routines using interaction strategies and low-cost practical tools (including visual supports).
Implement sensory-informed environmental adaptations and co-regulation strategies to strengthen self-regulation and participation.
Apply positive behaviour support principles to prevent exclusion, teach functional skills, and strengthen inclusive routines.
Engage families and stakeholders through respectful partnership, ethical documentation, and appropriate referral and collaboration processes.
Module
Module Title
Credits
1
Neurodevelopmental Foundations for Inclusive Early Childhood Support (0–6)
4
2
Neurodiversity & Disability Support Profiles (Autism, ADHD, Down Syndrome & Beyond)
4
3
Communication Support & Interaction Tools (Inclusive, Multilingual, Practical)
4
4
Sensory Support & Self-Regulation in Early Childhood Settings
4
5
Positive Behaviour Support & Inclusive Routine Design
4
6
Family Coaching, Ethical Practice, Referral Pathways & Capstone Integration
4
Each module is assessed through structured formative activities that build practical competence and contribute to a portfolio of evidence. At the end of the programme, participants complete a final integrated summative assessment that includes a practical component and portfolio evaluation. A minimum overall achievement of 60%, together with submission of all required evidence, is required for successful completion. Candidates who meet these requirements will receive a Certificate of Completion confirming 24 credits (NQF Level 6 aligned) for the full programme.
Credit Accumulation and Articulation
This programme is offered as a credit-bearing Continuing Professional Development (CPD) programme at NQF Level 6. On successful completion, participants will be awarded 24 credits (6 modules × 4 credits), supported by assessment evidence and a structured portfolio of competence.
Where applicable, these credits may be accumulated and presented toward admission, Recognition of Prior Learning (RPL), and/or credit consideration within relevant full qualifications in Early Childhood Care and Education, Inclusive Education Support, and related learning and development pathways, subject to the policies and approval of the receiving institution.
Fee Item
Amount (R)
Notes
Application Fee
250.00
Non-refundable application processing fee
Enrolment Fee (Subsidised)
____
Enrolment/admin fee R 900 subsidised
Course Fee (Subsidised)
1,996.00
Subsidised tuition fee payable by learner
Monthly Installment (4 Installments)
499 x 4
Flexible Payment Option
RPL Application Fee
600.00
Recognition of Prior Learning (RPL) assessment fee
Features & Highlights
Fees are subsidised for the 2026 intake and subject to annual review.
Monthly payment plans must be maintained to remain active in the programme.
Certification is issued only after full settlement of fees and successful completion of the FISA.
Application fee is not transferable or refundable.