Autism • ADHD • Communication • Behaviour • Sensory Support
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.
Route A: Standard Admission
Certified scanned copy of an NQF Level 5 qualification/certificate (or equivalent) in a relevant field.
Route B: Recognition of Prior Learning (RPL) Admission
Applicants who do not meet the NQF Level 5 requirement may apply via RPL with:
Certified scanned copy of Grade 12 (National Senior Certificate), or an ECD NQF Level 4 qualification, and
A minimum of five (5) years verifiable experience working in an Early Childhood Development setting (e.g., centre-based ECD, preschool, home-based care, community ECD programme).
(Evidence may include an employment letter, service letter, affidavit, or portfolio of evidence as required.)
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
The programme strengthens employability and progression by developing advanced, practice-based competence in inclusive early childhood support, enabling participants to take on enhanced responsibilities such as:
Inclusive ECD Practitioner (centre-based support and implementation)
ECD Supervisor with inclusion capability
Learning Support Manager (Early Years) / inclusive classroom support role
Community ECD Inclusion Facilitator (NPO and community programmes)
Caregiver/Parent Support Facilitator (non-clinical guidance and coaching support)
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)
2900
Subsidised tuition fee payable by learner
Monthly Installment (4 Installments)
580 x 5
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.
Rochelle is a highly experienced Speech Therapist with 19 years of clinical practice across hospitals, educational, and private settings. For the past 14 years, she has successfully led her own private practice, delivering evidence-based, individualised support to children with diverse developmental profiles.
She brings specialist expertise in feeding difficulties, speech and language development, and communication support, with a particular depth of insight in Autism, ADHD, and child development. Rochelle is also deeply committed to mentoring and developing professionals in the field of paediatric care and early childhood development.
Her holistic, functional, and compassionate approach aligns perfectly with CGTS’s vision for high-quality, practice-oriented training. Through our ECD and Special Skills programmes, she will strengthen clinical understanding, enhance practical competence, and empower learners to make meaningful, professional impact in the lives of children and families.
We are honoured to have Rochelle as part of our learning community and look forward to the value she will bring to our students and sector.
1) Who is this programme for?
Teachers, ECD practitioners, caregivers, au pairs, learning support staff, centre managers, and parents working with children 0–6.
2) What will I be able to do after completing it?
Confidently implement inclusive daily support for children with autism, ADHD characteristics, Down syndrome, communication needs, behaviour challenges, and sensory-regulation differences, using practical routines and tools.
3) Is this programme practical?
Yes. It is strategy- and toolkit-based, focused on real classroom/home routines: communication supports, sensory-friendly adjustments, regulation routines, and positive behaviour support.
4) Will this train me to diagnose or provide therapy?
No. This is a support-focused programme. You will learn what to do in everyday settings, how to document progress, and when/how to refer appropriately.
5) What do I need to apply?
Certified scanned ID / Passport
Certified scanned NQF Level 5 certificate , or (RPL route):
Grade 12 or ECD NQF Level 4 , and
Minimum 5 years verifiable ECD experience
6) Is it credit-bearing, and how does it support progression?
Yes. It is a credit-bearing CPD programme (NQF Level 6). Credits achieved may support RPL/admission or credit consideration toward relevant qualifications, subject to institutional policies.