SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Advanced Diploma in Visual Impairment Studies

SAQA QUAL ID	QUALIFICATION TITLE
112077	Advanced Diploma in Visual Impairment Studies
ORIGINATOR
University of Pretoria
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1141/23	2019-09-09	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2028-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Advanced Diploma in Visual Impairment is to train educators at schools for learners with visual disabilities and at mainstream schools, with knowledge and skills in order to effectively teach and manage schools that cater for learners with visual disabilities. As the Revised Policy of Minimum Requirement for Teacher Education Qualifications (MRTEQ), the qualification offers intensive and applied specialisation for a specific niche in education (in this case visual impairment studies) and qualifies educators to develop a deep and systemic understanding of current thinking, practice and theory.

The knowledge and skills allow educators to plan and implement an inclusive and transformative pedagogy appropriate to differentiation of the curriculum.

Rationale:
The qualification supports a strategic response to the White Paper 6 on Inclusive Education Policy by the Department of Higher Education and Training to include learners with special needs in mainstream schools and prepare educators to offer quality education in such instances, as well as in specialised contexts.

The prevalence of visual impairment is high in South Africa and has adverse effects on educational and employment opportunities. However, many educators teaching visually impaired learners lack specialised training and the necessary knowledge and skills in e.g. Braille. In cases where mainstream educators are ill-equipped to deal with visual impairment, learners with visual impairment may continue to experience social exclusion. Against this background, visual impairment can be regarded as one of the priorities in terms of inclusive education policy, according to which citizens with impairments need to be supported to become participating and contributing members of society.

The qualification will therefore support a strategic response to White Paper 6 on Inclusive Education Policy to include learners with special needs in mainstream schools and prepare educators to offer quality education in such instances. Therefore, the qualification will address skills shortages of educators in relation to visual impairment as well as the challenges currently associated with the implementation of White Paper 6 on Inclusive Education Policy.

As proposed by the revised policy of Minimum Requirement for Teacher Education Qualifications, the Advanced Diploma offers intensive and applied specialisation for a specific niche in education (in this case visual impairment studies) and enables educators to develop a deep and systemic understanding of current thinking, practice and theory.

This qualification is offered in distance mode which means that those unable to attend the residential qualification, can still complete this qualification using the structure, processes and online resources of the Distance Education Unit. The distance education mode lends itself to respond to the target market - most likely teachers already working and thus better positioned to complete the qualification via distance than contact.

The Department of Higher Education and Training (DHET) has identified three priority areas for the development of qualifications in support of educators teaching children with disabilities, of which visual impairment is one. The qualification was developed and presented in collaboration with relevant stakeholders from e.g. suitable Non-Governmental Organisations and community-based organisations that hold expertise in the field of visual impairment and who can add to the quality and level of the qualification offered. These include the South African Council for the Blind and the South African Guide Dog Association.

The qualification will target educators in schools for learners with special needs or mainstream schools, educators at schools for learners with visual disabilities, focusing on the knowledge and skills required to effectively teach these learners and manage schools that cater for learners with visual disabilities.

The qualification is at National Qualification Framework (NQF), Level 7 and so, professionally qualified teachers who have completed this Advanced Diploma in Visual Impairment Studies may proceed to a cognate Bachelor of Education Honours qualification, or to an Honours qualification in another cognate field or to a cognate Postgraduate Diploma in Education.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is per the institution's RPL policy. The institution's policy on RPL applies to learners who do not meet the formal or statutory requirements for entrance. However, these learners can demonstrate that they possess the appropriate (context-specific) knowledge and skills required for admission. The Senate and the committee controls the processes for Admission Status which rigorous, evidence-based assessment and moderation by academic staff of knowledge, skills, attitudes and values acquired through experience and non-formal and informal learning. The evaluation of learning is against the Exit Level Outcomes, as well as against the learning outcomes per module as approved by the Senate of the University.

Furthermore, the institution's policy on RPL applies to learners who do not meet the formal or statutory requirements for entrance, but who can demonstrate that they possess the appropriate (context-specific) knowledge and skills required for admission.

Entry Requirements:
The minimum entry requirement for this qualification is:

A four-year Bachelor of Education, NQF Level 7.
Or

A general first Degree or Diploma and a Postgraduate Certificate in Education, NQF Level 7.
Or

A former Advanced Certificate in Education, NQF Level 6 on the former NQF Level 8.
Or

A former Further Diploma in Education which follows a former professional teaching qualification.
Or

A former four-year Higher Diploma in Education.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises of compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, 102 Credits:

Understanding inclusive education and disability as diversity, 18 Credits.

Universal design of learning, screening and assessment of learners with visual disabilities, 18 Credits.

Measures of support for learners with visual disabilities, 18 Credits.

School leadership and management of schools for learners with visual disabilities, 18 Credits.

Research and practice in visual impairment, 30 Credits.

Elective Modules, 18 Credits (Choose one module):

Orientation and mobility, 18 Credits.

Assistive technology for learners with visual disabilities, 18 Credits.

Community-university partnerships, 18 Credits.

Optional Modules (Learners may select this module if they require ICT competence as determined by a baseline assessment before the start of the qualification. It does not form part of the total 120 Credits of the qualification), 12 Credits:

Technology for teachers, 12 Credits.

EXIT LEVEL OUTCOMES

1. Engage critically with the theory, policy and practice of inclusive education, with a focus on the context of visual impairments, and exhibit an understanding of the theories, research methodologies, methods and techniques relevant to this focus.
2. Develop learning for learners with visual disabilities through appropriate teaching methodologies and assessments.
3. Demonstrate an understanding of possible barriers to learning experienced by learners with visual disabilities and facilitate measures of support in this regard especially in terms of mobility and assistive technology.
4. Appraise and apply education research and theory related to disabilities in general, especially in the context of visual impairments.
5. Apply work-based learning experiences in the preparation and teaching of lessons.
6. (For those taking the elective Community-university Partnerships): Demonstrate in-depth of understanding of community-university partnerships.
7. Manifest competence in school leadership and management principles within the context of visual impairment so as to support professional development.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Provide a critical analysis of the literature documenting the historical development of inclusive education and the paradigmatic shift of disability models.

Analyse and debate issues in both international and national policies to ensure the integration of disability at all levels of governance and civil society.

Design unit plans for teaching literacy and numeracy for learners with visual disabilities in accordance with inclusive teaching methodologies.

Submit a final portfolio of work-based evidence of competence after conducting practical work with learners with visual disabilities in an inclusive education setting.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate knowledge of the universal design of learning in general and for learners with visual impairments.

Apply a needs assessment for learners with visual disabilities so as to design, implement and evaluate appropriate learning qualifications accordingly.

Demonstrate a commitment to applying an asset-based (capability) approach to facilitating successful learning for learners with visual disabilities.

Associated Assessment Criteria for Exit Level Outcome 3:

Screen and identify for potential barriers and strengths, assessing learner needs in order to determine level of support required.

Develop and implement an individual support plan for learners with visual disabilities, in line with Screening Identification Assessment and Support.

Differentiate curriculum and adapt learning and teaching support materials, including assistive devices and e-learning.

Perform a technical skills assessment to demonstrate understanding of the orientation and mobility skills, or alternatively of the assistive technology skills required to enhance independence in learners with visual disabilities (for those taking the electives Orientation and Mobility or Assistive Technology for Learners with Visual Disabilities).

Associated Assessment Criteria for Exit Level Outcome 4:

Conduct a critical appraisal of education and disability research, theory and practice in a workplace environment.

Write a small-scale research project/proposal that guides the development of context-based learning content.

Include a critical reflection in the above-mentioned research project/proposal on the suitability of different ethical value systems in working with the visually impaired in inclusive classrooms.

Associated Assessment Criteria for Exit Level Outcome 5:

Write a portfolio of evidence on actual workplace environment related to visual impairment.

Associated Assessment Criteria for Exit Level Outcome 6:

Construct monitoring and evaluation models of community-university partnerships.

Associated Assessment Criteria for Exit Level Outcome 7:

Design advocacy projects and draw up implementation strategies for the effective management of schools for learners with visual disabilities.

Develop professional development qualifications for workers under management.

Integrated Assessment:
Assessment opportunities are considered as an integral part of facilitating learning. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Integration is encouraged at three levels: within a constituent module, between modules, and across the qualification as a whole and portfolios and other final examination assignments, mainly based on the professional portfolio and workplace project - demonstrating proof of professional development by offering evidence and reflective insights of their learning. Reflections on learning assist educators in self-assessment of own learning - promoting deep learning and constructivism.

Integrated assessment enables educators to demonstrate that they can integrate knowledge, skills, attitudes and values that match the purpose of the qualification. Assessment is most effective when it reflects an understanding of learning as multi- dimensional, integrated and revealed in performance over time and incorporates the Exit Level Outcomes. Assessment of the Exit Level Outcomes in an integrated way is evident and will especially be realised through the portfolio of evidence in the WIL experience.

Applied competence is the central purpose of the integrated assessment. The focus is on educator's ability to apply their theoretical knowledge and understanding in solving educational problems, discussing educational issues and demonstrating applied competence in school leadership and management. Assessors use a range of strategies that are informed by and related to the purpose of the qualification and the National Qualification Framework level at which the qualification is registered.

Formative and summative assessment form an integral part of the qualification design, teaching and learning strategies, learner and staff development, and the improvement of the curriculum and learning materials.

Formative (or continuous) assessment offers educators feedback on their progress and occurs throughout the teaching and learning process. The assessment structure of 20%-30%-50% lends itself to formative learning and assessment. 20% will comprise individual conceptual assignment mark, 30% will comprise the test mark and 50% will comprise of a mark for the portfolio. Portfolios and professional development qualifications will be applied in this regard in order to ensure the steady progress of the educator, although the final products will be based on summative assessments too.

Summative assessment will take place at the end of a module and will assess whether the educator has achieved the Exit Level Outcomes. The final assessment (summative) is the portfolio of evidence based on the WIL as per the assessment structure above.

The following assessment strategies will be used:

Computer-based Testing (CBT).

Question Mark Perception product.

Test tool (Blackboard) and Comp Assess (computer literacy testing).

Interactive multimedia.

INTERNATIONAL COMPARABILITY

Internationally, many university's qualifications concerned with visual impairment are often on a Masters Level or offer teaching certification in the specialised field of visual impairment. It is difficult therefore to find a similarity to this qualification.

However, the Advanced Diploma in Visual Impairment Studies can be compared to the completion of one of the two years of a Postgraduate Diploma, such as the one for teachers of children and young people with visual impairments at Birmingham City University, United Kingdom (UK). The mentioned UK qualification also requests teachers to negotiate a minimum of 10 visits to observe different types of provision for people with vision impairments at e.g. schools, clinics, other services. This is similar to the 10 working days required in this qualification as part of its WIL component. However, the 15-day teaching placement of the UK qualification required in their 2nd year is not necessary in this qualification. Some of the modules of the UK qualification appear to resonate with the content and/or philosophy of some of these modules, such as, Assessment of Children and Young People with Vision Impairments; Inclusion of Children and Young People with Vision Impairments (policy and practice) and Curriculum Access for Children and Young People with Vision Impairments.

The Advanced Diploma in Visual Impairment Studies can be compared to the completion of licensure-only qualifications offered to registered teachers by some institutions in the USA, such as the Visually Impaired Intervention Specialist License at Ohio State University, as well as the Bachelor of Science in Education in Special Education (with emphasis on visual impairments) from the Northern Illinois University, which prepares teachers to obtain an educator license with entitlement in the area of Teacher of Learners Who Are Blind or Visually Impaired.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Education, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours in Inclusive Education, NQF Level 8.

Postgraduate Diploma in Education, NQF Level 8.

Postgraduate Diploma in Higher Education, NQF Level 8.

Postgraduate Diploma in Technical and Vocational Education and Training, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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