SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Travel through environments whilst experiencing a visual barrier

SAQA US ID	UNIT STANDARD TITLE
117090	Travel through environments whilst experiencing a visual barrier
ORIGINATOR
SGB Inclusive Education
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Adult Learning
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	15
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2008-01-22	2009-07-29	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-07-29		2013-07-29

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 unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
264935	Travel through environments whilst experiencing a visual barrier	Level 5	Level TBA: Pre-2009 was L5	15

PURPOSE OF THE UNIT STANDARD

The purpose of this Unit Standard is to enhance the practitioner's personal mobility skills. The practitioner is put through activities in which his/her own visibility is compromised to effect his/her mobile competencies, and to develop insight into the challenges facing persons who are blind and partially sighted.

Credited learners are capable of:

Using sighted guide techniques for mobility

Employing techniques for travel without assistive devices

Using a long cane for mobility in indoor and outdoor environments

Using various strategies for daily living while experiencing a visual barrier

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:

Communication at NQF Level 4 in one language

Communication at NQF Level 3 in another language

Orientation of self to the environment whilst experiencing a visual barrier

Facilitation of optimal functioning for persons who are blind and partially sighted in a controlled environment

UNIT STANDARD RANGE

The visual barrier/s experienced can be simulated. Range statements are provided in the body of the unit standard where relevant. Experiencing a visual barrier is generally simulated

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Use sighted guide techniques for mobility.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Sighted guide techniques are selected in accordance with appropriateness for the needs of persons who are blind and partially sighted and specific environments

ASSESSMENT CRITERION 2

Communication regarding correct techniques for guiding is clear, effective and promote safety

ASSESSMENT CRITERION 3

Sighted guide techniques are demonstrated in accordance with appropriateness for various situations.

ASSESSMENT CRITERION RANGE

Demonstration can include explaining how to deal with doorways, narrow places, stairs, escalators, lifts, revolving doors, seating etc.

ASSESSMENT CRITERION 4

Adaptations of techniques are justified for specific situations

ASSESSMENT CRITERION RANGE

Refers for example to children, elderly people, and people experiencing additional barriers

SPECIFIC OUTCOME 2

Employ techniques for travel without mobility aids.

OUTCOME RANGE

Mobility aids refer to assistance from sighted guides, dog guides or assistive devices such as canes

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Techniques are identified for travel without mobility aids are appropriate for specific contexts

ASSESSMENT CRITERION RANGE

Techniques refer, for example, to protective techniques, trailing, etc.

ASSESSMENT CRITERION 2

Techniques for travel are identified according to their suitability for purpose

ASSESSMENT CRITERION 3

Techniques for travel are selected according to optimal use in specific contexts

ASSESSMENT CRITERION 4

Techniques reflected upon are adapted for personal safety and preference

SPECIFIC OUTCOME 3

Use a long cane for mobility in indoor and outdoor environments.

OUTCOME RANGE

Indoor refers to, for example, home, office, yard, etc. Outdoor refers to, for example quiet and busy residential areas; business and city centre districts; townships, informal settlements, rural village areas, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Cane techniques are selected according to their suitability to the purpose and promotion of safe travel

ASSESSMENT CRITERION RANGE

Cane techniques refer to, for example, the touch and diagonal techniques; touch and drag, three-point touch, touch and slide techniques; shore lining as well as techniques for negotiating street crossings, traffic lights, shopping malls etc.; techniques for negotiating doorways, stairs, etc.

ASSESSMENT CRITERION 2

Cane techniques are selected for optimal and safe application

ASSESSMENT CRITERION 3

Techniques used are reflected upon and adapted for personal safety and preference

ASSESSMENT CRITERION 4

Various indoor and outdoor environments are negotiated/travelled independently and safely

SPECIFIC OUTCOME 4

Use various strategies for daily living while experiencing a visual barrier.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Resources and materials are listed to promote mobility and general activities of daily living are appropriate for specific contexts, and safe

ASSESSMENT CRITERION 2

Materials and assistive devices are selected which appropriately address requirements of persons who are blind and partially sighted

ASSESSMENT CRITERION 3

Techniques and methods are utilised in safety, appropriate for specific contexts and for optimal functioning

ASSESSMENT CRITERION 4

Techniques are transferred and adapted to a variety of situations

ASSESSMENT CRITERION RANGE

Situations can include, for example, cooking on an open fire, gas or electric stove

ASSESSMENT CRITERION 5

Techniques are adapted for personal safety and preference

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements is conducted by providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Cane techniques and their application in indoor and outdoor environments

Techniques for travel without mobility aids

Strategies for daily living

Inclusion within the SA context
Range: historical developments, and key legislation, policies, concepts and terminology

The basic development, anatomy, physiology, perceptual processes and training of the various sensory systems (visual, auditory, vestibular, kinaesthetic, touch, olfactory, proprioceptive) and the interrelationships of these systems

Common pathologies associated with each sensory system and the implications for orientation and mobility

Mechanics of human locomotion

Factors which influence mobility, e.g. sensory awareness, integration of reflexes, muscle tone and coordination

Problems with balance, posture, gait, endurance, strength, flexibility, agility and coordination

The different types of long canes, tips and adapted canes, and their strengths, and limitations as travel tools considering individual needs and travel environments

The construction, assembly, and maintenance of the long cane

Available resources for the purchase of long canes and/or materials for construction

Effective orientation during mobility

Inclusive education within the SA context
Range: historical developments, and key legislation, policies, concepts and terminology

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding techniques for travel without mobility aids.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to adapt techniques for specific situations.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to identify and select techniques best suited to specific contexts and persons, safely and optimally.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information about resources and materials to promote mobility.

UNIT STANDARD CCFO COMMUNICATING

Communicate clearly, and effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation regarding correct, safe techniques for guiding.

UNIT STANDARD CCFO SCIENCE

Use mobility science and technology effectively and critically, showing responsibility towards the environment and health of others when using mobility aids and long canes.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when selecting techniques for travel that are optimal for specific contexts, and materials and assistive devices are selected that appropriately address requirements.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 264935, which is "Travel through environments whilst experiencing a visual barrier", Level 5, 15 Credits.

Range: Environments can be indoor or outdoor areas. Indoor environment refers to, for example: home; office; yard; etc. Outdoor environment refers to, for example: quiet and busy residential areas; business and city centres; townships, informal settlements, rural village areas, etc

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49087	National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2009-07-29	Was ETDP SETA until Last Date for Achievement
Elective	49277	National Diploma: Braille Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

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.

1.	South African Guide-Dogs Association for the Blind