SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Facilitate travelling through environments for people who are blind or partially sighted 
SAQA US ID UNIT STANDARD TITLE
117093  Facilitate travelling through environments for people who are blind or partially sighted 
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" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of this Unit Standard is to ensure that learners are able to facilitate the travel of persons who are blind and partially sighted professionally, in a way that is safe yet efficient.

Credited learners are capable of:
  • Facilitating the use of orientation methods to assist travel through the environment without assistive devices
  • Facilitating the use of assistive devices whilst travelling with sighted guides
  • Facilitating the use of long canes for mobility in indoor and outdoor environments
  • Modifying learning techniques to address the needs of persons who are blind and partially sighted
  • Facilitating the integration of orientation and mobility skills for independent travel through complex environments 
    		•

    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
  • Orientate self to the environment whist experiencing a visual barrier
  • Travel through environments whilst experiencing a visual barrier
  • Facilitate optimal functioning for persons who are blind and partially sighted in a controlled environment 
    		•

    UNIT STANDARD RANGE 
    Range statements are provided in the body of the unit standard where relevant. Where the person who are blind and partially sighted to learning is a minor, legal guardian/parental consent is required at all relevant times. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Facilitate the use of orientation methods to assist travel through the environment without assistive devices. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Orientation needs are identified in collaboration with persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    Orientation methods are selected to suit needs of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 3 
    Learning of orientation methods is facilitated to optimise decision making of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 4 
    Environments assessment and modification are conducted where necessary to ensure safety 

    ASSESSMENT CRITERION 5 
    Routes are planned optimally to address the needs of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 6 
    Route information is described accurately. 

    ASSESSMENT CRITERION 7 
    Persons who are blind and partially sighted are encouraged to travel routes independently appropriate for specific contexts 

    ASSESSMENT CRITERION 8 
    Difficulties encountered are identified, analysed, reflected upon and addressed appropriately for specific contexts 

    SPECIFIC OUTCOME 2 
    Facilitate the use of assistive devices whilst travelling with sighted guides. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Assistive devices are identified in terms of the needs of specific persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    Persons who are blind and partially sighted are briefed regarding the maintenance of relevant assistive devices ensures optimal and efficient use 
    ASSESSMENT CRITERION RANGE 
    Refers to, for example, tip change, folding, batteries, etc.
     

    ASSESSMENT CRITERION 3 
    The use of assistive devices is facilitated to promote safety 

    ASSESSMENT CRITERION 4 
    Adaptations are made to suit specific needs of persons who are blind and partially sighted 

    SPECIFIC OUTCOME 3 
    Facilitate the use of long canes for mobility in indoor and outdoor environments. 
    OUTCOME RANGE 
    Indoor areas include the home, office, yard, etc. Indoor techniques include touch and diagonal techniques as well as techniques for negotiating doorways, stairs etc. Outdoor areas include urban areas, rural areas, townships, informal settlements, etc. Situations include dealing with escalators, lifts, cattle grids, stiles, revolving doors, dongas, street crossing, robots, foot paths, cars, groups, meetings, etc. Outdoor techniques include adaptation to touch techniques, rural cane technique e.g. "snake" 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The development of a range of cane techniques is facilitated to promote the safety of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    Demonstration of Cane techniques are demonstrated to promote the identification by persons who are blind and partially sighted of those best suited to their purpose 

    ASSESSMENT CRITERION 3 
    Cane techniques are selected in consultation with persons who are blind and partially sighted 

    ASSESSMENT CRITERION 4 
    Cane techniques are monitored to ensure they meet specified requirements 

    ASSESSMENT CRITERION 5 
    The identification and negotiation of challenges in the environment is facilitated to promote the safety of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 6 
    Techniques used are reflected upon in consultation with the persons who are blind and partially sighted and adapted for personal safety and preference of the persons who are blind and partially sighted 

    ASSESSMENT CRITERION 7 
    Travel of indoor and outdoor environments is facilitated in order to optimise the safety and independence of persons who are blind and partially sighted 

    SPECIFIC OUTCOME 4 
    Modify learning styles to address the needs of persons who are blind and partially sighted. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Tasks are broken down into components to promote manageability 

    ASSESSMENT CRITERION 2 
    Learning events are paced according to the level of performance and competence of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 3 
    An environment conducive to learning is created to suit persons who are blind and partially sighted 

    ASSESSMENT CRITERION 4 
    The effectiveness of learning styles is reflected upon and corrective action is taken when required 

    ASSESSMENT CRITERION 5 
    Relevant community resources are identified and sourced in order to optimise the learning experience for persons who are blind and partially sighted 
    ASSESSMENT CRITERION RANGE 
  • Verbal instructions are accurate, concise, clear and given in language appropriate for specific contexts
  • Sufficient opportunity is provided to acquire proficiency and practice in new skills, to ensure safety
     
    		•

    SPECIFIC OUTCOME 5 
    Facilitate the integration of orientation and mobility skills for independent travel through complex environments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The use of techniques and methods appropriateness to the environment is facilitated to promote the safety of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    The adaptation of techniques across a variety of environments and situations is facilitated in order to promote the safety of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 3 
    The independent negotiation of complex routes is facilitated to promote the safety of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 4 
    The independent planning and execution of complex routes is facilitated to promote the safety of persons who are blind and partially sighted 


    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:
  • Application of sensory development programmes
  • Assistive devices, and their use, adaptations, maintenance and suitability for specific persons
  • Available resources for the purchase of long canes and/or materials for construction
  • Basic principles of learning theory, and learning techniques, environments and events
  • Basic testing procedures for auditory function
  • Body parts, movements and functions
  • Cane techniques and their application in indoor and outdoor environments
  • Classification and quantification of hearing loss
  • Cognitive techniques used for orientation
  • Common pathologies associated with each sensory system and the implications for orientation and mobility
  • Community resources
  • Effective orientation during mobility
  • Factors for consideration in selecting appropriate monitoring distance to promote skill development, safety and independence
  • Factors that affect orientation
  • Identification and negotiation of challenges in the environment
  • Integration of orientation and mobility skills for independent travel through complex environments
  • Mechanics of human locomotion
  • Observational techniques appropriate for orientation and mobility instruction
  • Orientation needs of persons who are blind and partially sighted
  • Orientation systems and their use
  • Perception as it pertains to cognition, sensation, attention, memory, cognitive mapping, orientation and the utilization of information conveyed through sensory stimulation
  • Planning of complex routes
  • Positioning in space
  • Problems with balance, posture, gait, endurance, strength, flexibility, agility and coordination
  • Sound measurement
  • Strategies and methods for selecting an appropriate position for effective instruction and learner safety
  • Strategies and methods used to analyse and select environments for introducing, developing and reinforcing orientation and mobility skills and techniques
  • Strategies and methods used to analyse, interpret and utilise orientation and mobility assessment information for selecting, designing and implementing orientation and mobility programmes consistent with individual needs
  • Strategies and methods used to develop and conduct "solo" lessons and independent travel experiences
  • Strategies for daily living
  • Techniques and methods for independent travel through complex environments
  • Techniques for travel without mobility aids
  • 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
  • The construction, assembly, and maintenance of the long cane
  • 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 use and care of hearing aids
  • Sensory and environmental information
    Range: Environmental information can include landmarks
  • Factors which influence mobility
    Range: examples include sensory awareness, integration of reflexes, muscle tone and coordination
  • Inclusion 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 about difficulties encountered during orientation and addressing them appropriately for specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when identifying orientation needs in collaboration with persons who are blind and partially sighted and facilitating learning of methods that optimises their decision-making. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to ensure safety of travel travelling through the environment without assistive devices, and breaking down tasks into components that are manageable. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information about routes for travelling through the environment without assistive devices, and about assistive devices best suited to the needs of persons who are blind and partially sighted. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to brief persons who are blind and partially sighted regarding the maintenance of relevant assistive devices. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others by briefing persons who are blind and partially sighted regarding the maintenance of relevant assistive devices. 

    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 adapting assistive devices to the needs of specific persons who are blind and partially sighted. 

    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 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Range: Environment refers to the outdoor area or grounds in which persons who are blind or partially sighted may live, study or work. 

    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 


    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 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.