SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments

SAQA US ID	UNIT STANDARD TITLE
117095	Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments
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 4	NQF Level 04	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
264936	Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments	Level 5	Level TBA: Pre-2009 was L5	15

PURPOSE OF THE UNIT STANDARD

The purpose of this Unit Standard is to ensure that learners are able to facilitate the independence of persons who are blind and partially sighted professionally by equipping them with the competencies to partake in activities of daily living. The target learners include orientation and mobility practitioners, as well as other professionals such as occupational therapists.

Credited learners are capable of:

Describing the demands placed on a practitioner in order to facilitate independence of persons who are blind and partially sighted

Facilitating the functioning of persons who are blind and partially sighted

Functioning as a sighted guide for persons who are blind and partially sighted

Facilitating the orientation of persons experiencing a visual barrier through controlled environments
Range: Controlled environment refers to the indoor area or grounds in which the person experiencing a visual barrier may live, study or work

Facilitating travelling without assistive devices through controlled environments of persons who are blind and partially sighted

Facilitate independent living within controlled environments for persons who are blind and partially sighted

Accessing support services for persons who are blind and partially sighted

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 Communication at NQF Level 3 in two languages

UNIT STANDARD RANGE

Range statements are provided in the body of the unit standard where relevant. Controlled environment refers to the indoor area or grounds in which the person experiencing a visual barrier may live, study or work. 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

Describe the demands placed on a practitioner in order to facilitate independence of persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Own emotional reaction to persons who are blind and partially sighted is described in terms of specified aspects

ASSESSMENT CRITERION 2

Empathy and sensitivity is expressed appropriate for specific contexts

ASSESSMENT CRITERION 3

Physical and proximity demands of specific situations are met

ASSESSMENT CRITERION RANGE

For example, persons who are blind and partially sighted are not left unattended without them knowing, and are touched to indicate practitioner position

ASSESSMENT CRITERION 4

Own limitations are described in terms of impact and acceptable levels of performance

SPECIFIC OUTCOME 2

Facilitate the functioning of persons who are blind and partially sighted.

OUTCOME RANGE

Functioning is used generically to refer to independence of persons who are blind or partially sighted, physical functioning in specific contexts, esteem, orientation, travelling, independent living, and accessing support services.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Physical needs of persons who are blind and partially sighted are appropriately attended to for specific persons and contexts

ASSESSMENT CRITERION RANGE

For example, placement of food and drinks

ASSESSMENT CRITERION 2

Esteem needs of persons who are blind and partially sighted are attended to in an appropriate manner for specific persons and contexts

ASSESSMENT CRITERION 3

Capabilities of people who are blind and partially sighted are described in terms of given criteria

ASSESSMENT CRITERION RANGE

Development of individual function requires individual choice

Assistance offered is designed to promote optimal functioning

SPECIFIC OUTCOME 3

Function as a sighted guide for persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The travel needs of persons who are blind and partially sighted are identified and interpreted in terms of specific context requirements

ASSESSMENT CRITERION 2

Signs and signals used to communicate with persons experiencing a visual barrier are context-appropriate and clear

ASSESSMENT CRITERION 3

Communication is appropriate for the needs and abilities of specific persons who are blind and partially sighted

ASSESSMENT CRITERION 4

Guiding of persons who are blind and partially sighted (with regard to travel) in a controlled environment is safe

SPECIFIC OUTCOME 4

Facilitate orientation through controlled environments.

OUTCOME RANGE

Controlled environment refers to the indoor area or grounds in which the person experiencing a visual barrier may live, study or work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Environments are accurately assessed for identification of safe and efficient route selection

ASSESSMENT CRITERION 2

Own limitations are considered and addressed according to specified requirements

ASSESSMENT CRITERION 3

Information provided to persons who are blind and partially sighted is evaluated for accuracy

ASSESSMENT CRITERION 4

Information transfer to persons who are blind and partially sighted is checked to ensure it meets specified requirements

ASSESSMENT CRITERION 5

Confidence is promoted at an optimal and realistic level

SPECIFIC OUTCOME 5

Facilitate travel without assistive devices through controlled environments for persons who are blind and partially sighted.

OUTCOME RANGE

Controlled environment refers to the indoor area or grounds in which the person experiencing a visual barrier may live, study or work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Techniques are identified for responding to the needs of persons who are blind and partially sighted, appropriate for specific contexts

ASSESSMENT CRITERION 2

Identified techniques are adapted to suit specific environments and purposes

ASSESSMENT CRITERION 3

Selected techniques for travel are optimally applied

ASSESSMENT CRITERION 4

Techniques used are reflected upon and adapted for safety of persons who are blind and partially sighted

SPECIFIC OUTCOME 6

Facilitate independent living within controlled environments for persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Resources and materials identified promote mobility and general activities of daily living

ASSESSMENT CRITERION 2

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

ASSESSMENT CRITERION 3

Techniques and methods utilised are safe and optimise independent functioning

ASSESSMENT CRITERION 4

Techniques used are reflected upon and adapted for safety and preference of persons who are blind and partially sighted

SPECIFIC OUTCOME 7

Access support services for persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Type of support required by specific persons who are blind and partially sighted is identified to determine if it meets specific context requirements

ASSESSMENT CRITERION 2

Various sources of support identified are appropriate for specific contexts

ASSESSMENT CRITERION 3

Selected sources of support are approached in a professional manner

ASSESSMENT CRITERION 4

Contingencies for accessing support are formulated and actioned in an efficient and effective manner

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:

The impact of vision loss on the individual and family

The adjustment process that may accompany a visual loss

Support services and other resources available for persons who are blind and partially sighted

Societal attitudes toward disability

Empathy with and sensitivity towards persons who are blind and partially sighted

Physical and proximity demands

Physiological needs of persons who are blind and partially sighted

Esteem needs of persons who are blind and partially sighted

Capabilities of persons who are blind and partially sighted

Importance of individual choice

Travel needs of persons who are blind and partially sighted

Signs and signals used to communicate with persons who are blind and partially sighted

Safe and efficient route selection

Safety requirements for guiding of persons who are blind and partially sighted in controlled environments

Techniques and methods for responding to the needs of persons who are blind and partially sighted

Techniques for travel

Assistive devices and their uses

Techniques, methods, resources and materials for independent living

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 regarding own limitations when functioning as a sighted guide.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to meet physical and proximity demands of specific contexts and physiological and esteem needs for specific persons and contexts, and to access support services.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to empathise and be sensitive, and act ethically and professionally when accessing support services.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information about physical and proximity demands and physiological and esteem needs, and support services.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to provide accurate information for travel, using signs and signals that are context-appropriate and clear to communicate with persons who are blind and partially sighted.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when selecting assistive devices that meet safety requirements and requirements of persons who are blind and partially sighted.

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 promoting confidence at an optimal and realistic level, and offering assistance designed to promote optimal functioning.

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 264936, which is "Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments", Level 5, 15 credits.

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	59429	National Certificate: Inclusive Education	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	67373	National Diploma: Orientation and Mobility 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
2.	TMG Quality Services