SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Develop and use assistive devices for learners experiencing barriers to learning and development

SAQA US ID	UNIT STANDARD TITLE
252494	Develop and use assistive devices for learners experiencing barriers to learning and development
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	10
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
2026-06-30		2029-06-30

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

This Unit Standard is suitable for practitioners to select and adapt basic assistive devices that enable individuals experiencing barriers to learning and development to function independently. Practitioners will be better able to assist learners to improve competence. It will also enable practitioners to facilitate maximum functional independence of learners experiencing barriers to learning and development.

A person credited with this Unit Standard is capable of:

Demonstrating knowledge and understanding of basic assistive devices and supportive techniques.

Selecting and developing basic assistive devices to provide effective support.

Using basic assistive devices for individual/group requirements.

Adapting basic assistive devices for specific purposes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners are assumed to be competent in Communication and Language at NQF Level 4.

UNIT STANDARD RANGE

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate knowledge and understanding of basic assistive devices.

OUTCOME RANGE

Basic assistive devices includes but is not limited to mobility aids, Activities of Daily Living (ADL) equipment, communication aids. It is recommended that a minimum of three relevant devices are covered.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Basic assistive devices are identified and explained in terms of their types, components and functioning.

ASSESSMENT CRITERION 2

The use of basic assistive devices is explained in terms of the relevance for improving independence.

ASSESSMENT CRITERION 3

Sources for acquiring basic assistive devices are identified and accessed for specific needs in terms of availability and cost effectiveness.

ASSESSMENT CRITERION 4

The care and maintenance of basic assistive devices are explained to ensure optimal effectiveness.

SPECIFIC OUTCOME 2

Select and develop basic assistive devices to provide effective support.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Needs for basic assistive devices are identified and explained in terms of relevance for specific contexts.

ASSESSMENT CRITERION 2

The criteria for the selection of basic assistive devices are justified in terms of effectiveness.

ASSESSMENT CRITERION 3

Basic assistive devices are selected in consultation with stakeholders taking into account availability, cost effectiveness and technical support.

ASSESSMENT CRITERION 4

Basic assistive devices are developed according to identified needs.

ASSESSMENT CRITERION 5

Basic assistive devices are requisitioned and recorded according to specified procedures.

SPECIFIC OUTCOME 3

Use basic assistive devices for individual/group requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Basic assistive devices are used according to specified instructions.

ASSESSMENT CRITERION 2

Basic assistive devices are maintained for optimal effectiveness.

ASSESSMENT CRITERION 3

The use of the assistive devices is communicated to the user of the device and relevant support structures.

ASSESSMENT CRITERION 4

User progress is evaluated and recorded in terms effectiveness and appropriateness of choice and outcomes achieved in terms of the programme.

SPECIFIC OUTCOME 4

Adapt basic assistive devices for specific purposes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The need to adapt assistive devices is explained in terms of user requirements.

ASSESSMENT CRITERION 2

Limitations of adapting basic assistive devices are explained in terms of effectiveness.

ASSESSMENT CRITERION 3

Alternative options for adapting basic assistive devices are considered and explained for addressing limitations.

ASSESSMENT CRITERION 4

The effectiveness of adapted assistive devices is assessed in terms of specified requirements for quality assurance, relevance, usability and independence.

ASSESSMENT CRITERION 5

A report is recorded which documents strengths, emerging skills, weaknesses and recommendations for future planning.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs 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:

Human rights and access to assistive devices.

Definitions of assistive devices, systems and processes.

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 adapt basic assistive devices to meet specified requirements for identified needs of learners.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when appropriate referral options for assistive technology services are identified, and possible funding sources are identified.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when evaluating the effectiveness of adapted assistive devices to meet given requirements.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information about assistive devices in order to improve optimal functioning to improve learning and facilitation.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively to relevant stakeholders, using visual, mathematic and/or language skills in the modes of oral and/or written presentation, when developing, adapting and using assistive devices successfully.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when developing, adapting and using 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 evaluating the effectiveness of assistive devices to meet the needs of learners.

UNIT STANDARD ASSESSOR CRITERIA

N/A

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Notes to Assessors:

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, 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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	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
Core	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.	Aubrey Nyiko Business Enterprise cc
2.	HOPE ACADEMIC AND SKILL CENTRE
3.	Montague Education and Training (PTY)Ltd
4.	Nsovo Learning Academy
5.	South African Guide-Dogs Association for the Blind
6.	South West Gauteng Tvet College
7.	Tembe Service Providers
8.	TMG Quality Services
9.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
10.	VUWA PROJECTS
11.	Yellow Media Learning Institute (Pty) Ltd