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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Facilitate the development of quality of life skills of children who are blind and partially sighted 
SAQA US ID UNIT STANDARD TITLE
264957  Facilitate the development of quality of life skills of children who are blind and 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  20 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
117094  Facilitate the development of quality of life skills of children who are blind and partially sighted  Level 5  Level TBA: Pre-2009 was L5  20   

PURPOSE OF THE UNIT STANDARD 
The purpose of this Unit Standard is to ensure that learners are able to facilitate the independence of children who are blind and partially sighted in a professional manner by motivating them to obtain and equipping them with the competencies to partake in activities of daily living, including orientation and mobility.

The qualifying learner will be capable of:
  • Recognising current competence, emotional state and areas of potential of children who are blind and partially sighted.
  • Motivating children to acquire orientation and mobility competencies.
  • Facilitating the acquisition of orientation and mobility competencies in children who are blind and partially sighted.
  • Facilitating the acquisition of learning styles in children who are blind and partially sighted. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication skills at NQF Level 4.
  • Demonstrate an understanding of communication methods for blind and partially sighted persons at NQF Level 4.
  • Orientate self to the environment whilst experiencing a visual barrier at NQF Level 5.
  • Travel through environments whilst experiencing a visual barrier at NQF Level 5.
  • Facilitate optimal functioning for persons who are blind or partially sighted in controlled environments at NQF Level 5. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Recognise current competence, emotional state and areas of potential of children who are blind and partially sighted. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Potential and constraints are identified according to the developmental stage of children. 

    ASSESSMENT CRITERION 2 
    The emotional state of children is assessed against given criteria. 

    ASSESSMENT CRITERION 3 
    Areas of potential development are identified based on analyses of potential, constraints and emotional state. 

    SPECIFIC OUTCOME 2 
    Motivate children to acquire orientation and mobility competencies. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Emotional state of children is assessed against given criteria. 

    ASSESSMENT CRITERION 2 
    Optimal aspects of motivation of children are determined against given criteria. 

    ASSESSMENT CRITERION 3 
    Motivation and reward techniques are employed optimally. 

    ASSESSMENT CRITERION 4 
    The effectiveness of motivation techniques for specific children is assessed against specified criteria. 

    SPECIFIC OUTCOME 3 
    Facilitate the acquisition of orientation and mobility competencies in children who are blind and partially sighted. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The orientation of children is facilitated to ensure safety and optimal use for specific contexts. 

    ASSESSMENT CRITERION 2 
    The mobility of children is facilitated to ensure safety and optimal use for specific contexts. 

    ASSESSMENT CRITERION 3 
    Limitations of children are identified against given criteria. 

    ASSESSMENT CRITERION 4 
    Compensation for limitations using alternative methods or techniques is justified in terms of type of limitations. 

    SPECIFIC OUTCOME 4 
    Facilitate the acquisition of learning styles in children who are blind and partially sighted. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The learning rate, concentration span and memory of children are assessed using fit-for-purpose instruments. 

    ASSESSMENT CRITERION 2 
    Learning styles are identified for appropriateness for specific children. 

    ASSESSMENT CRITERION 3 
    Facilitation of the learning of learning styles is facilitated to ensure optimal effectiveness for specific children. 

    ASSESSMENT CRITERION 4 
    The effectiveness of identified learning styles for children is assessed against specific criteria. 

    ASSESSMENT CRITERION 5 
    The acquisition of alternative learning styles is selected and facilitated for children enhance learning ability. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited by the relevant ETQA.
  • External Moderation of assessment will be overseen by the relevant ETQA at its discretion.
  • The accredited Training Provider will oversee internal moderation of assessment.
  • Internal and external moderation should encompass achievement of competence described in the specific outcomes of the unit standard as well as the integrated competence described in the purpose of the unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner will be able to understand and explain relevant aspects of the following:
  • Principles of child development.
  • The typical and a typical sensorimotor development patterns of children and youth who experience a visual barrier.
  • Orthopedagogic principles and criteria.
  • The effects of visual loss on affective, psychomotor, and cognitive development and processes.
  • The impact of developmental patterns of children who experience a visual barrier affect the acquisition and performance of orientation and mobility skills and techniques.
  • Strategies and methods for early intervention for children who experience a visual barrier.
  • The influence of socio-social and socio-economic circumstances on a child's need for orientation and mobility training.
  • Emotional states of children.
  • Areas of motivation for children.
  • Motivation and reward techniques for children.
  • Facilitation of orientation and mobility of children.
  • Learning rate of children, and assessment instruments.
  • Learning strategy effectiveness for children. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to assess the emotional state of children against given criteria, and to motivate children to acquire orientation and mobility competencies. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when assessing the learning rate of children using fit-for-purpose instruments, and when using given criteria. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to recognise current competence, emotional state and areas of potential. 

    UNIT STANDARD CCFO COMMUNICATING 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others by using fit-for-purpose instruments to assess learning rates. 

    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 alternative methods and techniques to compensate for limitations are justified in terms of the type of limitations identified against given criteria. 

    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 
    This unit standard replaces unit standard 117094 , "Facilitate the development of quality of life skills of children who are blind and partially sighted", Level 5, 20 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  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 



    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.