SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Orientate self to the environment whilst experiencing a visual barrier

SAQA US ID	UNIT STANDARD TITLE
117088	Orientate self to the environment 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	10
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
264954	Orientate self to the environment whilst experiencing a visual barrier	Level 5	Level TBA: Pre-2009 was L5	8

PURPOSE OF THE UNIT STANDARD

The purpose of this Unit Standard is to enhance the practitioner's personal orientation skills. The practitioner participates in activities in which his/her own visibility is compromised to hone her/his personal orientation competencies, and to develop insight into the challenges facing persons experiencing visual barriers.

Credited learners are capable of:

Assessing factors needed to orientate self in space

Integrating sensory information received from the environment

Interpreting environmental information in order to orientate self

Orientating self through controlled 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

UNIT STANDARD RANGE

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

Assess factors needed to orientate self in space.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Location of self in space is correct

ASSESSMENT CRITERION 2

Factors that affect orientation are identified and described correctly.

ASSESSMENT CRITERION 3

Cognitive techniques are employed effectively for specific contexts

ASSESSMENT CRITERION RANGE

Cognitive techniques can include mapping, visualising, etc. Concept of self reflects awareness of body parts, movements and function

SPECIFIC OUTCOME 2

Integrate sensory information received from the environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Sensory information is interpreted accurately

ASSESSMENT CRITERION 2

Sensory information is utilised maximally and optimally

ASSESSMENT CRITERION 3

Integration of sensory information is justified in terms of optimal orientation

ASSESSMENT CRITERION 4

Action based on information received is planned appropriately for specific contexts

SPECIFIC OUTCOME 3

Interpret environmental information in order to orientate self.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Perception of environments is established accurately by interpreting sensory information

ASSESSMENT CRITERION 2

The environment is analysed systematically through interpretation of sensory information

ASSESSMENT CRITERION 3

Land marks and clues are considered in oreder to use them optimally

ASSESSMENT CRITERION 4

Orientation systems are employed accurately (for example, numbering) and effectively for specific contexts

ASSESSMENT CRITERION RANGE

Orientation systems include numbering

SPECIFIC OUTCOME 4

Orientate self through controlled environments.

OUTCOME RANGE

This can be done physically or by means of visualisation

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Objects are located safely

ASSESSMENT CRITERION 2

Confidence is developed by promoting orientation to an optimal and realistic level

ASSESSMENT CRITERION 3

Positioning in space is appropriate for specific contexts

ASSESSMENT CRITERION 4

Own limitations are considered and acted upon appropriately for specific contexts

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:

Factors that affect orientation

Cognitive techniques used for orientation

Body parts, movements and functions

Sensory and environmental information
Range: Environmental information can include landmarks

Orientation systems and their use

Positioning in space

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

Sound measurement

Classification and quantification of hearing loss

Perception as it pertains to cognition, sensation, attention, memory, cognitive mapping, orientation and the utilization of information conveyed through sensory stimulation

The use and care of hearing aids

And apply sensory development programmes

Basic testing procedures for auditory function

Mechanics of human locomotion

Factors which influence mobility
Range: examples include sensory awareness, integration of reflexes, muscle tone and coordination

Problems with balance, posture, gait, endurance, strength, flexibility, agility 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 to act on information regarding own limitations.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to locate self in space, and acting appropriately for specific contexts.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information about factors needed to orientate self in space, integrate sensory information, interpret environmental information and orientating self through controlled environments.

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 positioning in space is appropriate for specific contexts.

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 264954, which is " Orientate self to the environment whilst experiencing a visual barrier", Level 5, 8 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	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