SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitate the development of quality of life skills of children who are blind and partially sighted

SAQA US ID	UNIT STANDARD TITLE
117094	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
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
264957	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.

Credited learners are 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 strategies in children 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 the following competencies:

Communication at NQF Level 4 in one language

Communication at NQF Level 3 in another language

Learning strategies for people experiencing a visual barrier at NQF Level 5

Travelling through environments for people experiencing a visual barrier at NQF Level 5

Facilitating optimal functioning for persons who are blind and partially sighted in a controlled environment at NQF Level 4

Orientating self to the environment whilst experiencing a visual barrier at NQF Level 5

Travelling through environments whilst experiencing a visual barrier at NQF Level 5

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

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

OUTCOME RANGE

Emotional state refers to the state of a person's emotions, with regard to feeling happiness or dejection

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

ASSESSMENT CRITERION RANGE

Assessment of overall readiness and preferences include the most suitable way forward for specific children.

The way forward could include an Individual Educational Plan.

SPECIFIC OUTCOME 2

Motivate children to acquire orientation and mobility competencies.

OUTCOME RANGE

Motivation refers to deliberate, intentional interventions aimed at giving an incentive for action on the part of the child, with action referring to acquiring 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.

OUTCOME RANGE

Facilitation refers to supporting and providing assistance/aid to the child in the process of acquiring orientation and mobility competencies, by contributing to the process.
To facilitate = To help or furnish with help, support or relief

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

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:

Principles of child development, including cognitive development

The typical and atypical 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

How the 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

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 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 SCIENCE

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

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 264957, which is "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	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