SAQA 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.
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  Complete 

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  Reregistered  2023-06-30  ETDP SETA 
    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.
     
    NONE 



    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.