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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 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: |
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:
|
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 |
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 |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
Credited learners understand and can explain:
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:
|
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 |
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. |