SayPro Online Course SAQA 11516649277

Description

Fundamental and Core

1.
Interpretation of contracted standard Braille and technical Braille is correct within and appropriate for specific contexts, and differentiation between codes is technically correct
Reading and writing methods used are appropriate for specific contexts and agreed principles of, practices and procedures for reading and writing Braille and rules governing relevant Braille code are adhered to
Writing materials selected are feasible in and appropriate for specific contexts and use of equipment meets specified criteria

2.
Braille learning event plans meet requirements of specific learning and personal profiles. Range: Learning profile includes learning styles, and personal profile includes reading and tactile readiness, challenges due to physical and emotional injury or trauma, etc.
Development, adaptation, recommendation and justification equipment and learning material meet specific needs of blind persons
Facilitation of the Braille learning events meet requirements of specific contexts
Learning achievements are accurately assessed against specified criteria

3.
Materials quality and quantity are appropriate for intended purpose and specified reader requirements. Range: Quality includes layout and requirements for representing information electronically, and learners are required to proofread materials to ensure quality
Software used or selected is appropriate for translation into Braille, and material adaptation meets requirements for successful conversion of documents into Braille
Legal requirements regarding copyright are adhered to

4.
Factors that impact on advocacy effectiveness are accurately described for specific contexts
Plans for advocating accessibility of Braille and promoting Braille as the medium of communication for blind persons are feasible for specific contexts
Community awareness initiatives are justified in terms of fostering positive attitudes towards Braille, accessibility of Braille and promoting Braille as the medium of communication for blind persons
Participation in public activities meet the requirements for participation within specific contexts

5.
Information collected is from recognised field-specific sources that are appropriate for specified contexts
Selected information collection and recording methods and recognised techniques are appropriate for information/data, and methods of analysis are appropriate for purpose of analysis
Information storage systems are accessible for future use

Elective

6a.
National education and training standards for ABET/NQF Level 1 are adhered to
Key principles of language development within a communicative language teaching framework are correctly applied in terms of specific learner and learning factors

6b.
Specified rules and manufacturer instructions for handling, use, maintenance, and operation of personal Braille communication equipment are adhered to
Testing of equipment functionality meets specified procedural requirements

6c.
Orientation is effective whilst experiencing a visual barrier and safety requirements are adhered to
Assistive devices are used effectively for specific environments. Range: Assistive devices, such as guides and long canes, are devices that assist a blind or partially sighted person to travel through an environment
Empathy for blind persons is explained within the context of specific environments

6d.
The impact of additional barriers on practitioner behaviour and facilitation is analysed in terms of specific requirements for facilitation of quality of life
Facilitation meets specific requirements for quality of life
Conduct adheres to specified ethical and professional requirements at all times

Integrated assessment

The assessment criteria in the unit standards are performance-based, assessing applied competence of Braille practitioners, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner. They should be able to deal effectively with different and random demands related to Braille practitioner occupational and learning contexts, to qualify. Assessment approaches used should be appropriate for assessing applied competence of Braille practitioners. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification.

Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way.

Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed.