20383
28-Jun-16
1 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
level:
6
credit:
20
planned review date:
October 2005
sub-field:
Human Services
purpose:
This unit standard is designed for workplace training of
Adaptive TDL in the field of blindness and vision impairment.
People credited with this unit standard are able to, in the
workplace: apply specialist TDL assessment process; apply
TDL programme; and review and evaluate the service plan
outcome and sessions.
entry information:
Prerequisite: Unit 20384, Describe, select and teach the use
of vision enhancement aids, and process funding
applications, or demonstrate equivalent knowledge and
skills.
accreditation option:
Evaluation of documentation and visit by NZQA, industry and
teaching professional in the same field from another
provider.
moderation option:
A centrally established and directed external moderation
system has been set up by Community Support Services
Industry Training Organisation.
special notes:
1
Credit allocation does not include teaching of generic
skills associated with professional practice, such as
report writing, time management, and case
management. Assessment does include adaptation of
generic professional practice to meet the requirements
of the vision habilitation and rehabilitation field.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
2 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
2
The following apply to the performance of all elements
of this unit standard:
All activities must comply with the policies, procedures,
ethical codes and standards, and requirements of the
organisations involved.
All activities must comply with the relevant cultural,
legislative and/or regulatory requirements including the
rights and responsibilities outlined in the Code of
Health and Disability Services Consumers’ Rights
1996, and the Health and Safety in Employment Act
1992, and their subsequent amendments.
3
Definitions
Organisational standards refer to the procedures
regarded as effective practice by the Royal
New Zealand Foundation for the Blind (RNZFB) or
equivalent professional organisations, and includes
compliance with in-house rules and regulations, and
specific data collection systems.
Blindness, visual impairment, and vision impairment
refer to the functional state of meeting current
definitions of membership of the RNZFB or equivalent
professional organisations.
Workplace refers to the RNZFB or equivalent specialist
professional organisation contexts of service delivery.
A consumer refers to an individual who meets current
RNZFB or equivalent professional organisation
membership criteria.
Programming refers to all components of service
provision specified by the RNZFB or equivalent
organisation.
Techniques of Daily Living (TDL) refers to a specialist
process which identifies member/client goals and needs
related to the impact of blindness and sight loss has on
their independence and participation in society and
teaches strategies to achieve those goals.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
3 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
4
Assessment information
The knowledge and skills evidence in this unit standard
must be consistent with current industry texts and
documented RNZFB or equivalent professional
organisation competency criteria.
People must have proficiency in grade 1 and grade 2
Braille, to a level that meets organisational standards,
prior to assessment of this unit standard.
The assessment must ensure the privacy and rights of
people who have disabilities will be respected at all
times.
Elements and Performance Criteria
element 1
Apply specialist TDL assessment process in the workplace.
performance criteria
1.1
TDL process and environment are established in accordance with
organisational standards.
Range:
1.2
process includes but is not limited to - role transparent, specialist
and consumer responsibilities transparent, confidentiality protocols
established, grievance procedures outlined.
Specialist TDL assessment is conducted in accordance with organisational
standards.
Range:
includes but is not limited to - verbal and non-verbal
communication used, approach individualised, agency and
specialist assessor role and boundaries maintained, approach
culturally appropriate, personal issues addressed.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
4 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
1.3
Techniques are described and demonstrated with the consumer within
professional boundaries and in accordance with organisation standards to
facilitate Specialist TDL assessment.
Range:
1.4
Adaptive equipment is demonstrated and explained to the consumer in
accordance with organisational standards to facilitate Specialist Techniques of
Daily Living assessment.
Range:
1.5
must include - Organisation, Identification, Labelling;
Grade 1 Braille, Grade 2 Braille;
one of - Fishburn, Moon, Jumbo Braille,
one adaptive shopping skill;
two adaptive skills for each of - food preparation, eating;
one adaptive skill for each of - clothing care, grooming, telephone
use, time telling, money management;
three environmental manipulations;
five risk (safety) areas;
two adaptive skills for each of - medication, health management;
one adaptive skills for each of - cleaning, home maintenance;
one adaptive skill for - leisure activity, social skill;
evidence is required for at least three consumers of differing ability
and include a range of technique components.
must include at least - one form of each of adaptive handwriting,
adaptive calculation, tactile recognition, listening and recording
equipment.
evidence is required for at least three consumers of differing ability
and include a range of technique components.
Consumer is assisted to identify and select specialist service options in
accordance with assessment of needs and organisational standards.
Range:
includes but is not limited to assistance through - co-creating and
exploring alternatives, focusing, providing information,
identification of alternative community resources.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
5 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
1.6
Consumer is assisted to co-create a specialist service plan in accordance with
organisational standards.
Range:
1.7
service plan includes but is not limited to - responsibilities and
roles, time frames; individuals’ identified needs, issues, concerns,
coping abilities, resources, values; measurable objectives;
contacts.
Closure of TDL assessment is carried out in accordance with organisational
standards.
Range:
closure includes but is not limited to - overview, cultural
considerations, agency protocols;
identification of - actions, issues, next step.
element 2
Teach specialist Adaptive Communications programme to meet the agreed service plan, in
the workplace.
performance criteria
2.1
TDL Programme is taught in accordance with organisational standards.
Range:
includes but is not limited to - verbal and non-verbal
communication used, approach individualised, agency and
specialist role and boundaries maintained, approach culturally
appropriate, personal issues addressed, behavioural
management, task analysis, relevant teaching style applied.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
6 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
2.2
Techniques of Identification, Organisation, Labelling, and meal preparation are
taught to the consumer in accordance with organisational standards.
Range:
2.3
must include at least - eight methods of Identification, two per
sense;
two examples for each of - grouping, location, placement,
two examples for each of - tactile labelling, visual labelling,
auditory labelling;
one adaptive strategy for each of - making shopping lists, making
store layout accessible, accessing recipes;
two adaptive options for each of - measuring, pouring, cleaning
food, peeling, cutting, spreading;
two adaptive options for - adaptive appliances including use of or
marking stove tops, using different senses; marking two
appliances;
strategies for - orientating using two different appliances;
one adaptive option for each of - timing cooking, cutting portion
sizes, using condiments;
two methods of orientation for - table settings, items on a plate.
Techniques of adaptive personal management are taught to the consumer in
accordance with organisational standards.
Range:
must include at least one adaptive option for three of identification and selection, organisation, laundering, drying, shoe
care;
three aspects of - adaptive ironing;
one adaptive option for four of - bathing, hair care, oral care, hair
removal, nail care, personal hygiene;
one adaptive option for each of - hearing aid management,
medication safety, medication management, diabetes
management, diabetes equipment, care of prosthetic eyes;
two adaptive options for each of - dialling numbers, recording
numbers, useful telephone services available;
tactile and visual identification relating to time telling;
one adaptive option for two time pieces;
one adaptive option for banking.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
7 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
2.4
Techniques of adaptive home and leisure management are taught to the
consumer in accordance with organisational standards.
Range:
2.5
The use of adaptive equipment is taught to the consumer in accordance with
organisational standards.
Range:
2.6
must include at least one adaptive option for each of - systematic
surface coverage, maintaining orientation;
one adaptive option for three of - home safety, simple repairs,
home carpentry tool use, equipment use, gardening, emergency
preparation;
two adaptive options for each of - sewing, hobbies, games.
must include at least two different forms of each of - adaptive
handwriting, listening and recording equipment, timepieces;
adaptive calculation equipment; adaptive reading technique.
Agency requirements for accessing adaptive equipment are described to the
consumer in accordance with organisational standards.
Range:
includes but is not limited to - Government funded, National
organisations, local purchasing options.
element 3
Review, evaluate, and report on the service plan outcome and sessions in the workplace.
performance criteria
3.1
Specialist service outcomes are reviewed against evaluation criteria in
accordance with organisational standards.
3.2
Specialist service outcomes are reported in accordance with organisational
standards.
 New Zealand Qualifications Authority 2016
20383
28-Jun-16
8 of 8
REHABILITATION AND HABILITATION
OF THE VISUALLY IMPAIRED
Apply Adaptive Techniques of Daily
Living (TDL) for blind and visually
impaired adults
Comments on this unit standard
Please contact the Community Support Services Industry Training Organisation
enquiries@cssito.org.nz if you wish to suggest changes to the content of this unit
standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards
or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before
they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for providers wishing to
develop education and training programmes, such as minimum qualifications for tutors and
assessors, and special resource requirements.
This unit standard is covered by AMAP 0024 which can be accessed at
http://www.nzqa.govt.nz/site/framework/search.html.
 New Zealand Qualifications Authority 2016