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Develop and implement programmes in orientation and mobility for
young people with vision impairment
Level
7
Credits
15
Purpose
People credited with this unit standard are able to: demonstrate knowledge of
the historical development and range of orientation and mobility services for
young people; demonstrate knowledge of the growth and development of
skills that relate to orientation and mobility skills; describe and demonstrate
ways to develop orientation skills in young people with vision impairment;
describe and demonstrate ways to develop mobility in young people with
vision impairment; work cooperatively as a team member to develop the
orientation and mobility skills of a young person; carry out assessment of
orientation and mobility needs for a young person with vision impairment; and
prepare, implement and evaluate programmes in orientation and mobility for
a young person with vision impairment in education settings.
This unit standard is intended for those who work in a specialist teaching role
in regular education settings.
Subfield
Human Services
Domain
Rehabilitation and Habilitation of the Visually Impaired
Status
Registered
Status date
28 April 1997
Date version published
20 April 2006
Planned review date
31 December 2008
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Community Support Services Industry Training
Organisation
Accreditation and Moderation Action Plan (AMAP) reference
0024
This AMAP can be accessed at http://www.nzqa.govt.nz/site/framework/search.html.
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Special notes
1
This unit standard is interpreted in accordance with: Health and Safety in
Employment Act 1992.
2
Programmes in orientation and mobility are developed in consultation with specialists
qualified in orientation and mobility for young people.
3
Glossary
Vision impairment refers to a wide range of visual difficulties, which can be placed on
a continuum that ranges from mild interferences in the visual system to total
blindness;
Orientation and mobility are interdependent skills. Orientation is the process of
utilising sensory information to establish and maintain one’s position in the
environment. Mobility is the process of moving safely, efficiently, and gracefully
within one’s environment as independently as possible. In Scholl, G.T. Foundations
of Education for Blind and Visually Handicapped Children and Youth, New York;
American Foundation for the Blind, 1986;
Young people refers to infants, toddlers and young children; children; and
adolescents;
Education literature refers to the information contained in research literature, which is
recognised by the professional groups involved as meeting acceptable scientific
standards;
Current practice refers to practice that is recognised as highly acceptable by the
professional groups involved;
Individual plan is used in this document to include the following for young people with
special needs: individual education plan, individual development plan, and individual
transition plan;
Parents is inclusive of other caregivers acting together with or on behalf of a parent.
Elements and performance criteria
Element 1
Demonstrate knowledge of the historical development and range of orientation and
mobility services for young people.
Performance criteria
1.1
The historical development of orientation and mobility services for young people
is described in relation to international and national provisions.
Range
1.2
examples are - development of adult services, extension of
services to children.
Orientation and mobility services for young people are identified in relation to
current policies and provisions in New Zealand.
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1.3
Roles of those who work with young people with orientation and mobility needs
are determined.
Range
1.4
orientation and mobility specialist, teacher, parent, teacher aide,
young person, education support worker.
Issues related to provision of orientation and mobility services for young people
are identified.
Range
examples are - availability of child focused specialists, team
approaches, provision of integrated programmes, philosophy of
instructors, geographical distribution of young people, parent
goals, funding.
Element 2
Demonstrate knowledge of the growth and development of skills that relate to orientation
and mobility skills.
Performance criteria
2.1
Fine and gross motor development are defined in terms of their impact on
orientation and mobility skills.
2.2
Developmental accomplishments in motor skills are described in general and in
relation to variability that may be associated with young people who are vision
impaired.
2.3
Strategies and activities that increase motor skills are described and
demonstrated in accordance with current practice and education literature.
Range
examples are - motivational activities, play experiences.
2.4
Environmental awareness is described in relation to its importance for the
development of orientation and mobility skills.
2.5
Strategies are identified and described that are associated with environmental
concepts training.
2.6
Environmental features and adaptations are described in relation to supporting
young people with a range of developmental levels to move about safely,
confidently, efficiently and effectively.
2.7
The effects of complex needs are described in relation to the development of
orientation and mobility behaviours.
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Element 3
Describe and demonstrate ways to develop orientation skills in young people with vision
impairment.
Performance criteria
3.1
Sensory skills and their development are explained in relation to identifying,
interpreting, and utilising environmental information for orientation and mobility.
Range
auditory, tactile, kinesthetic and proprioceptive, olfactory, vision
skills.
3.2
Body image and spatial awareness and their development, are explained in
relation to their role and use, to enhance purposeful movement in the
environment.
3.3
Concept development is explained in terms of the effect on a child’s orientation
abilities.
3.4
Procedures are demonstrated in relation to systematic search techniques and
area familiarisation.
Range
3.5
Procedures are demonstrated in relation to aiding straight line travel.
Range
3.6
examples of procedures are - squaring off, parallel travel.
Methods are outlined in relation to navigation and travel of young people with
vision impairment.
Range
3.7
examples of procedures are - concentric circle, perimeter,
gridlines.
examples of methods are - use of reference points, time and
distance, soliciting aid.
Common media and materials are identified and demonstrated in relation to
their use to support orientation and mobility instruction for young people with
vision impairment.
Range
examples of media and materials are - visual, tactile, auditory
maps and models, graphic aids, tape recorded information.
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Element 4
Describe and demonstrate ways to develop mobility in young people with vision
impairment.
Performance criteria
4.1
The use of a human guide is described in terms of purpose, techniques,
environments, and teaching considerations, and is demonstrated.
4.2
Self-protection techniques are described and demonstrated in terms of purpose,
techniques, environments, and teaching considerations.
Range
4.3
Seating techniques are described in terms of increasing independence in
mobility.
Range
4.4
body protection, trailing.
examples are - child chair, adult chair, car seat.
The different types and use of mobility, optical, and electronic devices in relation
to young people are explained in terms of their construction, maintenance,
prescription and use.
Range
examples are - infant movement enhancers, toys, adapted
devices, canes, trisensor, sonic guide, Mowat sensor, monocular.
4.5
Mobility and optical devices and techniques, and electronic travel aids are
described and demonstrated in terms of independent travel.
4.6
Travel techniques are described in relation to indoor environments.
Range
4.7
Travel techniques are described in relation to street travel.
Range
4.8
examples are - stairs, hinged and revolving doors, lifts, escalators.
examples are - footpath travel, street corners, crossing streets.
Travel techniques are described in relation to particular areas.
Range
examples are - business districts, rural areas, car parks.
Element 5
Work cooperatively as a team member to develop the orientation and mobility skills of a
young person.
Performance criteria
5.1
Parents, learning priorities, family situations, skills, and concerns are reflected
as appropriate in the young person’s individual plan.
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5.2
The young person is included as a team member in ways that reflect his or her
skills, preferences, and developmental level.
5.3
Specialist and skilled personnel are consulted as appropriate in relation to
education environment, assessment, programme preparation and
implementation of formal orientation, and mobility skills.
5.4
Other adults and peers who work with a young person are included as
appropriate through the individual education plan process in ways that ensure
the programme of a young person is coordinated, integrated, functional, and
provides consistent orientation and mobility input.
Element 6
Carry out assessment of orientation and mobility needs for a young person with vision
impairment.
Performance criteria
6.1
Methods are described and appraised in relation to assessment of young
people with orientation and mobility needs.
Range
6.2
standardised assessment using published instruments, systematic
observation in natural settings, assessment of environmental
features that affect orientation and mobility, interviews.
An assessment plan is prepared in consultation with others who work with the
young person.
Range
orientation and mobility specialist, physiotherapist, occupational
therapist teacher, parent, young person.
6.3
An assessment plan is prepared in which procedures are specified in relation to
the specific needs of a young person with a vision impairment.
6.4
Assessment is carried out, and skills, difficulties, and possible contributing
factors are identified.
Element 7
Prepare programmes in orientation and mobility for young people with vision
impairment in education settings.
Range
infant or toddler or young child; school age child.
Performance criteria
7.1
A programme is prepared that is based on the assessment information and
analysis, and reflects current practice.
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7.2
A programme is prepared that is integrated with the young person’s individual
education plan, and specifies procedures for implementation and integration
with other areas.
Range
programme preparation includes but is not limited to goals,
methods, environments, people, tasks and activities, adaptations,
responsibilities, monitoring and evaluation systems, follow up.
Element 8
Implement and evaluate programmes in orientation and mobility for young people with
vision impairment in education settings.
Range
infant or toddler or young child; school age child.
Performance criteria
8.1
The programme is implemented in accordance with a plan.
8.2
Procedures are implemented in accordance with current practice and the needs
of the young person.
8.3
Procedures for generalisation of skills are implemented as appropriate.
Range
8.4
examples of procedures are - generalisation across people,
environments, time.
The programme is monitored and evaluated in terms of its effectiveness for
developing orientation and mobility skills.
Please note
Providers must be accredited by the Qualifications Authority, or an inter-institutional body
with delegated authority for quality assurance, before they can report 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.
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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 organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
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.
 New Zealand Qualifications Authority 2016