8584 version 3
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Develop education programmes for daily living skills with young people
who have vision impairment
Level
7
Credits
8
Purpose
People credited with this unit standard are able to: describe and appraise
daily living skills programmes for young people with vision impairment;
demonstrate knowledge of the development of eating skills in young people
with vision impairment; demonstrate knowledge of the development of
personal care skills in young people with vision impairment; demonstrate
knowledge of the development of household management skills in young
people with vision impairment; appraise issues associated with daily living
skills programmes; carry out assessment of daily living skills for a young
person with vision impairment; develop programmes to promote
independence or partial independence in daily living skills; and implement
programmes to promote independent daily living and independence skills.
This unit standard is intended for those who work in specialist teaching or
advisory roles with young people who have vision impairment.
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.
Special notes
 New Zealand Qualifications Authority 2016
8584 version 3
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1
This unit standard is interpreted in accordance with: Health and Safety in
Employment Act 1992.
2
Learning and teaching approaches may require further adaptation for young people
with multiple special needs.
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;
Young people refers to infants, toddlers and young children; children; and
adolescents;
Independence may not be achievable for some young people, in which case partial
independence is sought;
Daily living skills programme refers to the formal curricula and daily experiences
which provide young people with the skills for completing activities in daily living
activities including eating and drinking, personal care and household management;
Education literature refers to the information contained in research literature, which is
recognised by the professional groups involved as meeting acceptable scientific
standards;
Eating skills include techniques for finger feeding and use of utensils as well as
socially appropriate mealtime behaviours including seating, posture, voice level,
techniques for ordering food;
Personal care includes the following activities: dressing and undressing, personal
hygiene including toileting, showering, bathing and handwashing, menstrual care,
teeth care, hair care and personal grooming;
Household management includes food preparation, house care, clothing care, use
and maintenance of appliances;
Appraise refers to an analytic process which involves identifying, clarifying and
verifying claims, and testing the reasoning which links these claims to conclusions.
Elements and performance criteria
Element 1
Describe and appraise daily living skills programmes for young people with vision
impairment.
Range
evidence is required of three programmes.
Performance criteria
1.1
Special needs of young people with vision impairment are identified in relation
to learning daily living skills through non visual modes.
Range
examples of special needs are – alternatives to visual observation
and incidental learning, need for organisation, need for orientation,
need for special equipment and aids.
 New Zealand Qualifications Authority 2016
8584 version 3
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1.2
Methods that may facilitate the development of daily living skills are observed
and described.
Range
1.3
active participation, use of task analysis, backward chaining,
prompts, instructions, sequencing, feedback, reinforcement,
generalisation techniques.
Current programmes in daily living skills are described and appraised in terms
of education literature.
Element 2
Demonstrate knowledge of the development of eating skills in young people with vision
impairment.
Performance criteria
2.1
The development of eating skills are described in terms of possible differences
and difficulties that may be experienced by young people with vision
impairment.
Range
2.2
examples of differences and difficulties are – tactile defence,
chewing, swallowing, biting, lack of visual information.
Particular techniques are demonstrated to assist a young person to develop
socially acceptable eating skills.
Range
appropriate seating and positioning, systematic location of various
foods, cutting, finger feeding, lifting, scooping, stabbing with a fork,
using knife and fork together, drinking, mealtime behaviour,
pouring, serving.
Element 3
Demonstrate knowledge of the development of personal care skills in young people with
vision impairment.
Performance criteria
3.1
The development of personal care skills are described in terms of possible
differences and difficulties that may be experienced by young people with vision
impairment.
Range
3.2
examples include but are not limited to – personal grooming,
toileting, dressing skills, choice of clothing, customs.
Particular techniques are demonstrated for assisting a young person to develop
skills in personal care.
Range
visual and non-visual modes of learning hygiene and grooming
skills, modelling, verbal explanations, play, hand over hand.
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Element 4
Demonstrate knowledge of the development of household management skills in young
people with vision impairment.
Range
household management skills include but are not limited to – sweeping floors,
dusting rooms, vacuuming, washing dishes, laundry, tidying rooms.
Performance criteria
4.1
The development of household management skills are described in terms of
possible difficulties experienced by young people with vision impairment.
Range
4.2
examples of difficulties are – maintenance of cleanliness, safety
factors.
Particular techniques are demonstrated for assisting a young person to develop
household management skills that are functional for a young person and
socially appropriate.
Element 5
Appraise issues associated with daily living skills programmes.
Performance criteria
5.1
Issues are evaluated in relation to assessment of daily living skills.
Range
5.2
Issues are evaluated in relation to cultural practices.
Range
5.3
examples of issues are – selection of content and methods,
natural versus clinical settings.
examples are – types of food, house keeping customs, self care
customs.
Issues are appraised in relation to selecting programme objectives and
methods.
Range
examples of issues are – selection of functional skills, safety,
independence and partial independence, preferences of young
person and others, integration with other objectives.
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Element 6
Carry out assessment of daily living skills for a young person with vision impairment.
Range
child, adolescent.
Performance criteria
6.1
Ways to carry out an assessment of daily living skills are identified and
appraised from current practice and education literature.
Range
6.2
Assessment is planned and specifies procedures for carrying out assessment.
Range
6.3
content, methods, procedures, settings, people.
Assessment is carried out and analysed and identifies skills and needs in
particular areas of daily living.
Range
6.4
observation, interviews.
areas of daily living include but are not limited to – activities or
parts of activities completed independently and levels of
assistance required, taking account of individual’s home and
community environments, consideration of functional and age
appropriate skills.
Assessment information obtained in one setting is validated against information
gathered in different settings.
Range
examples of settings are – education environment, home,
community.
Element 7
Develop programmes to promote independence or partial independence in daily living
skills.
Range
child, adolescent.
Performance criteria
7.1
Programme goals are written that reflect assessment information.
7.2
The content of the programme is specified and incorporated where appropriate
in the individual education plan of a young person.
Range
goals, methods, settings, aids and equipment, people, monitoring
and evaluation, generalisation.
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7.3
The programmes are written in ways that enable opportunities for teaching and
practice that are integrated with other skills and occur in natural settings and
situations.
Range
7.4
examples of settings are – home, community.
The programmes are written in consultation with those involved in
implementation and meet the needs of participants, and are in accordance with
current professional practice and ethical standards.
Range
examples are – parents, young person, occupation therapist,
techniques or daily living skills instructor, teacher.
Element 8
Implement programmes to promote independent daily living and independence skills.
Range
child, adolescent.
Performance criteria
8.1
Programmes are implemented in accordance with written plans, professional
practice and ethical standards.
8.2
Procedures are used which respect the dignity of the young person learning
daily living and independence skills.
Range
8.3
Strategies are used that assist young people to develop daily living and
independence skills.
Range
8.4
location, timing, assisting procedures, choices.
examples of strategies are – instructions, models, choices,
prompts, task analysis, backward chaining, positive reinforcement,
fading assistance and using minimum assistance required.
Procedures are used that are integrated and support the development of
communication and other functional 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