23369 version 1
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Demonstrate basic knowledge of deafblindness and interact with a
deafblind person
Level
3
Credits
2
Purpose
People credited with this unit standard are able to: identify and describe
deafblindness, and ways in which the potential impact of deafblindness can
be reduced; and interact with a deafblind person.
Subfield
Community Support
Domain
Blindness, Deafblindness and Vision Impairment
Status
Registered
Status date
20 May 2008
Date version published
20 May 2008
Planned review date
31 December 2013
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
Community Support Services Industry Training
Organisation Limited
Accreditation and Moderation Action Plan (AMAP) reference
0024
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
The performance of all elements of this unit standard must comply with any relevant
cultural or legislative requirements including the rights and responsibilities of people
receiving services or supports as outlined in the Health and Disability Commissioner
(Code of Health and Disability Services Consumers’ Rights) Regulations 1996.
2
Element 3 may be assessed against using a simulated environment.
 New Zealand Qualifications Authority 2016
23369 version 1
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3
The interactions required for element 3 should typically be for a period of
approximately three minutes or longer and involve exchanges of information between
the parties. However, communication with deafblind people varies considerably and
so interactions of different length or complexity may be accepted as evidence where
these clearly meet the communication needs of the deafblind person.
Elements and performance criteria
Element 1
Identify and describe deafblindness.
Performance criteria
1.1
The range of combined vision and hearing impairments a deafblind person
might have are identified and described.
1.2
The possible ages of onset of deafblindness is identified.
1.3
The reason deafblindness is considered a unique disability is described.
1.4
A possible impact of deafblindness on the life of a deafblind person is identified
and described.
Range
any one example from – communication, travel, access to
information.
Element 2
Describe ways in which the potential impact of deafblindness can be reduced.
Performance criteria
2.1
A skill which may be developed by a deafblind person is described and the
ways in which this may reduce the potential impact of deafblindness.
Range
2.2
communication skills or travel skills;
evidence is required of one skill.
A piece of equipment used by deafblind people is described in terms of its
benefits to a deafblind person, and the degree of vision and hearing, if any,
needed to use it is described.
Range
communication equipment, alerting devices, equipment to support
travel;
evidence is required from one piece of equipment from the range.
 New Zealand Qualifications Authority 2016
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2.3
An agency or service providing services specifically for deafblind people is
identified in terms of the services it offers and how these might benefit a
deafblind person.
Range
evidence is required from one agency or service.
Element 3
Interact with a deafblind person.
Performance criteria
3.1
Interaction accords with needs arising from the person’s deafblindness.
Range
may include but is not limited to – communication method,
greetings, farewells.
Please note
Providers must be accredited by NZQA, 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 NZQA 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 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 Limited
enquiries@cssito.org.nz if you wish to suggest changes to the content of this unit
standard.
 New Zealand Qualifications Authority 2016