23367 version 1
Page 1 of 5
Demonstrate knowledge of vision impairment
Level
4
Credits
4
Purpose
People credited with this unit standard are able to: explain how the visual
system works; explain refractive errors and their correction; explain types,
common causes, and effects of vision impairment; explain signs and
symptoms of vision impairment; and explain how vision impairment and
changes associated with vision loss may be managed.
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.
Replacement information
This unit standard replaced standard 1819 and unit
standard 16869.
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
Except where specific reference is made to age, assessment may focus on children,
adults, or both.
 New Zealand Qualifications Authority 2016
23367 version 1
Page 2 of 5
3
The registration criteria are available from the Royal New Zealand Foundation of the
Blind (RNZFB), Private Bag 99941, Newmarket, Auckland or from RNZFB’s website
http://www.rnzfb.org.nz.
Elements and performance criteria
Element 1
Explain how the visual system works.
Performance criteria
1.1
The major parts of the visual system are explained in terms of their basic
structures and functions.
Range
1.2
cornea, aqueous, iris, pupil, lens, vitreous, retina, macula, optic
nerve, visual cortex.
The process of seeing an object is explained in terms of a simple pathway from
object to visual cortex.
Element 2
Explain refractive errors and their correction.
Performance criteria
2.1
Refractive errors are explained in terms of the parts of the visual system
affected and the impact on vision.
Range
2.2
myopia, hypermetropia, presbyopia.
Correction of refractive errors is explained in terms of usage, potential
advantages and potential disadvantages of prescription lenses.
Range
myopia, hypermetropia.
Element 3
Explain types, common causes, and effects of vision impairment.
Performance criteria
3.1
The meaning of vision impairment terminology is explained in accordance with
established usage.
Range
blindness, total blindness, low vision, vision impairment, vision,
congenital, acquired, night blindness, photophobia.
 New Zealand Qualifications Authority 2016
23367 version 1
Page 3 of 5
3.2
The impact of vision impairment is explained in terms of it significance for
everyday use of vision.
Range
3.3
Eye conditions common in adults, that may lead to meeting registration criteria
of the RNZFB or equivalent organisation, are explained in terms of the parts of
the visual system affected and potential impact on vision.
Range
3.4
evidence is required of four conditions.
The impact of other factors is explained in terms of its significance for the
everyday functional use of vision.
Range
3.6
macular degeneration, diabetic retinopathy, glaucoma, cataracts,
retinitis pigmentosa.
Eye conditions common in children, that may lead to meeting registration
criteria of the RNZFB or equivalent organisation, are explained in terms of the
parts of the visual system affected and potential impact on vision.
Range
3.5
use of vision at different distances, use of vision in different
lighting conditions, colour sensitivity, contrast sensitivity, depth
perception.
general health, tiredness, stress, medication.
Vision impairment is explained in terms of potential impact on the life of a vision
impaired person.
Range
physical, economic, educational, social, emotional;
evidence is required for two potential impacts from each category
in the range.
Element 4
Explain signs and symptoms of vision impairment.
Performance criteria
4.1
Signs that do not require urgent medical attention are explained in terms of why
they may be indicative of vision impairment.
Range
4.2
evidence is required for one example of a sign relating to each of –
mobility, positioning of self in relation to task, self care, other
practical skills, involvement in activities.
Symptoms that require urgent medical attention are explained in terms of why
they may be indicative of vision impairment and why they should be treated as a
medical emergency.
Range
evidence is required of three symptoms.
 New Zealand Qualifications Authority 2016
23367 version 1
Page 4 of 5
Element 5
Explain how vision impairment and changes associated with vision loss may be managed.
Performance criteria
5.1
Support and information are explained in terms of their potential benefits.
Range
5.2
Skills which may be developed by a person with a vision impairment are
explained in terms of their potential benefits.
Range
5.3
communication including reading and writing, orientation and
mobility skills, household management, personal care, recreation
and leisure, other practical skills;
evidence is required for two skills for each category.
Optical devices to enhance vision are explained in terms of usage, potential
advantages, and potential disadvantages.
Range
5.4
may include but is not limited to – access to information, formal
and informal support, attitudinal change of the person or others.
near vision, distance vision, combination.
Non-optical devices to enhance vision are explained in terms of usage, potential
advantages, and potential disadvantages
Range
evidence is required of one piece of equipment from each of the
categories – lighting, glare reduction, contrast.
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.
 New Zealand Qualifications Authority 2016
23367 version 1
Page 5 of 5
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