23370 version 1
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Demonstrate knowledge of deafblindness and communicate with a
deafblind person
Level
4
Credits
4
Purpose
This unit standard is intended for people who work or intend to work with
deafblind people.
People credited with this unit standard are able to: explain the nature,
causes, and implications of deafblindness; explain communication methods
used by and with deafblind people; appraise equipment used by and with
deafblind people to support communication; and communicate 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.
Replacement information
This unit standard replaced unit standard 1825.
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.
 New Zealand Qualifications Authority 2016
23370 version 1
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2
In this sector, support given to a person should be given in a manner that maximises
the independence of that person. Support must be appropriate to the needs of the
person and utilise existing strengths and, wherever possible, optimise the use of the
local community. Performance of the elements of this unit standard must fit within
these broad parameters.
3
Definition
The four main groups of deafblind people are – congenitally deafblind people; people
born deaf or with a hearing impairment and subsequently losing vision; people born
blind or with a vision impairment and subsequently losing hearing; people born
without vision and hearing impairments and subsequently losing vision and hearing.
4
The interactions required for element 5 should typically be for a period of
approximately five minutes or longer and involve several 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.
5
Element 5 may be assessed against using a simulated environment.
Elements and performance criteria
Element 1
Explain the nature, causes, and implications of deafblindness.
Performance criteria
1.1
Deafblindness is explained in terms of combined vision and hearing impairment,
detailing the nature and extent of possible vision and hearing impairment.
Range
1.2
Causes of deafblindness are explained in terms of their association with the four
main groups of deafblind people.
Range
1.3
vision impairment – impairment of visual acuity, impairment of
visual field loss, cortical vision impairment, light perception, total
blindness;
hearing impairment – conductive impairment, sensorineural
impairment, processing disorders.
two causes for each group.
Deafblindness is explained in terms of potential implications for deafblind
people.
Range
includes implications for communication, orientation and mobility,
access to information and any four others which may include but
are not limited to – development, social interaction, behaviour,
work, education, leisure, relationships, daily living skills, personal
care, emotional health, safety.
 New Zealand Qualifications Authority 2016
23370 version 1
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1.4
Degree of sensory impairment and age of onset are explained in terms of
potential impact of implications of deafblindness.
Element 2
Explain communication methods used by and with deafblind people.
Performance criteria
2.1
Explanation highlights use, advantages, and disadvantages of different
communication methods.
Range
2.2
evidence is required of five examples which may include but are
not limited to – speech, deafblind manual, print on palm,
fingerspelling, large print, braille, visual sign, tactile sign, pictures,
symbols, objects.
Principles of clear speech are outlined in terms of how they may enhance
spoken communication with deafblind people.
Range
evidence is required of six principles which may include but are
not limited to examples from – volume, pace, clarity, positioning,
environmental considerations, language choice, clarifications.
Element 3
Appraise equipment used by and with deafblind people to support communication.
Performance criteria
3.1
Appraisal highlights use, advantages, and disadvantages of equipment.
Range
equipment includes hearing aids and any three others which may
include but are not limited to – loop systems, radio aids, other
assistive devices, braille communicators, adapted telephones, fax,
computer systems, voice output devices.
 New Zealand Qualifications Authority 2016
23370 version 1
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Element 4
Communicate with a deafblind person.
Range
evidence is required from two separate interactions using two different
communication methods with a deafblind person;
communication methods may include but are not limited to – speech, deafblind
manual, print on palm, fingerspelling, large print, braille, visual sign, tactile sign,
pictures, symbols, objects.
Performance criteria
4.1
Communication accords with needs arising from deafblindness.
Range
4.2
includes choice of communication method and may include but is
not limited to – alerting the deafblind person to one’s presence,
introducing oneself, identifying and repairing communication
breakdowns, informing a deafblind person that one is leaving.
Communication accords with environmental and social considerations.
Range
may include but is not limited to – lighting, background noise, task,
involvement of others.
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