Advanced Diploma in Visual Impairment Studies
Education, Training and Development - Schooling
Purpose and Rationale
Purpose
The purpose of the Advanced Diploma in Visual Impairment is to train educators at schools for learners with visual disabilities and at mainstream schools, with knowledge and skills in order to effectively teach and manage schools that cater for learners with visual disabilities. The qualification aims to offer intensive and applied specialization in visual impairment studies, equipping educators with a deep understanding of current theory and practice. This knowledge enables educators to plan and implement inclusive and transformative pedagogy tailored to differentiate the curriculum.
Rationale
The qualification supports the inclusive education policy outlined in White Paper 6 by the Department of Higher Education and Training, which aims to integrate learners with special needs into mainstream schools. The high prevalence of visual impairment in South Africa underscores the need for specialized training for educators to support these learners adequately. By addressing skills shortages and challenges in implementing inclusive education policies, the qualification contributes to creating a more inclusive educational environment.
The qualification is offered in distance mode to accommodate working teachers and respond to the needs of the target market. Collaborations with stakeholders such as the South African Council for the Blind and the South African Guide Dog Association enhance the quality of the qualification. Educators completing this Advanced Diploma may further their education by pursuing related Bachelor of Education Honours or Postgraduate Diploma qualifications at NQF Level 7.
Outcomes
- Engage critically with the theory, policy and practice of inclusive education, with a focus on the context of visual impairments, and exhibit an understanding of the theories, research methodologies, methods and techniques relevant to this focus.
- Develop learning for learners with visual disabilities through appropriate teaching methodologies and assessments.
- Demonstrate an understanding of possible barriers to learning experienced by learners with visual disabilities and facilitate measures of support in this regard especially in terms of mobility and assistive technology.
- Appraise and apply education research and theory related to disabilities in general, especially in the context of visual impairments.
- Apply work-based learning experiences in the preparation and teaching of lessons.
- (For those taking the elective Community-university Partnerships): Demonstrate in-depth of understanding of community-university partnerships.
- Manifest competence in school leadership and management principles within the context of visual impairment so as to support professional development.
Assessment Criteria
The associated assessment criteria for Exit Level Outcomes 1 to 7 are outlined below:
Exit Level Outcome 1:
- Critical analysis of the historical development of inclusive education and disability models.
- Analysis and debate of international and national policies for disability integration.
- Design unit plans for teaching literacy and numeracy for learners with visual disabilities.
- Submission of a final portfolio of work-based evidence after practical work with learners in an inclusive education setting.
Exit Level Outcome 2:
- Demonstration of knowledge of universal design of learning.
- Application of needs assessment for learners with visual impairments.
- Commitment to an asset-based approach to facilitate successful learning.
Exit Level Outcome 3:
- Screening and identification of barriers and strengths for learners.
- Development and implementation of individual support plans.
- Differentiation of curriculum and adaptation of teaching materials.
- Performance of technical skills assessment related to orientation and mobility or assistive technology.
Exit Level Outcome 4:
- Critical appraisal of education and disability research in a workplace.
- Writing a small-scale research project/proposal.
- Critical reflection on ethical value systems in working with visually impaired individuals.
Exit Level Outcome 5:
- Writing a portfolio of evidence related to the workplace environment and visual impairment.
Exit Level Outcome 6:
- Construction of monitoring and evaluation models for community-university partnerships.
Exit Level Outcome 7:
- Designing advocacy projects and implementation strategies for school management.
- Developing professional development qualifications for workers under management.
Integrated Assessment:
- Assessment opportunities are central to learning and teaching.
- Formative and summative assessment are integral to the qualification.
- Assessment is multi-dimensional, integrated, and performance-based.
- Portfolios and workplace projects are key assessment tools.
- Formative assessment provides feedback throughout the learning process.
- Summative assessment evaluates achievement of Exit Level Outcomes.
- Assessment strategies include computer-based testing and interactive multimedia.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.