Facilitating For Blind And Partially Sighted Persons In Controlled Environments Training

Objectives:
• Define blindness and partial sightedness within the South African context
• Explain the impact of visual impairment on learning and participation
• Identify the legal and ethical framework for training persons with visual impairments
• Describe the controlled environment and its relevance to facilitation

Topics:
• Categories of visual impairment: blind, partially sighted, low vision
• Common causes of visual impairment in South Africa
• Barriers to learning for blind and partially sighted persons
• Overview of the SAQA unit standard 117095
• Principles of a controlled training environment

Objectives:
• Apply effective verbal and non-verbal communication techniques
• Identify appropriate assistive technologies for blind and partially sighted learners
• Demonstrate the use of screen readers and magnification software
• Adapt written materials into accessible formats (Braille, large print, audio)

Topics:
• Verbal communication: clarity, tone, and descriptive language
• Non-verbal cues and their adaptation
• Overview of assistive technologies: JAWS, NVDA, ZoomText, Braille displays
• Converting documents to accessible formats
• Hands-on practice with assistive tools

Objectives:
• Describe techniques for safe orientation and mobility within a controlled setting
• Implement environmental modifications to enhance accessibility
• Guide learners effectively using sighted guide techniques
• Conduct a hazard assessment and risk management plan

Topics:
• Sighted guide technique: proper positioning and communication
• Environmental modifications: lighting, contrast, tactile markers
• Hazard identification and mitigation
• Creating orientation maps and verbal descriptions
• Practical exercise: navigating the training room

Objectives:
• Design lesson plans that accommodate visual impairment
• Select appropriate teaching methods and materials
• Incorporate universal design for learning (UDL) principles
• Develop accessible assessment strategies

Topics:
• Universal Design for Learning framework
• Adapting teaching methods: lectures, demonstrations, group work
• Creating tactile diagrams and models
• Accessible assessment: oral, practical, and alternative formats
• Lesson plan template for inclusive training

Objectives:
• Apply facilitation techniques that promote active participation
• Manage group dynamics and ensure equitable involvement
• Use descriptive language and verbal cues effectively
• Provide constructive feedback in an accessible manner

Topics:
• Facilitation styles and their adaptation
• Encouraging participation: round-robin, paired activities
• Verbal cueing and prompting strategies
• Feedback techniques: specific, descriptive, and timely
• Role-play: facilitating a group activity

Objectives:
• Explain the basics of Braille and its relevance to training
• Produce simple Braille materials using a slate and stylus or Braille embosser
• Integrate tactile graphics into training content
• Support learners with low vision using large print and other aids

Topics:
• Braille code: Grade 1 and Grade 2
• Braille writing equipment: slate and stylus, Perkins Brailler, embossers
• Creating tactile graphics: raised lines, textures, and labels
• Large print guidelines: font size, contrast, spacing
• Practical session: producing a Braille handout

Objectives:
• Develop audio-based learning materials effectively
• Use audio recording and editing tools
• Integrate audio descriptions into visual content
• Evaluate the quality and accessibility of audio resources

Topics:
• Principles of audio description for images and videos
• Recording techniques: clarity, pace, and tone
• Audio editing basics: Audacity or similar software
• Creating podcasts and audio notes
• Accessibility standards for audio content

Objectives:
• Design accessible formative and summative assessments
• Adapt existing assessment tools for blind and partially sighted learners
• Conduct assessments using alternative methods
• Provide reasonable accommodations during assessments

Topics:
• Types of assessment: oral, practical, portfolio, and observation
• Adapting multiple-choice and written tests
• Use of scribes, readers, and extended time
• Assessment rubrics for non-visual tasks
• Practical: administering an accessible assessment

Objectives:
• Identify psychosocial challenges faced by visually impaired learners
• Apply strategies to build confidence and independence
• Foster a supportive and inclusive learning environment
• Refer learners to appropriate support services

Topics:
• Common psychosocial issues: isolation, dependency, stigma
• Building rapport and trust with learners
• Encouraging self-advocacy and peer support
• Referral pathways: social workers, counsellors, organisations
• Case study: supporting a learner with adjustment difficulties

Objectives:
• Evaluate digital learning platforms for accessibility
• Use accessible features in common software (Microsoft Office, LMS)
• Create accessible online content (HTML, PDF, documents)
• Troubleshoot common accessibility issues with technology

Topics:
• Accessibility checkers: Word, PowerPoint, PDF
• Screen reader compatibility with LMS (Moodle, Blackboard)
• Creating accessible tables, charts, and forms
• Troubleshooting: alt text, headings, link descriptions
• Hands-on: auditing a digital resource for accessibility

Objectives:
• Demonstrate facilitation skills in a simulated training session
• Apply all learned adaptations and techniques
• Receive and provide constructive peer feedback
• Reflect on personal facilitation strengths and areas for improvement

Topics:
• Preparation: lesson plan, materials, environment setup
• Peer teaching sessions (15-20 minutes each)
• Observation and feedback using a structured checklist
• Self-reflection and action planning
• Group debrief and discussion

Objectives:
• Synthesise course content into a personal facilitation toolkit
• Evaluate the effectiveness of training interventions for visually impaired learners
• Develop a continuous improvement plan for inclusive practice
• Prepare for SAQA unit standard assessment and certification

Topics:
• Creating a facilitation toolkit: resources, checklists, templates
• Evaluation methods: learner feedback, observation, outcomes
• Continuous professional development in inclusive training
• Overview of the unit standard assessment process
• Final Q&A and course wrap-up