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Demonstrate knowledge of deafblindness and communicate with a deafblind person

Level / 4
Credits / 4

PurposeThis 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

Special notes

1The 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.

2In 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.

3Definition

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.

4The 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.

5Element 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

1.1Deafblindness is explained in terms of combined vision and hearing impairment, detailing the nature and extent of possible vision and hearing impairment.

Rangevision 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.

1.2Causes of deafblindness are explained in terms of their association with the four main groups of deafblind people.

Rangetwo causes for each group.

1.3Deafblindness is explained in terms of potential implications for deafblind people.

Rangeincludes 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.

1.4Degree 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

2.1Explanation highlights use, advantages, and disadvantages of different communication methods.

Rangeevidence 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.

2.2Principles of clear speech are outlined in terms of how they may enhance spoken communication with deafblind people.

Rangeevidence 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

3.1Appraisal highlights use, advantages, and disadvantages of equipment.

Rangeequipment 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.

Element 4

Communicate with a deafblind person.

Rangeevidence 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

4.1Communication accords with needs arising from deafblindness.

Rangeincludes 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.

4.2Communication accords with environmental and social considerations.

Rangemay 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 if you wish to suggest changes to the content of this unit standard.

 New Zealand Qualifications Authority 2018