Virtual Expanded Core Education Learning Academy for Students with Visual Impairments from Paths to Literacy
Your child needs to study the same basic academic subjects that sighted children do, from how to tell time to how to write a persuasive essay. But in order to master these subjects (often known as the “core curriculum”) and complete their schoolwork—as well as to eventually live and work independently—children who are visually impaired usually need to learn an additional set of skills known as the “expanded core curriculum.”
They are sometimes also referred to as “disability-specific skills” or “vision-related skills” because they are useful specifically for individuals who are visually impaired. They may include activities such as
using braille to read and write, instead of reading printed books or using a pencil and paper to write;
learning how to move about in the environment safely and independently, which is known as orientation and mobility (O&M);
knowing how to use specialized computer equipment and other technology devices designed for children with visual impairments; and
learning how to use what vision they have effectively and efficiently.
The classroom teacher is responsible for teaching your child the basic academic curriculum, but because the expanded core curriculum covers the unique, specialized needs of visually impaired students, the subjects included within it should be taught by a teacher who specializes in working with students who have visual impairments. This teacher is a pivotal member of the educational team that works with your child.
The following are the subjects and skills that students who are visually impaired are taught to enable them to study the basic educational curriculum along with their sighted classmates.
Compensatory academics—critical skills that students need to be successful in school, such as concept development, organizational skills, speaking and listening, and communication skills such as braille or print reading and writing.
Orientation and mobility—skills to orient children who are visually impaired to their surroundings and travel skills to enable them to move independently and safely in the environment, such as:
Human guide techniques (also known as sighted guide)
Using standard and adaptive canes
Recognizing cues and landmarks
Moving through space by walking or using a wheelchair
Requesting assistance
Social interaction—skills needed to respond appropriately and participate actively in social situations, such as:
Shaking hands
Turning toward others when speaking or being spoken to
Using language to make a request, decline assistance, or express a need
Expressing emotion and affection appropriately
Participating appropriately in conversations in various situations
Independent living—skills needed to function as independently as possible in school and at home, including personal grooming, time management, cooking, cleaning, clothing care, and money management.
Recreation and leisure—skills to ensure students’ enjoyment of physical and leisure-time activities, including
Making choices about how to spend leisure time,
Actively participating in physical and social recreational activities
Trying new leisure activities
Following rules in games and activities at an appropriate level
Maintaining safety during leisure activities
Sensory efficiency—skills that help students use the senses, including any functional vision, hearing, touch, smell (olfactory), and taste (gustatory). Examples of sensory efficiency skills your child may learn include:
Using optical aids
Using augmentative and alternative communication devices
Using touch and vision to identify personal items
Using sense of smell to know when nearing the school cafeteria
Use of technology—skills to use devices such as computers or other electronic equipment that make it easier to function effectively in school, at home, and in the workplace.
Career education—skills that enable students who are visually impaired to move toward working as an adult, including
Exploring and expressing preferences about work roles
Assuming work responsibilities at home and school
Understanding concepts of reward for work
Participating in job experiences
Learning about jobs and adult work roles at a developmentally appropriate level
Self-determination—skills to enable students to become effective advocates for themselves based on their own needs and goals.
Information found through this resource:
https://familyconnect.org/education/expanded-core-curriculum/13/