Learning Outcomes

Learning outcomes

Conference Learning Goals (w. Examples of Session Titles)

1. Integrating the Expanded Core Curriculum (ECC) Across Contexts
   Participants will be able to analyze and apply connections between the Expanded Core Curriculum (ECC) and academic standards, instructional practices, and real-world learning contexts (e.g., literacy, numeracy, outdoor education, physical education, daily living skills).

   • Ensuring Inclusion and Access: The ECC through the lens of the BC curriculum

   • Supporting the Executive Functioning Skills of Your Students with VI 

   • Making Oreo Cookie Reindeer - Seasonal lesson to integrate different areas of ECC

2. Designing Accessible, Inclusive, and Differentiated Instruction
   Participants will be able to design and adapt learning experiences using evidence-based, non-visual, and multi-sensory strategies (e.g., tactile, play-based, communication-accessible, and sport-specific approaches) to support diverse learners, including those with visual impairment and deafblindness.

   • Using dolls and furniture to develop vocabulary, route planning and mapping skills

   • Using Systematic Search Patterns and Adaptations to Teach Sweeping

   • Braille at Play: Learning through Touch

3. Assessing and Supporting Student Development Across ECC Domains
   Participants will be able to implement assessment strategies (formal and informal) to evaluate student skills - including vocabulary, executive functioning, communication, motor, and developmental readiness-and use data to inform instruction and IEP development.

   • Cumulative Developmental Readiness Record- a Brief Overview

   • How outdoor education can support the overall development of students who are blind and partially sighted

4. Leveraging Tools, Technology, and Resources for Access and Engagement
   Participants will be able to critically evaluate and utilize a range of tools and resources (e.g., assistive technology, braille materials, 3D models, accessible media, community programs) to enhance access, engagement, and independence for learners.

   • 3D Printing for Teachers of Students with Visually Impaired (TSVI)

   • Just Because it Exists Doesn't Mean You Should Use It (Low Vision Tech)

   • Experience Book Club: Working with Intervenors to Increase Literacy Opportunities

5. Supporting Transitions, Independence, and Lifelong Outcomes
   Participants will be able to identify and apply strategies that promote successful transitions (e.g., Kindergarten, post-secondary, adulthood) and foster independence, self-determination, and positive identity development for students who are blind or partially sighted.

   • CDBA-BC: What Could Transition Look Like? 

   • Bridging the Gap: A Comprehensive Guide to Positive Post Secondary Transitions

   • Of Course They Can: Supporting youth who are blind to be limitless

6. Collaborating with Families and Interdisciplinary Teams
   Participants will be able to implement collaborative practices that strengthen partnerships with families and educational teams, including inclusive planning processes, role release, and strategies that elevate family voice and engagement.

   • When Help Hurts: Parent Perspectives on Saviourism in Blind Education

   • Shared Vision: BC stakeholders and providers 

Questions? 

Contact the team at sbth2026@gmail.com with any questions or comments.

Acknowledgement

The Steering Committee of the conference would like to acknowledge that the majority of the event planning and organization is taking place on the traditional and unceded territory of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh Úxwumixw (Squamish), səl̓ilw̓ətaʔɬ (Tsleil-Waututh), QayQayt First Nation, Kwantlen, q̓íc̓əy̓ (Katzie), Semiahmoo, Tsawwassen First Nations, kʷikʷəƛ̓əm (Kwikwetlem), and Stó:lō Nation.