Although states differ in policy and practice, there is a model for broad programming
that reaches beyond state borders – the National Agenda’s expanded
core curriculum (Hatlen, 1996). The expanded core curriculum for students with
visual impairments describes the skill areas necessary for students to develop
and be prepared for a successful adult life. This disability-specific curriculum
goes beyond the academics skill areas and emphasizes an expanded learning base
that is needed by every student with visual impairments. The expanded core curriculum
offers the IEP team a base to review students’ strengths and weaknesses.
The expanded core curriculum includes:
Compensatory or functional academic skills, including communication modes;
√ Orientation and mobility;
√ Social interaction skills;
√ Independent living skills;
√ Recreation and leisure skills;
√ Career education;
√ Technology; and
√ Visual efficiency skills.
Compensatory or functional academic skills include learning experiences such
as concept development and spatial awareness, organizational skills, using braille
or optical devices to read and write, using alternative communication systems
such as sign language or the use of calendar systems, using recorded materials,
and so forth.
Orientation and Mobility training focuses on alternatives to using sight for
safe and independent travel purposes. In this instructional area, children are
taught the use of the long cane and techniques for using any remaining vision
that they may have such as telescopes or monoculars.
Social interaction skills must be taught to children with visual impairments
because they are unable to casually observe how people interact and socialize
with one another. They must be taught when and how to smile, frown, nod, wink,
shrug, and the many other nonverbal communication skills.
Independent living skills are the chores people perform, according to their
abilities, which enable them to manage their homes and personal lives. These
chores include grooming, eating and preparing meals, taking care of household
chores, money and time management, and so forth.
Recreation and leisure skills may include traditional as well as adapted physical
education activities. However, as with social interaction skills visually impaired
children need help identifying the array of choices available to them in this
area and must be taught how to perform leisure skills that most children learn
through observation.
Career education for students with visual impairment needs to begin as early
as possible and include self-awareness and career exploration activities, job
seeking skills instruction, information about job keeping, and encourage opportunities
for gaining work experience.
Instruction in the use and maintenance of assistive technology is needed in
the curriculum for students with visual impairments. Assistive technology enables
blind and visually students to access and store information from libraries around
the world and the Internet. In addition, students with visual impairments can
use assistive technology for note taking, studying for tests, research and a
variety of other academic uses.
Visual efficiency skills are those skills that children with impaired, but good
remaining vision use to make the most use of their remaining sight. Instruction
in this area may focus on the use of optical devises such as magnifiers, bioptic
aids, telescopes, closed circuit televisions, reading spectacles, and so forth.
REFERENCE
Hatlen, P. (1996). The core curriculum for blind and visually impaired students,
including those with additional disabilities. RE:view, 28(1), 25-32.
Reprinted with permission from the National Agenda for the Education of Children
and Youths with Visual Impairments, Including those with Multiple Disabilities.
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