From MDE-LIO Education Consultant Amanda English
As professionals in the Blind/Visually Impaired (BVI) field, we know braille, assistive technology, and orientation and mobility are important concepts and skills to teach to students who are BVI. However, there are additional pieces to the expanded core curriculum (ECC) that often remain untouched when considering students’ instructional needs. The term “expanded core curriculum” was coined by Dr. Phil Hatlen, former Texas School for the Blind superintendent, around 1996. The ECC is a framework consisting of nine areas of focused instruction for individuals who are BVI.
Most BVI professionals are familiar with the ECC as they teach compensatory skills (braille, access to print, Nemeth Code, abacus), orientation and mobility (white cane and navigational skills), and assistive technology (braille devices, switches, magnifiers). However, there are six other areas to consider, including:
- social interaction
- independent living skills
- recreation and leisure
- sensory efficiency
- career education
- self-determination
Professionals often forget to assess and consider these skills when thinking about the instructional needs of a BVI student.
History and Importance of the ECC
Why do students need to learn ECC skills? First and foremost, the Individuals with Disabilities Education Act (IDEA) (34 CFR 300.320 (a)(2)(A)(B)) drives the expanded core curriculum. In the mid-1970s, as students with disabilities began attending local school districts and workplaces, teachers became aware of a skill gap. In 1990, Public Law 94-142 was reauthorized as IDEA. The revised law drew attention to the need for teaching functional skills, such as daily living skills, to students with disabilities. Congress determined that schools did not thoroughly address the needs of students with disabilities, and they must be considered. Soon after, the ECC was created.
Incidental Learning Gaps
Students who do not have typical visual skills often miss out on incidental learning, meaning they did not learn skills by watching others. A lack of incidental learning could impact a child’s ability to fully understand and participate in the core curriculum (e.g., math, language arts, science). For example, most children learn about independent living by watching adults perform tasks such as cooking and cleaning. However, a student who is BVI must learn these skills through intentional instruction, which may require special adaptations to compensate for their lack of vision. In a core curriculum class, a student who is BVI may not understand concepts the teacher is discussing because the student has not been exposed to the information. This lack of exposure creates a learning disadvantage for students who are BVI. Other examples of this concept include the need for students who are BVI to learn adaptations for participating in sports or other physical education activities with peers or intentional career exploration to understand what people do in the workforce. Without the ability to visually observe these practices, a student may not be able to fully access the curriculum.
Here are some ideas to consider when assessing needs and determining goals for students who are BVI:
- Social Skills: Can students contribute actively and appropriately in social situations?
- Independent Living Skills: Can students care for themselves independently, including personal hygiene, food preparation, cleaning, laundry, and money management?
- Recreation and Leisure: Can students make choices about how to spend leisure time and engage in physical activities or sports?
- Sensory Efficiency: Do they use all of their senses, including functional vision, hearing, touch, taste, and smell?
- Assistive Technology: Can students use a variety of technologies, including computers, smartphones, and other electronic equipment to function independently and effectively at school, home, or work?
- Career Education: Have they gathered ideas about career options and learned about the world of work? Can they demonstrate any of the skills they have shown interest in pursuing?
- Self-Determination: Can students effectively advocate for themselves based on their own needs and goals?
If you have questions about the expanded core curriculum, please reach out to MDE-LIO at [email protected] or visit mdelio.org.
Additional Resources
Understanding the Expanded Core Curriculum from Paths to Literacy
The Expanded Core Curriculum from Teaching Students with Visual Impairments
References
Individuals with Disabilities Education Act (IDEA), 20 USC §1400 (2004)
The expanded core curriculum: Where we have been, where we are going, and how we can get there
Establishing the state of affairs for evidence-based practices in students with severe disabilities