The Critical Importance of the Expanded Core Curriculum for Students With Visual Impairments
The expanded core curriculum (Hatlen, 1996) is the body of knowledge and skills that are needed by students with visual impairments because of their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education.
Core Academic Curriculum
English language arts
Other languages to the extent possible
Mathematics
Health
Science
Physical education
Social studies
History
Economics
Business education
Fine arts
Vocational education
Expanded Core Curriculum
Compensatory academic skills, including communication modes
Orientation and mobility
Social interaction skills
Independent living skills
Recreation and leisure skills
Career education
Use of assistive technology
Visual efficiency skills
Compensatory or functional academic skills include learning experiences such as concept development and spatial awareness, organizational skills, using braille or low vision 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 the use of optical devices 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 impairments 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 impaired 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 notetaking, 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 devices such as magnifiers, bioptic aids, telescopes, closed circuit televisions, and so forth.