The Expanded Core Curriculum for Our Youngest Children with Blindness or Visual Impairments: What can we do at this young age?

Chris Clark-Bischke, Ph.D., TVI, DTV Illinois State University Susan Sullivan, M.Ed., DTV Illinois School for the Visually Impaired Association for Education and Rehabilitation of the Blind and Visually Impaired International Conference July 23, 2010 Little Rock, AR

The Expanded Core Curriculum for Children with Visual Impairments compensatory or functional academic skills, including communication modes orientation and mobility social interaction skills independent living skills recreation and leisure skills career education use of assistive technology sensory efficiency skills self-determination

How Can We Get the Parents “On Board”? Discuss goals for their child’s future. Talk with them about the importance of the Expanded Core Curriculum. Demonstrate strategies the family can implement. Provide constant support and encouragement. Provide parent to parent communication.

Compensatory or Functional Academic Skills, Including Communication Modes Let’s break it down: Compensatory Functional Academic Communication Modes Compensatory=skills child needs to access learning in a manner equal to that of sighted peer Functional=skills students with multiple disabilities learn that provide the opportunity to work, play, socialize and take care of personal needs to the highest level possible Communication=needs vary depending on functional vision, effects of additional disabilities, tasks to be done.

Compensatory and Functional Skills Concept Development Spatial Understanding Math Skills Literacy Study/Organizational Skills Speaking and Listening Skills Adaptations

Communication Modes Braille Large Print Magnifiers, monoculars, etc. Tactile symbols Sign Language Auditory Materials Writing adaptations

Orientation and Mobility Encourage the child to explore … within the home: Create an obstacle course Locate push and rolling toys with handles Start a game of the “Favorite Toy Chase” Learn body parts through songs Play games to learn top/bottom/ near/far

Orientation and Mobility Encourage the child to explore … outside the home: Spend time at local parks Go to areas with stairs, ramps or other obstacles Go swimming

Social Interaction Skills Encourage early socialization Limit “adult only” interactions Talk about facial expressions, body language, gestures, vocal tones Teach to ask for, accept or decline help Discuss appropriate expressions of affection and emotions Almost all social skills used by sighted children have been learned by visually observing. Skills must be carefully, consciously, sequentially taught to our students, early, often and by families. Acceptance by peers, teachers, future employers, society in general depends on it!! Role Plays with props: play tea parties, phone conversations, turning to speaker, shaking hands, etc.

Independent Living Skills Yes, it is easier but is it worth it? Encourage parents to allow their child to do for themselves Encourage “young chefs” and “kitchen helpers” Encourage “early budgeting” Encourage active conversations Active conversations: What is happening, what am I doing?

Recreation and Leisure Skills While on family vacations or during outdoor activities: Encourage child’s participation in activities Talk about sports adaptations for individuals with visual impairments (USABA) Provide opportunities for game playing. Children with visual impairments can learn to swim, ride a bike (tandem or other), run, play basketball Go rockclimbing Model activities Assist child in learning body awareness USABA sports: Goalball, judo, powerlifting, skiing, swimming, wrestling, Football, track and field… Brailling/tactile games is a great way to provide prebraille

Career Education On outings, point out what all workers are doing in the environment, then talk, talk, talk…. What skills do people need to do these jobs? What education/training is needed? What accommodations would help the child do the job? Skills taught to all students are not sufficient for our students. These lessons assume a basic knowledge of the world of work based on prior visual experiences.

Career Education Talk about what parents/family members do to earn money Role play through dress up Assign children work responsibilities at home and with teachers Teach “rewards for work”

Assistive Technology It is never too early to introduce a child to assistive technology: Discuss and create Low Tech items Discuss and show High Tech Encourage an awareness and understanding to eliminate or reduce the fear of “TECHNOLOGY” Low Tech: Introduce “scribbling” through screen boards, braillers, Janis slate, writing utensils, line guides, large print… High Tech: Show parents appropriate high tech – encourage them to become familiar with the items in advance

Sensory Efficiency Skills Residual vision Tactile skills Auditory Skills Gustatory Skills Olfactory Skills Visual acuity for our kids varies greatly. Through systematic training, students can be taught to utilize their remaining vision. Sensory experiences should allow the child to explore, control, accommodate in a naturally occurring setting or play opportunity. Teach to use sights, smells, sounds, surface changes and textures to alert to danger, comfort, help make appropriate choices or decsions, control the environment orientate in space or guide safe movement..

Self-determination What is self-determination? “Believing in oneself, while understanding one’s abilities and limitations” “Living one’s life consistent with one’s own values, preferences, strengths, and needs.” So, how do we develop self-determination?

Self-determination So … how can we help develop self-determination? Help parents set goals. Connect with others Be encouraging Stress importance of all Expanded Core areas. Goals could include: Learn braille Experience “life” through their child’s “eyes” Accessing information and resources Assignments to find out … Connect with: Adults with visual impairments (similar diagnosis?) Families of older children with visual impairments

ECC Matrix

References Fazzi, D. L., Kirk, S. A., Pearce, R. S., Pogrund, R. L., Wolfe, S. (1992). Social focus: Developing socioemotional, play, and self-help skills in young blind and visually impaired children. In Pogrund, R. L., Fazzi, D. L., & Lampert, J. S. (Eds.), Early focus: Working with young blind and visually impaired Children and their families (pp. 50-69). New York, NY: American Foundation for the Blind. Langley, B., (1996). Chapter five: Daily life. In Holbrook, M. C. (Ed.), Children with visual impairments: A parents’ guide. Bethesda, MD: Woodbine House.

References cont. Miller, C., (2001, Winter). What is the expanded core curriculum for blind and visually impaired students? See/Hear Newsletter. Retrieved January 31, 2009, from http://www.tsbvi.edu/ Outreach/seehear/winter01/core.htm. National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities, 1995. Turnbull, A., Turnbull, R., Erwin, E., & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson, Education, Inc. And personal conversations with Early Intervention providers (DTs, DTVs, DT O&Ms, PTs, OTs), and, of course, Parents.