1. Making the Curriculum Content Meaningful and Accessible
Current Issues for Students with Visual Impairments in Health Education:
Making the Curriculum Content Meaningful and Accessible

2. Introduction
Health Education Manual specifically designed to be used with students who are visually impaired (5 -21 years of age) will be published by the American Printing House for the Blind (APH).
Reflects the U.S. National Health Education Standards as set forth by the Joint Committee on National Health Education Standards while also demonstrating alignment with the Expanded Core Curriculum (ECC).

3. Health Education Manual Components
The two major sections of the manual include:
Instructional methods pertaining to general health issues.
Special methods for providing information that is accessible in sexual health education.
Five units are included in the manual.

4. Diet and Nutrition Unit
Students who are visually impaired are more likely than other children with and without disabilities to experience obesity (Wunder, 2012).
Foodborne illnesses are an all too common problem.
Provides teachers with general information on the topic and recommendations for providing relevant information for their students.
Lessons on safely handling food to reduce the probability of preparing tainted food are included in this unit.

5. Prevention of Communicable and Non-Communicable Diseases Unit
Provides teachers and students with general information and sample lessons.
Information pertaining to recommended procedures for seeking appropriate medical attention is included.
Lessons regarding taking prescription and non-prescription drugs and obtaining appropriate vaccinations are provided.
Discussion of the importance of using the orientation and mobility (O&M) specialist’s services when planning trips to the doctor and pharmacy.

6. Sexual Health Education Unit
Dearth of appropriate methods for providing meaningful sex education instruction for students with visual impairments.
Need for a broader range of sex education content, more accommodating pedagogical approaches for students with visual impairments, and more appropriate resources upon which they can draw.
Specific methods include the use of realistic, anatomically-correct 3D models used in combination with frank, direct language (“explicit talk”).
Intended to help educators make their various sex education programs accessible to and meaningful for students with visual impairments.

7. Personal Health Unit
Focuses on the individual and the importance of caring for herself or himself through practicing recommended hygiene and grooming procedures.
Other topics include obtaining access to health care services, learning about health insurance, recognizing the differences between brand-name and generic drugs, appreciating the importance of daily physical activity, and using methods for maintaining good mental and social health.
Includes descriptions of the impact of making choices related to the use of drugs and alcohol.

8. Injury Prevention and Safety Unit
Focuses mainly on the issues involved in promoting physical safety and addressing information about social media.
Specifically, the topics include:
Water safety, gun safety, fire safety, cardiopulmonary resuscitation (CPR) and first aid, travel safety, and precautions to be taken while communicating with others on internet and social media sites.

9. Summary
Units contain instructional strategies, videos, pictures of tactile models, and references for additional information.
Can be used by teachers of students with visual impairments or regular classroom teachers who may have a student with a visual impairment in their classes.
Provides important information for all teachers giving them a valuable resource that is designed to address current issues and needs in health education for students who are visually impaired.
Many of the concepts and hands-on recommendations can be used to make health education more meaningful for all children in the classroom.

10. Thank you for your interest
Thank you for your interest. If you have further questions, please contact: Stacy Kelly: Tiffany Wild: Gaylen Kapperman:

11. References
Centers for Disease Control and Prevention (2011). Estimates of foodborne illness in the United States. Hyattsville, MD: U.S. Department of Health and Human Services. Retrieved from
Centers for Disease Control and Prevention (2015). National Health and Nutrition Examination Survey Data. Hyattsville, MD: U.S. Department of Health and Human Services. Retrieved from
Future of Sex Education Initiative (2012). National sexuality education standards: Core content and skills, K-12 [a special publication of the Journal of School Health]. Retrieved from
Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28(1),
Kapperman, G., & Kelly, S. M. (2013). Sex education instruction for students who are visually impaired: Recommendations to guide practitioners. Journal of Visual Impairment & Blindness, 107(3),

12. References
Kelly, S. M., & Kapperman, G. (2012). Sexual activity of young adults who are visually impaired and the need for effective sex education. Journal of Visual Impairment & Blindness, 106(9),
Krupa, C., & Esmail, S. (2010). Sexual health education for children with visual impairments: Talking about sex is not enough. Journal of Visual Impairment & Blindness, 104, 327–337.
Wild, T., Kelly, S. M., Blackburn, M., & Ryan, C. (2014). Adults with visual impairments report on their sex education experiences. Journal of Blindness Innovation and Research, 4(2). Retrieved from
Wunder, G. (2012). The United States Association of Blind Athletes affects lives through sports and recreation. Braille Monitor, 55(5). Retrieved from