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

2. 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

3. 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

4. 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.

5. 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.

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

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

8. 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

9. 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

10. 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.

11. 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?

12. 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

13. 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.

14. 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”

15. 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

16. 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..

17. 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?

18. 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

19. ECC Matrix

20. 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 ). 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.

21. 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 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.