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, DTVIllinois State University

• Susan Sullivan, M.Ed., DTVIllinois School for the Visually Impaired

Association for Education and Rehabilitation of the Blind and Visually Impaired

International Conference

July 23, 2010Little 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 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

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

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.

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?

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”

Sensory Efficiency Skills

• Residual vision

• Tactile skills

• Auditory Skills

• Gustatory Skills

• Olfactory Skills

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.

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.