• 80-90% of learning occurs through the dominant sense of vision

• To meet the unique needs of learners who are blind and Vision impaired students should be given the opportunity to be taught the relevant elements of the Expanded Core Curriculum.

• This is based on the additional skills a student who is vision impaired may require to access and participate in the regular curriculum.

• It is primarily taught by Resource Teachers of vision and Developmental Orientation and mobility specialists

Expanded Core CurriculumThe Expanded Core Curriculum comprises the specific body of knowledge and skills( not inherently addressed within the regular curricula) that learners who are blind or vision impaired need to develop.

Communication Modes

• Computer use

• Keyboard skills

• Concept development

Visual efficiency skills

• Use of visual aids

Physical abilities

• Physical education

• Locomotor abilities

Orientation and Mobility

• Gross/Fine motor

• Environmental Considerations

• Orientation

Social Skills

• Interaction

Living Skills

• Self care

• Organisation

Technology

• Appropriate use of low and high technologies

Distance Normal Distance 6/12 Distance 6/18

Distance 6/24 Distance 6/36

Normal 6/36

Normal Vision Albinism

Implications of Visual Impairment

Compiled by Sarah Tullett, BLENNZ Welbourn Visual Resource Centre

• Adaptations to the environment benefit all viewing but is essential for students with visual impairment so that they can progress in the normal development way and at the normal rate. The majority of our students are included in the regular programme so we need to be considerate of the things that will benefit their vision.

• They need real experiences

Verbal

• Students with reduced vision rely on other senses

• They miss: Facial expressions

Gestures

Peer feedback

• “Here and there” are meaningless

• When they enter a room they don’t know who is in there

• In a high school everyone looks the same in uniform

• They don’t know people are talking to them

• They don’t know when people leave a room

Social Skills

• They don’t always know how to start a conversation or how to take a turn

• They may be passive or over dominating

• They may need to be told about others feelings as they cannot see reactions to what they have said.

Light and Glare• Check the light levels• Draw curtains if the light is behind and if

the student has to look into the light.• If the light source is behind the child then

the face of the person speaking will be illuminated.

• Check surface coatings• Check the reflection from different

surfaces.

Reflection