The Expanded Core Curriculum for Students who are Visually Impaired

McDonough, H. B.; Sticken, Eric; Haack, Stacy

doi:10.1177/0145482x0610001009

Cited by 9 publications

(9 citation statements)

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“…Little rigorous, empirical research on delivery of the ECC outside the classroom currently exists; however, initial studies indicate that students may benefit from such instruction. In an issue brief published in the Journal of Visual Impairment & Blindness , McDonough et al (2006) stressed that even for high-achieving students with visual impairments, 13 years of academic instruction may not be enough to fully absorb all ECC content knowledge needed to be successful after graduation. Blackshear (2014) advocated for ECC proponents to explore “alternative instructional models” to build ECC skills beyond the typical school day (p. 492).…”

mentioning

confidence: 99%

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

Lieberman

Ericson

Lepore-Stevens

et al. 2021

Journal of Visual Impairment & Blindness

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Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

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confidence: 99%

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

Lieberman

Ericson

Lepore-Stevens

et al. 2021

Journal of Visual Impairment & Blindness

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“…In addition to the above, another factor is the lack of legislative frameworks (i.e., Education Acts) regarding the shape of an expanded and integrated core curriculum (Hatlen, 2000; Hussey, 1997; McDonough, Sticken, & Haack, 2006) for the education of students with visual impairments in Greece. Special schools for the blind are more exposed to the expanded core curriculum than the mainstream schools, but they are not required by the state to develop in their students a specific set of skills such as compensatory and functional academic skills, communication skills, independent-living skills, and so on.…”

Section: Discussionmentioning

confidence: 99%

Assessing Self-Regulation in Individuals With Visual Impairments

Argyropoulos

Sideridis

Botsas

et al. 2011

Assessment for Effective Intervention

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The purpose of the present study was to assess self-regulation of students with visual impairments across two academic subjects, language and math. The participants were 46 Greek students with visual impairments who completed self-regulation measures across the subject matters of language and math. Initially, the factorial validity of the scale was established. In turn, results pointed to the existence of a single universal self-regulation functioning pattern in individuals with visual impairments across subject matters (at the mean level). Measurement invariance was also observed at the item level through imposing equality constraints between items from different subjects. Based on the findings, it is suggested that self-regulation is not context specific for individuals with visual impairments.

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“…It has been recommended that support for learning components of the ECC should extend to after-school programming (McDonough, Sticken, & Haack, 2006). In collaboration with visual impairment professionals, physical education teachers can continue to contribute to ECC components through schoolbased after-school physical activity and sport programs (for example, intramural sports, fitness clubs, or sports clubs).…”

Section: Incorporating Afterschool Programmingmentioning

confidence: 99%

How Students with Visual Impairments Can Learn Components of the Expanded Core Curriculum through Physical Education

Lieberman

Haegele

Columna

et al. 2014

Journal of Visual Impairment & Blindness

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The ECC provides an instructional framework for students with visual impairments to be successful in school, the community, and the workplace (Sapp & Hatlen, 2010). The components of the ECC are typically learned incidentally by sighted children through observing role models visually (Lohmeier, Blankenship, & Hatlen, 2009). Students who have significant visual impairments must be taught these components with direct instruction. These components are: (1) compensatory or access skills, (2) O&M skills, (3) social interaction skills, (4) independent living skills, (5)

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The Expanded Core Curriculum for Students who are Visually Impaired

Abstract: Reclassification may add to the shortage of teachers of students with visual impair ments, especially in rural areas.• Reclassification may limit the scope and practice of specially designed instruction for students with visual impairments.

Cited by 9 publications

References 0 publications

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

Assessing Self-Regulation in Individuals With Visual Impairments

How Students with Visual Impairments Can Learn Components of the Expanded Core Curriculum through Physical Education

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