Teaching the ECCby Carmen Willings
teachingvisuallyimpaired.com Updated March 28, 2019 Orchestrating the ECCIt can feel daunting to think that as a Teacher of Students with Visual Impairments you need to ensure all areas of the Expanded Core Curriculum (ECC) are addressed. Keep in mind that not all students will need to be instructed in each area. Additionally, remember that although you are responsible for ensuring all needed areas in the ECC are addressed with each student, YOU don't necessarily need to teach every ECC skill. This is where teamwork is important.
Everyone on the student's team has a unique skill set. When choosing goals and objectives to work toward, focus on those areas that ONLY YOU can teach (e.g. using low vision devices, braille instruction, AT use specific to visual impairments, etc.). For other areas of the ECC, consider yourself a conductor of an orchestra. Collaborate with team members and model how to adapt activities to allow access. This is particularly important when a student has additional disabilities. Also remember that every student, whether or not they are blind or visually impaired, needs to learn social skills, independent living skills, banking skills, develop skills for college and career success, have good study skills, etc.. Your role is to teach the student these skills when they need to learn them in a different way than sighted peers as a result of the student's visual impairment. If the student has enough usable vision to learn skills in the same way as sighted peers, they will not need unique instruction. For this reason, it is critical to know the student's vision by conducting a thorough Functional Vision Evaluation and Learning Media Assessment to know how the student's vision is negatively impacting them. Determine ECC Needs of StudentIt is helpful to complete an ECC Checklist to document the areas the student needs instruction in. There are several ECC checklists that can be found online or purchased.
When selecting areas of the ECC to write goals/objectives for, it is important to prioritize and focus on those goals that the student will need ongoing support and instruction. For me, this typically would include areas of concept development for younger students and those following a modified curriculum; braille reading foundations and fluency; listening skills; visual efficiency skills, tactual efficiency skills, keyboarding instruction and instruction in low vision devices and VI technology. You can then embed the other areas of the ECC into your instruction. I recommend using themes to systematically address each area and ensure I cover all areas. When selecting activities, I like to layer skills and be able to address multiple skills and concepts as possible. Determining Service LevelWhen determining service level, I like to use the VISSIT, a free resource from the Texas School for the Blind. Provide direct instruction in those skills that you are the only one who can teach and the student will require ongoing instruction in. Provide collaboration to team members in ways to adapt instruction. Model instructional strategies and collaborate with team members on adapting materials, the setting and curriculum. In this way, teaching the ECC becomes a team effort.
Key Strategies
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History of vi
Visual Impairments
Vi organizations & Agencies
VI book resources
VI Professionals
Professionalism
Instructional Planning
Professional Publications
Educational Programming
Individual Learning Differences
referrals
Medical vision exams
fvlma
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writing goals
compensatory skills
Guiding Principles Functional Skills Community Based Experiences Concepts to Teach Access to Instruction Organization & Study Skills Time Management Virtual Instruction Movies & Assemblies Lectures & Instruction Board Work (Chalk, White, etc.) Daily Schedule Morning Meeting Weather Check Dramatic Play Blocks Numbers & Counting Cranmer Abacus Instruction Algebra Geometry & Spatial Sense Measurement & Data Early Literacy Experiences Create Tactual Books Reading Instruction Reading Efficiency Science Adaptations Social Studies Adaptations Communication Modes Accessible Educational Materials Individual Schedules & Communication Cards Adjust Lighting Large Print Optical Devices for Near Optical Devices for Distance Optical Device Use Photocopying Font Legibility Increase Contrast Pictures & Worksheets Keyboarding Instruction Word Processing and Shortcuts Navigate Computer w/o a Mouse Braille Code Braille Instruction Braille Instruction Materials Writing Braille Summer Reading (braille) Signature & Handwriting Nemeth Braille Code Tactile Graphics Guidelines Creating Tactile Graphics Tactile Graphics Instruction Teacher Made Materials Labeling System assistive technology
Overview of Assistive Technology VI AT Resources Non-Optical Low Vision Devices Video Magnifiers Video Magnifier Instruction Screen Enlargement & Readers Low/Med. Tech Tactual Devices Notetaker Instruction Braillewriter Repair Tactile Graphics Technology Braille Technology Auditory Access Devices Accessing Audio Books iPads as Instructional Tools Making iOS Device Accessible iOS Accessibility Resources VoiceOver Apps for VI Note Taking apps Apps for Accessing Books Identification Apps Navigation & Location Apps Braille Apps Magnifier Apps Sound Making Apps Cause & Effect Apps Vision Skills Apps Apps for Early Learning Read to Me Story Apps Apps for Communication Android Apps for VI sensory efficiency
Sensory Input Encourage Use of Vision Sensory Area & Rooms Lightbox Use Sensory Activities for Students with Multiple Disabilities Sensory Tables Visual Efficiency Skills Visual Attend and Scan Activities Visual Tracking Activities Visual Discrimination Activities Visual Motor Activities Tactual Readiness Developing Skillful Hands Auditory Readiness Listening Skill Instruction independent living
orientation & Mobility
career education
recreation & Leisure
self determination
In life, and in school, it is impossible to play every role. TVI's need to be a positive role model of self-determination by knowing their role and how to implement it.” ~ ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments by Carol B. Allman p. 519 |
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