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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ECC Instruction
Concept Development
Alternative Communication
Tactile Graphics
Access Classes
VI AT Printables Webinar: Selecting the Right AT Overview of Assistive Technology Basic AT Use Problem Solve AT Braille Notetaker Use iOS/Tablet Use
Basic Computer Use Computer Access Windows Keystrokes Word Processing & Shortcut Productivity Online Access VI AT Resources Sensory Input Sensory Areas & Rooms Routines Auditory Readiness Visual Efficiency Skills
Responsibility & Independence General Home Safety Bathroom Adaptations Personal care Hygiene & Grooming Personal Health Medication Adaptations Household Skills Maintenance Shopping & Consumerism Dressing & Clothing Identification Clothing Care Telephone Use Eating & Table Manners Food Preparation Service Agencies Safety Money & Budget Eating & Table Manners
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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