ECC Annual Needs Consideration

By: Carmen Willings
teachingvisuallyimpaired.com
June 16, 2025
The Expanded Core Curriculum (ECC) consists of nine critical areas that address the unique learning needs of students who are blind or visually impaired. These areas extend beyond the general education curriculum and are essential for ensuring that students acquire the skills necessary for independence, academic success, and future readiness.
Each year, a student’s needs within the ECC should be reviewed during the IEP process. Priority areas should be identified based on the student’s current level of functioning, age, future goals, and other disability-related needs.
  • Direct instruction should be provided when the specialized skills of a Teacher of Students with Visual Impairments (TVI) or Certified Orientation and Mobility Specialist (COMS) are needed for skill acquisition or maintenance.
  • Consultation or collaboration may be more appropriate when general education staff or related service providers are supporting the implementation of ECC skills across settings with guidance from the TVI.
Note: Not all students will require instruction in every ECC area every year. Instruction should be individualized and based on the student’s functional vision and long-term goals.

​Compensatory Access Skills

These are the foundational skills that allow students with visual impairments to access the general education curriculum. This area includes:
  • Concept development and spatial awareness
  • Communication skills (listening, speaking, and writing)
  • Adapted literacy (braille, large print, audio, or digital formats)
  • Study and organizational strategies
  • Use of tools like the abacus, tactile graphics, or adapted materials

​Assistive Technology (AT)

Assistive technology is a powerful equalizer that helps students with visual impairments access, process, and present information. Instruction may include:
  • Screen readers or magnification software
  • Electronic braille devices
  • Tablets, laptops, and mobile devices with accessibility features
  • Keyboarding and file management skills
  • Evaluation and selection of tools to match specific tasks and environments

​Social Interaction Skills

Students with visual impairments may miss visual social cues, so explicit instruction may be needed in:
  • Facial expressions and gestures
  • Personal space and body language
  • Initiating and maintaining conversations
  • Understanding social norms in different environments
  • Navigating group activities and friendships​​

​Self-Determination

Self-determination fosters a student’s ability to understand and advocate for their needs. Instruction can include:
  • Identifying strengths, challenges, and interests
  • Understanding one’s disability and how it impacts learning
  • Setting goals and making decisions
  • Coping with mistakes and building resilience
  • Participating in IEP meetings and transition planning​​

​Sensory Efficiency Skills

Students are taught to use all their available senses—vision, hearing, touch, smell, and proprioception—effectively. This area includes:
  • Use of optical and non-optical devices
  • Environmental cues and sensory scanning
  • Auditory and tactile discrimination
  • Integrating multiple sensory channels for learning​​

Independent Living Skills (ILS)

ILS are critical to functional independence and adulthood readiness. Instruction may cover:
  • Personal hygiene and grooming
  • Food preparation and kitchen safety
  • Money handling and budgeting
  • Time management
  • Medication organization
  • Household chores and safety​​

​Orientation and Mobility (O&M)

O&M addresses the student’s ability to navigate safely and independently in familiar and unfamiliar environments. Skills include:
  • Spatial and body awareness
  • Concepts of directionality and positioning
  • Use of mobility tools (e.g., long cane, pre-cane skills)
  • Environmental awareness
  • Street crossings and use of public transportation
  • GPS and travel apps for wayfinding​​

Recreation and Leisure

Students require access to engaging and enriching activities that promote physical, emotional, and social development. This area includes:
  • Exploration of hobbies and personal interests
  • Adapted sports and games
  • Use of accessible materials (e.g., tactile puzzles, braille books)
  • Leisure skill planning for free time and vacations

Career Education

Career education prepares students for post-secondary goals and employment. Skills can include:
  • Understanding the world of work
  • Career exploration and interest inventories
  • Learning about workplace expectations
  • Developing job readiness skills
  • Participating in internships or volunteer experiences
  • Creating résumés and practicing interview skills
​Annual consideration of the Expanded Core Curriculum is not only required by best practice but essential to ensuring that students who are blind or visually impaired have equitable access to life and learning. ECC instruction empowers students to become independent, confident, and successful in school and beyond.

Additional Resources...

I created an Expanded Core Curriculum Annual Needs Consideration form, available for free on the IEP Printables page, to help identify areas of the ECC in which the student may need instruction. 

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Sensory Efficiency
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AT Basic Use ​​AT Problem Solving ​Braille Notetaker ​iOS/Tablet Instruction Audio Skills ​Video Magnifiers ​​Basic Computer Use Access Productivity
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Printable Resources

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The Expanded Core Curriculum Handout
The Expanded Core Curriculum Handout