The Expanded Core Curriculum Overview

By: Carmen Willings
teachingvisuallyimpaired.com
Updated November 28, 2025
The Expanded Core Curriculum (ECC) outlines the critical skills that students who are blind or visually impaired need to access learning, develop independence, and participate fully in life. These nine areas go beyond the standard academic curriculum and are essential for success at home, in school, in the community, and in future workplaces.
​IDEA (Individuals with Disabilities Education Act) requires that evaluations and the IEP (Individualized Education Program) address both academic and functional performance. The ECC is the framework for documenting and addressing the unique learning needs of students with visual impairments, including those with additional disabilities. Below are the 9 areas of the ECC.

Compensatory Access Skill

Compensatory skills are foundational skills that enable students who are blind or visually impaired to access the general education curriculum and fully participate in learning activities. These skills help students receive, understand, and express information in ways that are accessible and efficient.
Instruction in compensatory skills may include:
  • Concept Development – Building understanding of objects, actions, and ideas through direct instruction and real-world experiences
  • Communication Modes – Instruction in braille reading and writing, large print, tactile symbols, or auditory formats
  • Print Modifications – Enlarged text, tactile graphics, braille materials, and adapted formats
  • Handwriting and Signature Skills – Producing written work and signing documents independently
  • Braille Codes – Use of Nemeth Code for mathematics and science, and other specialized braille codes
  • Tactile Tools – Instruction in using tactile graphics, the abacus, slate and stylus, and other adapted tools
  • Listening and Auditory Skills – Developing auditory attention, listening comprehension, and auditory memory
  • Organization and Study Strategies – Managing materials, organizing information, and applying effective study habits
  • Adapted Instructional Supports – Use of readers, notetakers, and accessible educational materials
These skills allow students not only to access instruction but to demonstrate what they know independently and with confidence, promoting academic success and lifelong learning.

Assistive Technology (AT)

Students who are blind or visually impaired must learn to independently use assistive technology (AT) tools to access print, communication, and digital content across academic and real-world environments. Systematic assessment, collaboration, and direct instruction ensure students develop the skills necessary to use technology efficiently and confidently. Instruction and support include:
  • Technology Assessments – Evaluating visual, literacy, and technology needs to determine appropriate tools
  • Learning and Applying AT Tools – Direct instruction in selecting and using devices and software effectively
  • Screen Readers and Magnification Tools – Accessing digital content through speech, braille, and enlarged displays
  • Braille Notetakers and Embossers – Producing and organizing written work independently
  • Refreshable Braille Displays – Real-time access to digital text in braille
  • VoiceOver and Screen Access Software – Using built-in and third-party accessibility features
  • Keyboarding and Input Skills – Building speed, accuracy, and efficiency with input methods
  • Accessible Apps and Software – Navigating educational and productivity applications
  • Technology Literacy for Postsecondary Success – Preparing students for college, employment, and community use
  • Team Training and Ongoing Support – Supporting teachers, families, and staff in understanding and reinforcing AT use
AT instruction must be paired with training for educational team members so students are supported consistently across environments, including the classroom, home, and community settings.

Social Interaction Skills

Students who are blind or visually impaired may miss important visual cues such as facial expressions, gestures, and body language. Direct instruction in social interaction skills helps students understand social expectations and build meaningful relationships across settings.
Instruction may include:
  • Conversational Turn-Taking – Learning when and how to enter, maintain, and exit conversations
  • Understanding Body Language – Interpreting posture, gestures, and nonverbal communication through instruction and feedback
  • Tone of Voice and Context – Recognizing meaning, humor, emotions, and intent through sound and situation cues
  • Personal Space and Greetings – Understanding appropriate distance, handshakes, and verbal greetings
  • Friendship Skills – Initiating, maintaining, and navigating peer relationships
  • Workplace and Group Interaction – Participating appropriately in teams, classrooms, and job settings
  • Self-Advocacy – Expressing needs, requesting accommodations, and making informed choices
Social interaction skills support student success at home, school, work, and in the community, empowering students to engage confidently and independently with others.

Self-Determination

Students who are blind or visually impaired must understand themselves, their rights, and how to make informed decisions. Self-determination skills empower students to take an active role in their education and future planning while building independence, confidence, and resilience.
Instruction in self-determination may include:
  • Self-Awareness and Confidence – Recognizing strengths, interests, and areas of need
  • Understanding Vision and Learning Needs – Knowing how a visual impairment affects learning and daily tasks
  • Self-Advocacy – Expressing needs, requesting accommodations, and communicating preferences
  • Goal Setting – Creating meaningful short-term and long-term goals
  • Problem-Solving – Identifying challenges and selecting strategies to overcome them
  • Decision-Making and Reflection – Weighing options and evaluating outcomes
  • Independence and Resilience – Developing perseverance, adaptability, and responsibility
Students should be active participants in their IEP meetings and personal planning, preparing them to make choices that support lifelong learning, employment, and independent living.

Sensory Efficiency Skills

Sensory efficiency skills help students who are blind or visually impaired make the most effective use of all available senses, including vision, hearing, touch, smell, and proprioception. Instruction is designed to strengthen sensory awareness and improve access to information across learning environments. Instruction in sensory efficiency may include:
  • Use of Residual Vision – Learning to apply available vision effectively and efficiently
  • Optical and Non-Optical Devices – Using magnifiers, telescopes, and visual aids appropriately
  • Auditory Discrimination and Localization – Identifying sounds and determining their source
  • Tactile Exploration and Identification – Recognizing objects and textures through touch
  • Olfactory Awareness – Using smell to gather information about the environment
  • Body Awareness and Proprioceptive Feedback – Understanding body position and movement
  • Fine and Gross Motor Skills – Improving coordination, strength, and purposeful movement
Sensory efficiency instruction supports students in accessing information and moving safely and confidently through their environments.

Independent Living Skills

Independent living and self-care skills are essential for participating fully in home, school, and community life. These skills help students who are blind or visually impaired develop the confidence and competence needed for daily routines and personal responsibility. Instruction in independent living skills may include:
  • Personal Hygiene and Grooming – Managing daily care routines and personal appearance
  • Clothing Care and Laundry – Selecting, organizing, washing, and maintaining clothing
  • Food Preparation and Cooking – Planning meals, preparing food, and using kitchen tools safely
  • Kitchen and Home Safety – Safe use of appliances and awareness of potential hazards
  • Money and Time Management – Budgeting, handling money, and managing schedules
  • Household Organization and Cleaning – Keeping personal spaces functional and orderly
  • Health and Medication Management – Understanding health routines and managing medications safely
Instruction in independent living skills supports students in becoming independent, responsible, and contributing adults in their families and communities.

Recreation and Leisure Skills

Recreation and leisure activities support physical health, social connection, and emotional well-being for students who are blind or visually impaired. Exposure to a variety of enjoyable and meaningful activities helps students discover interests, build friendships, and develop lifelong habits for wellness. Instruction in recreation and leisure may include:
  • Hobbies and Crafts – Exploring interests through hands-on activities
  • Accessible Games and Sports – Adapting play for participation and enjoyment
  • Fitness and Physical Activity – Building strength, endurance, and coordination
  • Dance, Music, and Art – Expressing creativity and emotion through movement and sound
  • Outdoor Recreation – Hiking, gardening, and nature exploration
  • Reading for Enjoyment – Accessing books through braille, audio, and digital formats
  • Community Participation – Clubs, teams, and events that promote social interaction
Participation in recreation and leisure activities fosters a healthy, balanced lifestyle and supports lifelong wellness.

Career Education

Career education helps students who are blind or visually impaired understand the world of work and prepare for adult responsibilities. Instruction begins in the early grades with career awareness and becomes more focused through exploration, skill development, and transition planning in the upper grades.
Instruction in career education may include:
  • Career Awareness and Exploration – Learning about a variety of jobs and career pathways
  • Workplace Behavior and Soft Skills – Developing communication, responsibility, and teamwork
  • Job Readiness Skills – Completing applications, resumes, and practicing interviews
  • Work-Based Learning – Participating in job shadowing, internships, or volunteer experiences
  • Understanding Accommodations – Learning workplace rights and necessary supports
  • Financial Literacy – Understanding paychecks, budgeting, and benefits
  • Employment Preparation – Practicing time management, organization, and professionalism
Career education instruction equips students to make informed decisions about their future, encouraging independence and success after high school.

Orientation & Mobility (O&M)

Orientation and Mobility (O&M) instruction teaches students who are blind or visually impaired to move safely, efficiently, and independently in all environments. These skills support participation at home, school, and in the community.
Instruction in O&M may include:
  • Body Awareness and Spatial Concepts – Understanding body position and movement in space
  • Environmental Awareness – Recognizing landmarks and environmental features
  • Cane Techniques and Travel Skills – Using the long cane to detect obstacles and surfaces
  • Public Transportation Skills – Using buses, trains, and paratransit services
  • Community Travel – Navigating streets, stores, and public spaces
  • Mental Mapping and Route Planning – Creating and following travel routes
  • Environmental Navigation – Interpreting indoor and outdoor layouts
  • Cardinal Directions and Compass Use – Understanding directions and orientation
NOTE: Instruction is provided by a Certified Orientation and Mobility Specialist (COMS).

Resources

Provide IEP teams with an ECC Overview Handout to help teams understand the unique set of skills needed by students with visual impairments. Two options can be found on the Premium Printables page.

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The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used as a framework for assessing students, planning individual goals and providing instruction."  - American Foundation for the Blind