Development of ECC Resources

by Carmen Willings
teachingvisuallyimpaired.com
Updated June 19, 2025

My Teaching Experiences

I entered the field of visual impairments in 1999. Although I began my career teaching in an inclusive preschool classroom on the campus of the Governor Morehead School for the Blind in Raleigh, North Carolina, the majority of my time has been spent serving as an itinerant Teacher of Students with Visual Impairments (TVI), supporting learners from infancy through high school. Like many TVIs, I have worked with students who have a wide range of visual and learning needs. ​
My caseloads over the years have included:
  • Students who are blind and autistic
  • Students with low vision requiring instruction in low-vision devices
  • Students with Cortical/Cerebral Visual Impairment (CVI)
  • High-achieving students in advanced placement classes who need support with low vision device use, independent living skills, and self-determination.
  • Print readers learning braille and touch typing
  • Students with severe and profound complex needs
The diversity of student needs on a typical itinerant caseload makes instructional planning both complex and dynamic. Collaborating with numerous educational teams presents its own challenges, but it’s also one of the most rewarding aspects of this role. I’ve had the privilege of learning from incredible professionals across various disciplines, including general educators, speech-language pathologists, occupational and physical therapists, teachers of the deaf and hard of hearing, and more.
These resources were designed specifically with itinerant teachers in mind—TVIs who are constantly on the move and supporting students with widely varying needs. However, the activities and materials are equally appropriate for use in classroom-based settings. They are practical, flexible, and grounded in real-world experience.

​Why I Created These Resources

​My goal in developing these resources was twofold:
  1. To create an organized, easy-to-reference collection of the activities I’ve used and adapted over the years
  2. To share these materials with fellow TVIs who are seeking practical tools for teaching the Expanded Core Curriculum (ECC)
This work eventually led to the creation of The TVI’s Guide to Teaching the ECC, along with companion workbooks designed to support the activities outlined in the guide.
Many of the activities are adapted from:
  • Professional VI resource books
  • Early childhood and preschool curriculum materials
  • Whole language, phonics, and phonemic awareness instruction
  • General education resources
  • Strategies and materials used by related service providers I’ve worked alongside
Each activity has been selected and refined based on what I’ve found most effective in real instructional settings—whether in a one-on-one session, small group, or inclusive classroom.

ECC Instruction

The ecc
teaching strategies
compensatory skills
Concept DevelopmentAlternative CommunicationEmergent Literacy​Access Print
​Pre-Braille ​Braille Code​​​Braille Formatting
​Braillewriter​​Slate & Stylus​​Tactile Graphics​Nemeth Code​Access Classes​Abacus ​Organize​​Study Skills​Time Management​​​​Listening Skills
assistive technology
social skills
Self determination
sensory efficiency
Sensory Input
​​​Sensory Areas & Rooms​​​
​Auditory ReadinessVisual Efficiency Skills​Optical Device Instruction​Tactual Efficiency​Tactile Readiness ​
Independent Living
​ Eating & Table MannersClothing IdentificationTelephoneFood PreparationMoney & BudgetService Agencies​SafetyHygiene & GroomingPersonal HealthHousehold Skills​​Shopping & Consumerism
Orientation & Mobility
Recreation & Leisure
career & vocational