CVI lesson planning and implimentation

By: Carmen Willings
teachingvisuallyimpaired.com
https://www.teachingvisuallyimpaired.com/ecc.html
The Expanded Core Curriculum addresses the knowledge and skills needed by students with visual impairments due to their unique disability and specific needs. The various areas of the expanded core curriculum provide educators with a way of addressing the needs of students with visual impairments as well as those with additional disabilities. The educational requirements of this population are not always met since the lack of vision is considered "minor", especially when the child is severely impacted by cognitive and physical disabilities.
Teaching in Thematic Units
Teaching in thematic units can help a student make connections between and among the topics of instruction that are discussed. Units expand vocabulary, concepts, and skills beyond those which can be experienced incidentally in daily routines or in isolation. ​Compensatory Access ​Compensatory skills are those skills needed by students who are blind or visually impaired to access all areas of the core curriculum. All students need to be taught the skills necessary to access information within the standard core curriculum in order to be successful in mastering state and national education standards. Individualized instruction in compensatory skills will help the student who is blind learn about the world, communicate, and develop literacy. Compensatory skills include concept development, spatial understanding, study and organizational skills, speaking and listening skills and the adaptations required to fully access all areas of the general curriculum. This section provides information or skills and unique instruction to allow the student to access the core curriculum.

• Guiding Principles of Concept Development
• Community Based Experiences
• Concepts to Teach
• Organization & Study
• Tactile Graphics Guidelines
• Tactile Graphics instruction
• Creating Tactile Graphics
• Cranmer Abacus Instruction

Communication ModesCommunication modes fall under compensatory skills and incorporates skills needed by students who are blind or visually impaired. Some students will need instruction in the braille code in order to access print as well as handwriting and signature instruction. Additionally, students may require large print, use of optical devices, recorded materials, picture symbols, and more to support access to communication. This section provides information, suggestions and strategies in instructing persons in these areas. ​

• Large Print
• Braille Code
• Braille Instruction
• Braille Instruction Materials
• Writing Braille
• Creating Tactual Books
• Nemeth Braille Code
• Signature & Handwriting

Students with Multiple DisabilitiesMany students who are blind or visually impaired have multiple disabilities and require a modified curriculum. These students frequently have complex visual and learning needs. This section provides resources and strategies for working with students with multiple disabilities. 

• Functional Skills
• Individual Schedules & Communication Cards
• Transition Between Activities
• Lightbox Use
• Encourage Use of Vision
• Sensory Activities
• Teacher Made Materials
• Sensory Areas & Rooms

Assistive TechnologyStudents who are blind or have low  vision need to acquire a range of technology skills that will give them  options for gathering and conveying information. Instruction in the use and maintenance of Assistive Technology is needed  in the curriculum for students with visual impairments.  This section provides information on a variety of AT devices as well as strategies for instruction.

• Overview of Assistive Technology
• Braillewriter Repair 
• AT Resources
• Vendors
• AT Instruction
• iPads as Instructional Tools
• Making the iOS Device Accessible
• Video Magnifier Instruction
• Notetaker Instruction
• Accessing Audio Books
• Navigate Computer w/o a Mouse
• Word Processing & Shortcuts
• Keyboard Instruction

Sensory Efficiency ​Sensory efficiency skills includes instruction in the use of residual vision, hearing and other senses including use of tactual, gustatory, and olfactory input to identify one's personal possessions, or use hearing and other senses to identify people. This section provides information on ways to develop sensory efficiency.

• Sensory Input
• Sensory Table
• Visual Efficiency Skills
• Visual Attend & Scan Activities 
• Visual Tracking Activities
• Visual Discrimination Activities 
• Visual Motor Activities
• Optical Device Use
• Tactual Readiness
• Developing Skillful Hands
• Auditory Readiness
• Listening Skills Instruction

Independent LivingIt is important for the student to develop responsibility and independence in order to become the most independent and contributing member of their homes and communities that will promote social acceptance. This section provides information on ways to develop these critical skills.

• Responsibility & Independence
• Hygiene & Grooming
• Dressing & Clothing
• Mealtime Independence
• Housekeeping
• Money
• Time Management
• Food Preparation

Orientation & MobilityOrientation pertains to the students’ ability to get about in their immediate environment.  This section provides information on orientation and mobility skills and techniques that are taught in order to help the student safely and efficiently move throughout their environment.

• Proper Guide Techniques
• Orienting Student to Environment
• Mobility Skills
• Travel 
• Dog Guides

Career EducationCareer education is an essential area of the Expanded Core Curriculum as it provides the student with a visual impairment access to and understanding of careers they may not be aware. It also addresses the vocational skills students need to perform jobs and keep employment.

• Learn to Play
• Classroom Jobs
• Career & Vocational
• Preparing for College

Social SkillsSocial interaction skills must be taught to students with visual impairments because they are unable to casually observe how people interact and socialize with one another.  This section provides information on ways to help students develop positive social skills.

• Non-Verbal Communication
• Social Interactions
• Self Concept
• Icebreakers & Mixers

Recreational & Leisure SkillsRecreation and leisure skills may include traditional as well as adapted physical education activities. This section will provide information on how to provide students with support in this area.

• Recreation & Leisure Resources

Self DeterminationSelf-Determination highlights the importance of believing in oneself, while understanding one's abilities and limitations.This section provides information on how to help students develop self determination skills.More Resources...
Blindskills, Inc publishes DIALOGUE, a quarterly magazine in large print, Braille, email, NLS-compatible digital cartridge and four-track cassette tape:  that is designed for blind youth and adults who are experiencing vision loss.

CANnect is a consortium of schools and philanthropists who provide courses designed toward people who are blind or visually impaired. Accessible and comprehensive  online courses cover a wide range of subjects specific to visual impairments as well as the core curriculum and workplace tools like spreadsheets and word processing. CANnect solves problems for people with vision impairments so they can get on with learning. 

Learning Ally is a national nonprofit provider of books in accessible format for people who cannot read standard print due to visual, perceptual or physical disabilities. Provides thousands of titles available on digitally recorded audio books, DC, and computer disk, including textbooks.

Paths to Literacy provides resources and expertise to assist educators and families in providing literacy experiences for children who are blind or visually impaired. Information includes an overview of literacy and challenges specific to students who are visually impaired. 

.Compensatory or Functional Academic Skills, Including Communication Modes(Note: for this area of the expanded core curriculum for blind and visually impaired students, a distinction must be made between compensatory skills and functional skills. Compensatory skills are those needed by blind and visually impaired students in order to access all areas of core curriculum. Mastery of compensatory skills will usually mean that the visually impaired student has access to learning in a manner equal to that of sighted peers. Functional skills refers to the skills that students with multiple disabilities learn that provide them with the opportunity to work, play, socialize, and take care of personal needs to the highest level possible.)
Compensatory and functional skills include such learning experiences as concept development, spatial understanding, study and organizational skills, speaking and listening skills, and adaptations necessary for accessing all areas of the existing core curriculum. Communication needs will vary, depending on degree of functional vision, effects of additional disabilities, and the task to be done. Children may use braille, large print, print with the use of optical devices, regular print, tactile symbols, a calendar system, sign language, and/or recorded materials to communicate. Regardless, each student will need instruction from a teacher with professional preparation to instruct students with visual impairments in each of the compensatory and functional skills they need to master. These compensatory and functional needs of the visually impaired child are significant, and are not addressed with sufficient specificity in the existing core curriculum.