Implementing the Expanded Core Curriculum in Specialized Schools for the Blind

Study of an inclusive intervention programme in pictorial perception with blind and sighted students

“…The need for an art education programme specifically focused on the appreciation of pictorial works for visually impaired students was previously addressed by Koenig and Holbrook (2000), the PAVE project by Corn et al (2003), and the IDEA programme, applicable to students with any type of disability (LaVenture 2003). Verification of real learning regarding content and aesthetics by blind students and their sighted peers in a school setting coincides with the ideas of Lohmeier (2005), who argues that instructional programmes for students with visual impairments require an expanded curriculum both for intra-and extra-curricular areas.…”

“…Regarding inclusion of visually impaired children, Pelechano and García (1999) confirmed the efficacy of programmes designed to integrate blind children in school settings. Lohmeier (2005) suggested that the instruction of blind students should not only focus on the core curriculum, but also on academic and specialised skills such as social development, recreation and leisure, independent living skills, orientation and mobility, technology, development and visual efficiency. The author labelled this the 'expanded' curriculum and suggested that it could be delivered during or after the school schedule.…”

Assistive technology use by Kentucky students with visual impairments.

“…One national survey showed that a relatively high number of residential schools for the blind (87.5%) provided direct instruction in the area of assistive technology (Lohmeier, 2005). A Michigan survey compared use of instruction, aids and devices by students at the Michigan residential school for the blind with students placed in local school districts (Livingston-White, et aI., 1985).…”

“…teacher training (Abner & Lahm, 2002;Alves, Montiero, Rabello, Gasparetto, & Carvalho, 2009;Bauder, 1999;Derer, Polsgrove, & Rieth, 1996;Kapperman, et aI., 2002;Maushak, Kelley, & Blodgett, 2001;Smith & Kelley, 2007), teacher years of experience (Argyropoulos, et aI., 2008;Farnsworth & Luckner, 2008;Rao, 2006;Thurlow, et aI., 2007), teacher caseload size (Edwards & Lewis, 1998;Thurlow, et aI., 2007), student primary learning media (Abner & Lahm, 2002;Com & Wall, 2002;Edwards & Lewis, 1998;Kapperman, et aI., 2002;Kelly, 2008;Livingston-White, et aI., 1985;Parker, et aI., 1990;Thurlow, et aI., 2007), student educational placement (Edwards & Lewis, 1998;Kapperman, et aI., 2002;Kelly, 2008;Livingston-White, et aI., 1985;Lohmeier, 2005), and assistive technology funding (Derer, et aI., 1996;Parker, et aI., 1990). It was the purpose of this investigation to examine these factors as they relate to the extent of assistive technology use by students with visual impairments.…”

“…In the field of educating students with visual impairments, knowledge in many of these same areas are just as important, including knowledge of the law as it relates to assistive technology for students with disabilities. Curriculum, adopted by many teachers of the visually impaired, integrates compensatory skills with the Core Content (Lohmeier, 2005(Lohmeier, , 2007. Haden grouped these compensatory skills in nine areas: 1) compensatory academic skills, 2) social development, 3) recreation and leisure, 4) orientation and mobility,S) independent living skills, 6) technology, 7) career development, 8) visual efficiency skills, and 9) selfdetermination (Haden, 1996).…”