Integrating Expanded Core Sessions Into the K-12 Program: A High School Scheduling Approach

Instruction in Areas of the Expanded Core Curriculum Linked to Transition Outcomes for Students with Visual Impairments

“…These disability-specific content areas, which came to be referred to as the expanded core curriculum (ECC), include compensatory, orientation and mobility (O&M), assistive technology, independent living, social interaction, recreational and leisure, sensory efficiency, career education, and self-determination skills (Hatlen, 1996;Huebner, Merk-Adam, Stryker, & Wolffe, 2004). Although there was general agreement that these areas are important, teachers and advocates continued to debate how to accomplish the task, given the time constraints of the school day and who was responsible for teaching which elements of the ECC (Lohmeier, 2007;Lohmeier, Blankenship, & Hatlen, 2009;Wolffe, Hatlen, & Blankenship, 2010;Wolffe et al, 2002). We were interested in exploring whether there was empirical evidence to support the importance of providing instruction in areas of the ECC by virtue of enhanced outcomes for the students who received such disabilityspecific instruction.…”

Expanded Core Curriculum And Listening Skills For Students With Visual Impairment

“…Sensory efficiency skills encompass the utilization of the remainder of the senses of people with visual impairment such as sight, touch, ear, nose and taste. Compensatory skills encompass concept teaching, direction finding, study strategies, organization skills, listening and speaking skills, the usage of braille and large type-sized texts, prerecorded materials, magnifier and alternative communication channels, sign language or non-verbal communication instruments, conversation cards or devices developed for communication (Lieberman, Haegele, Columna and Conroy, 2014;Lieberman, Haegele, Columna and Conroy, 2014;Lohmeier, 2005Lohmeier, ,2006Lohmeier, , 2007Lohmeier, , 2009. Access skills involves all the skills required by both students with visual impairment and students with an additional impairment together with visual impairment in order to ensure their access to curriculum in the most independent way possible (Sapp and Hatlen, 2010).…”

“…Yardımcı teknolojiler, görme yetersizliği olan bireylere yaşam alanlarında evde, işte, okulda üstlendiği rolleri en üst düzeyde yerine getirmede yardımcı olur (Stumbo, Martin ve Hedrick, 2009 (Lieberman, Haegele, Columna ve Conroy, 2014;Lohmeier, 2005Lohmeier, , 2006Lohmeier, , 2007Lohmeier, , 2009. Bu beceriler, görme yetersizliği olan öğrencilerin gören akranlarında olduğu gibi genel eğitim müfredatının her alanına erişebilmeleri için ihtiyaç duydukları tüm becerileri ifade eder (Sapp ve Hatlen, 2010).…”

“…Tamamlayıcı beceriler; kavram öğretimi, yön bilgisi, ders çalışma stratejileri, organizasyon becerileri, konuşma ve dinleme becerileri, kabartma ve büyük puntolu yazı kullanımı, önceden kaydedilmiş materyallerin kullanımı, büyüteç ve alternatif iletişim kanalları, işaret dili veya sözel olmayan diğer iletişim araçları, konuşma kartları veya iletişim için geliştirilen cihazların kullanımını kapsamaktadır (Lieberman, Haegele, Columna ve Conroy, 2014;Lohmeier, 2005Lohmeier, , 2006Lohmeier, , 2007Lohmeier, , 2009. Bu beceriler, görme yetersizliği olan öğrencilerin gören akranlarında olduğu gibi genel eğitim müfredatının her alanına erişebilmeleri için ihtiyaç duydukları tüm becerileri ifade eder (Sapp ve Hatlen, 2010).…”

Assistive technology use by Kentucky 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).…”