The Expanded Core Curriculum: Where we have been, Where we are Going, and how we Can Get There

Sapp, Wendy; Hatlen, Phil

doi:10.1177/0145482x1010400604

Cited by 85 publications

(140 citation statements)

References 4 publications

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“…Linked to this, literature elsewhere raises concern that the teaching of independence skills is often not given appropriate emphasis in school education (e.g. Sapp and Hatlen, 2010;Douglas and Hewett, 2014). Further, whilst many of the participants identified ways in which they are able to access their courses through assistive technology, several were limited in the amount of funding available to pay for equipment, the quality of equipment provided and the type of equipment they were provided.…”

Section: Resultsmentioning

confidence: 99%

Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom

Hewett

Douglas

McLinden

et al. 2016

European Journal of Special Needs Education

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Section: Resultsmentioning

confidence: 99%

Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom

Hewett

Douglas

McLinden

et al. 2016

European Journal of Special Needs Education

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“…Similar evidence is presented by Crudden (2012) and, in relation to mobility education by Pavey, Douglas, McCall, McLinden and Arter (2002). Overall, Sapp and Hatlen (2010) concluded that 'although teachers consider the Expanded Core Curriculum (ECC) critical for students' success, they do not provide their students adequate instruction based on principles of the ECC' (p. 338).…”

Section: Visual Impairment and Independence Skillsmentioning

confidence: 99%

Views of independence and readiness for employment amongst young people with visual impairment in the UK

Douglas

Hewett

2014

The Australian Journal of Rehabilitation Counselling

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T here is concern that young people with visual impairment do not leave school adequately prepared for the workplace. Seventy young people from the UK with visual impairment (aged 16-19) took part in semi-structured interviews exploring how they define independence and how they predict they would deal with employment-based problems. Two overarching themes emerged: (1) how active/passive the young people felt they should be in solving problems (active-passive dimension), and (2) to whom (themselves or others) the young person attributed the responsibility for problems and solutions (internaliserexternaliser dimension). The results provide evidence of the importance of teaching young people disability-specific skills at school (an 'expanded core curriculum') which aims to maximise young people's independence while giving them a clear understanding of the accommodations to which they are entitled.

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“…As a promising practice, and by law in Texas, teachers of students with visual impairments and orientation and mobility specialists teach to the Expanded Core Curriculum (ECC) for Students with Visual Impairments, a body of knowledge and skills covering nine disability-specific curricular areas that lead to independent functioning. These areas comprise: compensatory skills, self-determination, career education, orientation and mobility, use of technology, sensory efficiency skills, independent living skills, social interaction skills, and recreation and leisure skills (Sapp & Hatlen, 2010). Today, assessments and a determination of whether instruction in the curricular areas of the ECC is necessary may be considered promising practices (Allman & Lewis, 2014).…”

Section: Review Of the Literaturementioning

confidence: 99%

An Analysis of Parents' Reports on Educational Services for Their Children with Albinism

Corn

Lusk

2018

Journal of Visual Impairment & Blindness

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Introduction The purpose of this study was to gain information from parents in the United States about their children with albinism. The first article (in this issue) focused on the data from this study that addressed medical and low vision care. This article focuses on information and services related to the education of children with albinism. Methods An online questionnaire was used to collect data for this study from parents of children with albinism. Representing 223 children with albinism from 40 states in the U.S., 192 parents completed surveys and had opportunities to submit additional information. Results A snapshot of the data indicates that, as a whole, parents perceive their children to do well academically, but they experience social and emotional challenges; 98 children were receiving direct instruction from a teacher of students with visual impairments and 84 were receiving consultation services. Although parents were generally satisfied with their level of involvement in the development of their children's education plans, many could not provide key information about the assessments their children had received, their children's reading rates, or the services with which their children were being provided. Discussion These data illuminate the fact that, despite the premise of the Individuals with Disabilities Education Act (IDEA, 2004) that parents be equal partners in the education of their children with special needs, these parents of children with albinism were not as informed about the assessments and services that their children were receiving as might be expected. Findings also suggest the possibility that students with albinism may not be receiving appropriate educational services to address the limitations imposed by their low vision. In particular, it appears that these students, most of whom will be non-drivers, are not receiving orientation and mobility services. In addition, there was evidence that over half of these children may not be receiving instruction in the use of low vision devices. Implications for practitioners The data gathered in this study provide directions for educators who work with children who have albinism and their families, as well as for those who design and administer services for children with visual impairments. Based on these reports from parents, it appears that children with albinism are not being assessed in the areas key to understanding their functioning and, although as a group they are doing well academically, other needs related to the Expanded Core Curriculum (ECC) are not being addressed as frequently. Teachers of students with visual impairments may want to be more explicit when describing to parents the assessments on which their educational recommendations are being made. Further research is needed to determine if children with low vision are being provided with educational services based on educational assessments and needs or if other administrative factors are driving these services.

show abstract

The Expanded Core Curriculum: Where we have been, Where we are Going, and how we Can Get There

Cited by 85 publications

References 4 publications

Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom

Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom

Views of independence and readiness for employment amongst young people with visual impairment in the UK

An Analysis of Parents' Reports on Educational Services for Their Children with Albinism

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