Three Areas of the Expanded Core Curriculum for Students with Visual Impairment

Lewis, Sandra; Savaiano, Mackenzie E.; Blankenship, Karen; Greeley-Bennett, Kitty

doi:10.1016/b978-0-12-420039-5.00002-2

Cited by 10 publications

(12 citation statements)

References 40 publications

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“…Self-determination has theoretical and developmental importance, and it is recognized as an area in which students with visual impairments require assessment and instruction. One prior review of peer-reviewed research focusing on self-determination interventions for students with visual impairments was identified (Lewis, Savaiano, Blankenship, & Greeley-Bennett, 2014). In this review, the authors only included intervention studies (i.e., single case, group experimental or quasi-experimental) and did not use quality indicators to examine quality of the studies.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…Despite concerns among educators about lack of time for teaching self-determination (Agran et al, 2007; Lohmeier et al, 2009), individualized interventions and short-term programs could be effective for promoting self-determination (Lewis et al, 2014). After initial instruction and skill mastery, students can assume responsibility for self-management of their behavior with decreasing levels of support (Ivy et al, 2016).…”

Section: Limitationsmentioning

confidence: 99%

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Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Cmar

Markoski

2019

Journal of Visual Impairment & Blindness

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Introduction: Self-determination is a highly valued but under-researched component of the expanded core curriculum for students with visual impairments. In this study, the authors present results of a literature review on self-determination for children and youths with visual impairments (i.e., those who are blind or have low vision). Method: Self-determination studies were identified through searches of electronic databases for articles published from 2003 to 2016. Two researchers reviewed the articles and rated them in terms of quality indicators for research in special education. Results: Eleven articles, using correlational, qualitative, group experimental or quasi-experimental, and single-case research designs, met inclusion criteria for this literature review. Adherence to the quality indicators varied from 33% to 100%. Discussion: Students with visual impairments need age-appropriate opportunities to develop self-determination skills in school, home, and community settings. Short-term, focused programs and interventions may be promising methods for teaching self-determination skills; however, more research needs to be conducted to establish evidence-based practices in this area. Implications for practitioners: Practitioners can facilitate development of self-determination skills by supporting students in making decisions affecting their lives, encouraging involvement of students in the education and transition planning processes, and promoting self-advocacy.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Cmar

Markoski

2019

Journal of Visual Impairment & Blindness

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“…Students with visual impairments often struggle to develop competence in the area of self-determination when direct instruction is not provided (Lewis et al, 2014). Moreover, there is broad acknowledgment within the field of visual impairment that general education curricula are often insufficient to teach all the skills necessary for individuals with visual impairments to lead successful and independent lives (Allman & Lewis, 2014; Sapp & Hatlen, 2010).…”

mentioning

confidence: 99%

Validation of Image Descriptions for the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children: A Delphi Study

Perreault

Belknap

Lieberman

et al. 2022

Journal of Visual Impairment & Blindness

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Introduction: The Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) are useful measures to assess how children with visual impairments are meeting the nine areas of the expanded core curriculum (ECC). Each item of the CAPE and PAC includes an activity with an accompanied image to illustrate it. However, the measures do not provide standardized image descriptions for each item, which limits its validity and reliability for this population. Thus, the purpose of this Delphi study was to validate and standardize image descriptions for the CAPE and PAC so they can be used more effectively with children with visual impairments. Methods: The expert panel consisted of 11 professionals with extensive knowledge and experience with individuals with visual impairments and six dyads of parents and their child with a visual impairment. Each panel member assessed the accuracy of wording for 57 image descriptions on a 4-point Likert scale and provided feedback on items rated below 3. Results: Consensus on all image descriptions was reached after two rounds. Discussion: The results of this study help to increase the validity and reliability of the CAPE and PAC for children with visual impairments. Implications for Practitioners: The CAPE and PAC can be used more effectively by practitioners and researchers to assess the areas of the ECC for children with visual impairments.

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“…However, the teacher can act in a way that counteracts these expectations and enhances their ability to teach (Wolffe & Kelly, 2011). Since language can often serve as a divide between teacher and student, positive slang can serve as a tool to break down barriers in the classroom (Giles & Williams, 1992).…”

Section: Slang As a Linguistic Bridgementioning

confidence: 99%

“…This demonstrates slang's potential importance in keeping students engaged. The environment fostered by tastefully accommodating one's language for another will undoubtedly yield positive results (Wolffe & Kelly, 2011). This assumes that in the process of accommodating, the accommodator does not accidently mock or offend the receiver's preferred method of communication.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

âfired Up About Education:â A Quantitative Exploration Of Positive And Negative Slang

Heyne¹

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Three Areas of the Expanded Core Curriculum for Students with Visual Impairment

Cited by 10 publications

References 40 publications

Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Validation of Image Descriptions for the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children: A Delphi Study

âfired Up About Education:â A Quantitative Exploration Of Positive And Negative Slang

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Three Areas of the Expanded Core Curriculum for Students with Visual Impairment

Cited by 10 publications

References 40 publications

Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature

Validation of Image Descriptions for the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children: A Delphi Study

âfired Up About Education:â A Quantitative Exploration Of Positive And Negative Slang

Contact Info

Product

Resources

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âfired Up About Education:â A Quantitative Exploration Of Positive And Negative Slang