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The Expanded Core Curriculum: Finding the Time

Kathleen M. Huebner, Ph. D.
Pennsylvania College of Optometry

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A Quick Review of What is Included in the Expanded Core Curriculum

Compensatory Skills (Braille; listening skills; handwriting skills; abacus)
O&M
Social Skills
Independent Living Skills
Recreation and Leisure Skills
Career Education
Assistive Technology
Visual Efficiency Skills (NA-1995)

What Itinerant Teachers Report as Most Time Spent on Expanded Core (CO)

Braille Reading and Writing (listed on survey)
Nemeth Instruction
Braille Preparation
Independent Living Skills
O&M
Vision Utilization (not listed on survey)
Technology Training
Materials Adaptation
Large Print Production (Suvak 1999)

What Itinerant Teachers Report as Most Time Spent Teaching NON-Expanded Core (CO)

Math
Language Arts (Suvak 1999)

Additional Responsibilities and Time Consuming Activities

Communication-Teachers-Parents-Administrators
Travel
Report preparation/paperwork
Assessment
Reinforce students' other needs--MH
Other Expanded Core areas-social skills, career education, recreation/leisure
Materials ordering
Professional development

Current Concerns of 70 Experienced Teachers (TX)

Keeping up with required paperwork
Arranging a balanced schedule
Keeping up on morale and confidence

Another Suspected but Unreported Time Eater

TUTORING !

How to Make the Best of the Time We Have - Strategies to Make Best Use of Limited Time

Teach Only Expanded Core
Do Not Tutor
Examine Your Strengths and Weaknesses
Develop Appropriate and Shared Responsibilities-- Other Teachers/ Aides/Parents
Increase Team Effectiveness

Teach Only Expanded Core

Be convinced
Be determined
Be resourceful--in other words YOU have to make it happen
Be firm

Avoid Tutoring

Ask the question-- Does student need help because the visual impairment is impeding learning?
If yes--teach
If no--defer to other teacher, personnel, peer tutor, parents

Examine Your Strengths and Weaknesses

Be honest with yourself--Identify your weaknesses--its between you and yourself--not the world
Weaknesses result in lack of confidence, slowness to accomplish tasks, and defensiveness
Weaknesses result in inefficiency and ineffectiveness

Change Weaknesses into Strengths

Develop strategies and a plan to change weaknesses into strengths
Seek out constructive ways to strengthen your skills and professionalism
Work independently and seek out support where needed

Weaknesses Changed into Strengths

Recognize your improvements
Note that tasks now take less time
Note that you now have more confidence in your decisions and the quality of your work
Note that you no longer procrastinate or resist doing what used to be weaknesses

ADD OTHERS TO YOUR TEAM
Reauthorization of IDEA (1997)

Parents as members of the team
Participation of regular educator

Develop Appropriate and Shared Responsibilities-- Other Teachers/ Aides/Parents

Model--teach in the regular classroom
Provide positive reinforcement
Observe students in their regular classes.even snippets of time can tell you a lot
Provide formal and informal training
Teach your students to direct others for meaningful information-self advocate

Appreciate Other's Diversity

Culture
Education
Socio/Economic Status
Response to having a child with a disability
Confidence
Trust
Lifestyle
Responsibilities

Keep an OPEN MIND and HEART

Don't bring old baggage into the relationship
Approach each new relationship with parents with a positive approach
Find out parents' perspectives, beliefs, strengths, realities of lifestyles
Have high--yet realistic--expectations for not only your students but their families as well

Facilitate Parent Participation

Keep an OPEN MIND and HEART
Consider parents' individuality/diversity
See parents as child's mentors/teachers
Consider parent's perspective
Give information to the parents through various means and modes

Parents as Teachers/Mentors

"When my son was born blind, I didn't get enlightened as to how to teach him everything, but he is my fourth child, I know some things about raising children. Respect me but help me."

Parent's Perspective

"Teachers are not always hearing what I'm saying. I see my child at home and I know what he can do and can't do. Why don't the teachers believe me when I tell them I see things they don't?"

Give Parent's Information

"Don't just tell me to do it, explain how."
"Taking classes made me feel better, like I know something."
"Parents need resources too!"
"You have no idea how good it made me feel when you asked me to help teach the mom of the new VI child at the school."

Increase Team Effectiveness

Build & maintain positive relationships
Maintain close contact
Communicate a sense of teamwork
Don't complain
Be a good listener
Neither intimidate nor be intimidated
See others' perspectives
Ask questions

Team Goals

Group move toward common goal
Each member needs a clear purpose
Team members directed toward a goal that may not be clear to others

Support Comes From Many

Within yourself (UP TO YOU)
Family and friends (90%)
Students (80%)
Special education teachers (61%)
Other Vision Teachers (53%)
Parents (52%)
Administrators (46%)
Regular Classroom teachers (40%)
Community (26%) (Seitz, 1999)

TAKE PRIDE IN YOUR CONTRIBUTIONS
AND ENJOY YOUR ACCOMPLISHMENTS

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Last Revision: June 28, 2006