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Winter 2010 Table of Contents
Versión Español de este artículo (Spanish Version)

by Elizabeth Eagan, CTVI, Houston Independent School District

Abstract: Expanded Core Curriculum instruction can be integrated into standard academic instruction and routine daily tasks, with planning and support including the itinerant vision teacher, classroom teacher, and parents.

Keywords: blind, visually impaired, education, expanded core curriculum.


“The grass is always greener on the other side” son on the other side knows what fertilizer to buy, I often heard growing up. But is it? Is the grass when to water their grass, when to mow, what only greener on the other side because the per-weed killer to use, etc? Why not learn from the expert on the other side so that my grass will be just as green? In order for students with visual impairments to learn from the expert on greener grass, they must first be given the tools to do so. These students need to have in their tool box an arsenal of strategies and competencies to aid them on their road of green grass discovery.

Having a tool box is vital to students with visual impairments because they need to be taught the skills that normally sighted individuals learn through the power of observation. What is learned through observation, imitation, and feedback from the adult will go unnoticed by students with visual impairments. The Expanded Core Curriculum (ECC) gives these students a list of competencies and strategies for fulfilling them.

Students with visual impairments need to be able to communicate effectively; being able to hear what has been said is equally as important as relaying one’s thoughts to others. If others don’t hear what has been said, then the message has been lost. Knowing where and how to get to the stores to buy the fertilizer, how to comparison price shop, how to read the directions on the fertilizer, what equipment is needed to use the fertilizer, and then enjoying the grass once it is greener with friends and family are all vitally important.

The ECC includes skills that are not part of the core curriculum of reading, writing, mathematics, science, and social studies. Without this expanded core, a student with a visual impairment is not able to actively participate in the world. Without learning banking skills, for example a student may think money just magically appears to anyone out of a machine on a wall. These students must learn the process that leads up to the ATM giving you money.

For every subject taught in school there is a way to tie it into the ECC. For example, when looking at the Texas Essential Knowledge and Skills (TEKS) objectives for 4th grade:

§110.6. English Language Arts and Reading

(4.15) Writing/purposes: The student writes for a variety of audiences and purposes, and in a variety of forms. (F) The student is expected to choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5).

The objective is clearly defined. Educators simply need to review the nine ECC areas individually and consider how one might incorporate them. Following is an example of how I have incorporated the nine ECC areas in this TEKS objective.

  • Assistive Technology
    The student will utilize a computer or note taking device to write reviews after reading books. The student writes the reviews as a newspaper critic, a book jacket review, an Amazon website review, etc.
  • Compensatory
    The student will write poetry utilizing the different parts of speech and punctuation correctly. Students will utilize free verse, diamante poems, etc.
  • Career Education/Transition
    Invite a journalist from the local paper to talk with the student about writing as a career path. Get with classroom teacher to arrange this activity for entire class or as a pull out activity.
  • Independent Living Skills
    The student will be assigned a pen pal with a similar visual disability at another campus or in another town. Letters will be exchanged via email or US mail.
  • Orientation and Mobility
    The student will keep a travel journal of different routes, contacts, and businesses visited through out the school year. Collaborate with O &M instructor.
  • Recreation and Leisure
    The student will start a diary of thoughts, poetry, or what ever the student wishes as a means to put ones thoughts to paper. The student will be assured that only the pages the student wishes to share will be viewed.
  • Self-determination
    The student will write a letter to a city councilman, state representative, senator, etc. of their choice vocalizing a personal of any type, ranging from accessibility to crime.
  • Social Interaction Skills
    The student will create an address book or use a commercial one (APH’s EZ Track Address Book) gathering phone numbers of friends, family, local business, and other persons of interest. Business cards should be included for future reference.
  • Visual Efficiency Skills
    The student will edit a selected written passage for misspellings and punctuation errors. I have given the student a passage I have created, or one from another student, as well as working on editing his or her own work.

Begin work from the student’s comfort level and gradually increase the complexity. Include the parents and classroom teachers as much as possible. One of my favorite activities is to have my students interview their parents on how they do a task. This gives the students an opportunity to see their parents as the expert and to learn from them.

Teaching the ECC is a joint effort by all on the educational team. Collaboration with the classroom teacher is vital in assisting the student to be a well-rounded individual on the road to independence. Learning what TEKS objectives, units, and activities are upcoming in academic classes is an excellent way to brain storm with the teacher on ways to incorporate the ECC into the curriculum. Recruiting parents and other family members to assist with activities where they feel comfortable is icing on the cake. This provides the family a chance to be the experts as well as continuing their role as a life-long support system.

The grass on the other side of the fence isn’t just greener; the owner’s of the grass is merely more knowledgeable due to their vast number of experiences. Once the student with a visual impairment gains knowledge due to numerous experiences, his or her grass will be greener, and become the envy of the neighborhood.